The Professional Counselor | Volume 12, Issue 1 93 viewed it as a complex topic. They also suggest that participants found value in making sense of social justice and using it as a tool to better support clients individually and systemically. Similar to research on multicultural supervision, participants indicated that receiving social justice supervision was a positive experience and impacted personal and professional growth (Ancis & Ladany, 2001; Ancis & Marshall, 2010; Chopra, 2013; Inman, 2006; Ladany et al., 2005). Notably, findings align with some, though not all, of Chang and colleagues’ (2009) delineated tiers in the social justice supervision model. Some of the themes reflect the first tier, self-awareness. For example, participants’ feelings about social justice (Theme 2) and increased understanding of privilege (Theme 3a) highlight how the supervisory experience enhanced their self-awareness as counselors. As their feelings changed and knowledge of privilege grew, their self-awareness improved, a critical task in becoming a social justice–minded counselor (Chang et al., 2009; Dollarhide et al., 2021; Fickling et al., 2019; Glosoff & Durham, 2010). Participants’ increased understanding of clients (Theme 3b) reflects the second tier in Chang and colleagues’ (2009) model, client services. In demonstrating an enhanced understanding of clients and their world experiences, the participants reported thinking beyond themselves and into how power, privilege, and oppression affected those they counseled. The final tier of the social justice supervision model, community collaboration, was not evident in participant data about their experiences. Despite the supervisor’s intent to address this tier through analyses of school and district policies, as well as community advocacy opportunities, themes about this topic did not manifest in the data. This theme’s absence may suggest that the supervisor’s efforts to address the third tier were not strong enough to impact participants. Alternatively, the absence may suggest that participants were not developmentally prepared to make sense of social justice at a systemic, community level. Instead, their development matched best with social justice ideas at the self and client levels. Participant findings did align with previous research about supervision. For example, Collins and colleagues (2015) studied master’s-level counseling students and found that their lack of experience in social justice supervision led them to feel unprepared to meet the needs of diverse clients. In this study, the presence of social justice supervision helped participants feel more prepared to support clients, as evidenced in the subtheme of increased understanding of clients. Furthermore, this study reflects similar findings from multicultural supervision research. We found that multicultural supervision was associated with positive outcomes of being prepared to work with diverse clients and engaging in effective supervision (Chopra, 2013; Inman, 2006; Ladany et al., 2005). This pattern is reflected in the current study, as participants reported positive experiences in social justice supervision. Ancis and Ladany (2001) and Ancis and Marshall (2010) found that incorporating multicultural considerations into supervision increases supervisees’ self-awareness and encourages them to engage clients in multicultural discussions. These same results were evident in the present study, with participants reporting personal and professional growth, such as stronger awareness of White privilege and greater willingness to examine clients’ sociopolitical contexts. Findings also reflect general research on supervision, which indicates that supervisees typically experience personal and professional growth in the process (Association for Counselor Education and Supervision, 2011; Watkins et al., 2015; Young et al., 2011). Furthermore, study findings also align with assertions from supervision scholars regarding the value of social justice supervision. They support Chang and colleagues’ (2009) claim that social justice supervision can increase counselor self-awareness and build an understanding of oppression.
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