The Professional Counselor | Volume 12, Issue 1 91 Esther also shared evidence of changed emotions during social justice supervision. Initially, Esther reported feeling excited, but later, she was confused as to how counselors could use social justice practically. Despite this confusion, Esther shared that she gained new awareness that social justice advocacy is not only found in individual situations with clients, but also in an overall mindset: Something I will take from it [supervision] . . . is you incorporate that sort of thinking into your overall [approach]. You don’t necessarily wait for a specific event to happen, but once you know the culture of a place, you have lessons geared towards whatever the problem is there. Despite these mixed feelings, Esther’s experience aligns with Casey’s and Kallie’s, as all reported experiencing a change in emotions toward social justice over the course of supervision. Personal and Professional Growth Participants also demonstrated changes in professional and personal growth throughout the supervision experiences, the third theme identified. In early journal entries, they reported nervousness, doubt, and insecurity regarding their counseling skills and knowledge. Over time, the tone shifted to increased comfort and confidence. This improvement appeared not only related to overall counseling abilities, but specifically to participants’ understanding of social justice in counseling. For example, in Esther’s second journal entry, she noted the influence that social justice supervision had on the ability to recognize oppression and bring awareness to it at practicum. Esther wrote, “Just having this concept be explicitly laid out in our plan has already caused me to be more attentive to such issues.” Similarly, professional growth was evident in Kallie’s journal entries over time. In the fourth journal entry, Kallie described discomfort and nervousness when reflecting on clients’ sociopolitical contexts. However, in the ninth journal entry, Kallie described an experience in which she adapted her counseling to be more sensitive to the client’s multicultural background. Casey also highlighted growth with an anecdote about a small group she led. Casey explained that the group was for highachieving, low-income juniors intending to go to college: In the very beginning, I remember thinking—this sounds terrible now, but—“It’s kind of unfair to the other students that these kids get special privileges in that they get to meet with us and walk through the college planning process.” ’Cause I was thinking, “Wow, even kids who are high-achieving but are middle-class or upper-class, they could use this information, also. And it’s not really fair that just ’cause they’re lower class, they get their hand held during this.” But, throughout the semester, realizing that that’s not necessarily a bad thing for an institution to give another one a little extra help because they’re gonna have a deficit of help somewhere else in their life, and it really is fair. It’s more fair to give them more help ’cause they likely aren’t going to be getting it at home. . . . So, by having that group, it actually is making a greater degree of equity . . . through supervision and through processing all of that, [I learned] it was actually evening the board out more. Participants also expressed that their professional growth in social justice competencies was intertwined with personal growth. Casey reported that supervision increased her comfort when talking about social justice issues and led to the reevaluation of personal opinions. Similarly, Kallie summarized:
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