The Professional Counselor-Volume12-Issue 1

The Professional Counselor | Volume 12, Issue 1 87 Table 1 Social Justice Supervision in Practice Social Justice Supervision Model Componenta Component in Practice Examples in Supervision Introduction of Social Justice Supervisor introduced, defined, and explained social justice with supervisees. “Social justice is a term often referenced in counseling programs. Let’s talk about what it actually means.” Tier 1: Self-Awareness Supervisor explored supervisees’ experiences with privilege and oppression, as well as their influence on the counseling process. “What are some specific areas of privilege that you might possess that could impact you as a counselor?” Tier 2: Client Services Supervisor led supervisees in examining the sociopolitical contexts of their clients. “You mentioned that you have spent several counseling sessions with a client experiencing homelessness and struggling academically. What sociopolitical factors do you think could be impacting them and their experience in school?” Tier 3: Community Collaboration Supervisor explored supervisees’ observations of institutional practices and policies influencing social justice efforts, as well as ways to advocate in the community. “You have gotten to witness your practicum site for almost a full semester now. What school or district policies have you observed that might be supporting students or oppressing them?” a Chang, C. Y., Hays, D. G., & Milliken, T. F. (2009). Addressing social justice issues in supervision: A call for client and professional advocacy. The Clinical Supervisor, 28(1), 20–35. https://doi.org/10.1080/07325220902855144 Merlin-Knoblich addressed fidelity to the supervision model in two ways. First, in weekly supervision-of-supervision meetings with the faculty advisor, they discussed the supervision model and its use in sessions with participants. The faculty advisor regularly asked about the supervision model and how it manifested in sessions in an attempt to ensure that the model was being implemented recurrently. Secondly, engagement with Newman occurred in regular peer debriefing discussions about the use of the supervision model. Through these discussions, Newman monitored Merlin-Knoblich’s use of the social justice model throughout the 14-week supervisory experience. Data Collection We obtained IRB approval prior to initiating data collection. One month after the end of the semester and practicum supervision, Newman approached Merlin-Knoblich’s three supervisees about participation in the study. He explained that participation was an exploration of the supervisees’ experiences in supervision and not an evaluation of the supervisees or the supervisor. Newman also emphasized that participation in the study was confidential, entirely voluntary, and would not affect participants’ evaluations or grades in the practicum course, which ended before the study took place. All supervisees agreed to participate.

RkJQdWJsaXNoZXIy NDU5MTM1