279 The Professional Counselor | Volume 13, Issue 3 anxious and more empowered to approach and shape supervision to meet their developmental needs. When trainees are mindful of and actively engaged in reflection, vulnerability, self-advocacy, broaching, and wellness, they can feel empowered to seek support and resources to bridge gaps in their learning and development during the supervision experience. Site supervisors and counselor educators can also share these strategies with trainees and encourage trainees to implement them in fieldwork and university contexts. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/resources/aca-code-ofethics.pdf American School Counselor Association. (2019a). The ASCA national model: A framework for school counseling programs (4th ed.). American School Counselor Association. (2019b). ASCA standards for school counselor preparation programs. https://www.schoolcounselor.org/getmedia/573d7c2c-1622-4d25-a5ac-ac74d2e614ca/ASCA-Standards-forSchool-Counselor-Preparation-Programs.pdf American School Counselor Association. (2019c). ASCA school counselor professional standards & competencies. https://www.schoolcounselor.org/getmedia/a8d59c2c-51de-4ec3-a565-a3235f3b93c3/SC-Competencies.pdf American School Counselor Association. (2021). The school counselor and school counselor supervision. https://www. schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-SchoolCounselor-and-School-Counselor-Supervis American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.school counselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf Astramovich, R. L., & Harris, K. R. (2007). Promoting self-advocacy among minority students in school counseling. Journal of Counseling & Development, 85(3), 269–276. https://doi.org/10.1002/j.1556-6678.2007.tb00474.x Baltrinic, E. R., Cook, R. M., & Fye, H. J. (2021). A Q methodology study of supervisee roles within a counseling practicum course. The Professional Counselor, 11(1), 1–15. https://doi.org/10.15241/erb.11.1.1 Bemak, F., & Chung, R. C.-Y. (2008). New professional roles and advocacy strategies for school counselors: A multicultural/social justice perspective to move beyond the Nice Counselor Syndrome. Journal of Counseling & Development, 86(3), 372–381. https://doi.org/10.1002/j.1556-6678.2008.tb00522.x Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson. Biganeh, M., & Young, S. L. (2021). Followers’ perceptions of positive communication practices in leadership: What matters and surprisingly what does not. International Journal of Business Communication, 0(0). https://doi.org/10.1177/2329488420987277 Bledsoe, K. G., Logan-McKibben, S., McKibben, W. B., & Cook, R. M. (2019). A content analysis of school counseling supervision. Professional School Counseling, 22(1), 1–8. https://doi.org/10.1177/2156759X19838454 Blount, A. J., Taylor, D. D., Lambie, G. W., & Anwell, A. N. (2016). Clinical supervisors’ perceptions of wellness: A phenomenological view on supervisee wellness. The Professional Counselor, 6(4), 360–374. https://doi.org/10.15241/ab.6.4.360 Borders, L. D., & Brown, L. L. (2005). The new handbook of counseling supervision (1st ed.). Routledge. Borders, L. D., Glosoff, H. L., Welfare, L. E., Hays, D. G., DeKruyf, L., Fernando, D. M., & Page, B. (2014). Best practices in clinical supervision: Evolution of a counseling specialty. The Clinical Supervisor, 33(1), 26–44. https://doi.org/10.1080/07325223.2014.905225
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