273 The Professional Counselor | Volume 13, Issue 3 Third, trainees can utilize the Johari window as a tool to reflect upon the knowledge, awareness, and skills required for school counseling practice (Halpern, 2009). Trainees work with supervisors to consider questions or experiences to identify: (a) open areas (i.e., things known to everyone, such as critically discussing school- and district-wide policies that contribute to inequitable access to college preparatory courses); (b) hidden areas (i.e., things only known to the trainee to be shared in supervision, such as the trainee’s hesitations about leading a group counseling session with middle school students independently for the first time); (c) blind spots (i.e., things that the supervisor is aware of that the trainee may not be, such as personal biases, prejudices, stereotypes, and discriminatory attitudes that may affect the trainee’s conceptualizations and interactions with students and families); and (d) undiscovered potential (i.e., things that the supervisor and trainee can experience and learn together, such as engaging in professional learning together to align school counseling programming with a school-wide movement toward implementing restorative justice practices). This strategy also compels trainees to align their supervision goals with ethical codes (see A.4.b., F.8.c., and F.8.d in the ACA Code of Ethics) and standards for professional practice (ACA, 2014). Trainees can feel empowered to utilize the Johari window with supervisors and peers to guide conversations, generate questions, and develop insights to inform school counseling practice and explore ethical dilemmas. Vulnerability in Supervision Vulnerability is an essential yet challenging experience within the hierarchical nature of supervision. Being vulnerable involves feelings of uncertainty, reluctance, and exposure; hence, trainees require a sense of psychological safety and support to explore their needs and areas of weakness (Bradley et al., 2019; Giordano et al., 2018; J. V. Jordan, 2003). Although site supervisors hold the primary responsibility for facilitating supervision relationships characterized by safety and support (Bernard & Goodyear, 2019), trainees can feel empowered to advocate for supervision environments that encourage authenticity and vulnerability, which are conducive to growth and development. First, trainees can discuss with their supervisors and peers to define feelings of vulnerability and create group norms to promote supported vulnerability (Bradley et al., 2019). With a shared understanding, trainees, supervisors, and peers create an environment for continued growth and risk-taking. For example, during the first group supervision meeting, trainees can suggest norms that will individually and collectively sustain a safe classroom community for sharing and learning. A lack of clear norms about how to communicate feedback may result in experiences of shame and affect trainees’ confidence (J. V. Jordan, 2003; Ratts & Greenleaf, 2018). To mitigate this, trainees, supervisors, and peers can collaboratively discuss appropriate and preferred ways of giving and receiving feedback that is supportive, productive, and meaningful (Ladany et al., 2013). For example, trainees may prefer specific comments rather than general praise: “When the client expressed their frustration, you did well to remain calm and reflect content and feelings in that moment,” instead of “You did a great job.” This exchange among trainees, supervisors, and peers offers a constructive and engaging experience in which individuals can appropriately support and challenge one another. Second, reviewing recordings offers a learning opportunity for trainees to reflect upon and critique their own skills and dispositions (Borders & Brown, 2005). When presenting recorded case presentations, trainees can practice vulnerability by selecting and presenting recordings that highlight challenging areas that may require constructive feedback (i.e., show their worst rather than their best). Trainees can identify portions of recordings that exemplify where they need the most help, such as a challenging experience during an individual counseling session with a student. Further, when presenting their recordings, trainees can also ask for suggestions to improve consultation work with
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