84 The Professional Counselor | Volume 12, Issue 1 Models In recent years, scholars have called for social justice supervision models to integrate social justice into supervision (Baggerly, 2006; Ceballos et al., 2012; Chang et al., 2009; Collins et al., 2015; Glosoff & Durham, 2010; O’Connor, 2005). However, to date, only three formal models of social justice supervision have been published. Most recently, Dollarhide and colleagues (2021) recommended a social justice supervision model that can be used with any supervisory theory, developmental model, and process model. In this model, the MSJCC are integrated using four components. First, the intersectionality of identity constructs (i.e., gender, race/ethnicity, socioeconomic status, sexual orientation, abilities, etc.) is identified as integral in the supervisory triad between supervisor, counselor, and client. Second, systemic perspectives of oppression and agency for each person in the supervisory triad are at the forefront. Third, supervision is transformed to facilitate the supervisee’s culturally informed counseling practices. Lastly, the supervisee and client experience validation and empowerment through the mutuality of influence and growth (Dollarhide et al., 2021). Prior to Dollarhide and colleagues’ (2021) model for social justice supervision, Gentile and colleagues (2009) proposed a feminist ecological framework for social justice supervision. This model encouraged the understanding of a person at the individual level through interactions within the ecological system (Ballou et al., 2002; Gentile et al., 2009). The supervisor’s role is to model socially just thinking and behavior, create a climate of equality, and implement critical thinking about social justice (Gentile et al., 2009; Roffman, 2002). Lastly, Chang and colleagues (2009) suggested a social constructivist framework to incorporate social justice issues in supervision via three delineated tiers (Chang et al., 2009; Lewis et al., 2003; Toporek & Daniels, 2018). In the first tier, self-awareness, supervisors assist supervisees to recognize privileges, understand oppression, and gain commitment to social justice action (Chang et al., 2009; C. C. Lee, 2007). In the second tier, client services, the supervisor understands the clients’ worldviews and recognizes the role of sociopolitical factors that can impact the developmental, emotional, and cognitive meaningmaking system of the client (Chang et al., 2009). In the third tier, community collaboration, the supervisor guides the supervisee to advocate for changes on the group, organizational, and institutional levels. Supervisors can facilitate and model community collaboration interventions, such as providing clients easier access to resources, participating in lobbying efforts, and developing programs in communities (Chang et al., 2009; Dinsmore et al., 2002; Kiselica & Robinson, 2001). Each of these supervision models serves as a relevant, accessible tool for counseling supervisors to use to incorporate social justice into supervision (Chang et al., 2009, Dollarhide et al., 2021; Gentile et al., 2009). However, researchers lack an empirical examination of any of the models. To address this research gap and begin understanding social justice supervision in practice, the present qualitative case study exploring master’s students’ experiences with social justice supervision was undertaken. We selected Chang and colleagues’ (2009) three-tier social constructivist framework in supervision for several reasons. First, the social constructivist framework incorporates a tiered approach similar to the MSJCC (Ratts et al., 2015) and reflects social justice goals in the profession of counseling (Ceballos et al., 2012; Chang et al., 2009; Collins et al., 2015; Glosoff & Durham, 2010). Second, the model is comprehensive. In using three tiers to address social justice (self, client, and community), the model captures multiple layers of social justice influence for counselors. Finally, the model is simple and meets the developmental needs of novice counselors. By identifying three tiers of social justice work,
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