The Professional Counselor - Journal Volume 13, Issue 3

281 The Professional Counselor | Volume 13, Issue 3 Jordan, K. (2018). Trauma-informed counseling supervision: Something every counselor should know about. Asia Pacific Journal of Counseling and Psychotherapy, 9(2), 127–142. https://doi.org/10.1080/21507686.2018.1450274 King, K. M., & Jones, K. (2019). An autoethnography of broaching in supervision: Joining supervisee and supervisor perspectives on addressing identity, power, and difference. The Clinical Supervisor, 38(1), 17–37. https://doi.org/10.1080/07325223.2018.1525597 Ladany, N., Mori, Y., & Mehr, K. E. (2013). Effective and ineffective supervision. The Counseling Psychologist, 41(1), 28–47. https://doi.org/10.1177/0011000012442648 Lambie, G. W., & Sias, S. M. (2009). An integrative psychological developmental model of supervision for professional school counselors-in-training. Journal of Counseling & Development, 87(3), 349–356. https://doi.org/10.1002/j.1556-6678.2009.tb00116.x Luke, M., & Bernard, J. M. (2006). The School Counseling Supervision Model: An extension of the Discrimination Model. Counselor Education and Supervision, 45(4), 282–295. https://doi.org/10.1002/j.1556-6978.2006.tb00004.x Marley, E. (2011). Self-help strategies to reduce emotional distress: What do people do and why? A qualitative study. Counselling and Psychotherapy Research, 11(4), 317–324. https://doi.org/10.1080/14733145.2010.533780 McKibben, W. B., George, A. L., Gonzalez, O., & Powell, P. W. (2022). Exploring how counselor education programs support site supervisors. Journal of Counselor Preparation and Supervision, 15(2). https://digital commons.sacredheart.edu/jcps/vol15/iss2/1 Mecadon-Mann, M., & Tuttle, M. (2023). School counselor professional identity in relation to post-master’s supervision. Professional School Counseling, 27(1), 1–11. https://doi.org/10.1177/2156759X221143932 Mullen, P. R., Backer, A., Chae, N., & Li, H. (2020). School counselors’ work-related rumination as a predictor of burnout, turnover intentions, job satisfaction, and work engagement. Professional School Counseling, 24(1), 1–10. https://doi.org/10.1177/2156759X20957253 Murphy, M. J., & Wright, D. W. (2005). Supervisees’ perspectives of power use in supervision. Journal of Marital and Family Therapy, 31(3), 283–295. https://doi.org/10.1111/j.1752-0606.2005.tb01569.x Murphy, S., & Kaffenberger, C. (2007). ASCA National Model: The foundation for supervision of practicum and internship students. Professional School Counseling, 10(3), 289–296. https://doi.org/10.1177/2156759X0701000311 Nelson, J. R., Hall, B. S., Anderson, J. L., Birtles, C., & Hemming, L. (2018). Self-compassion as self-care: A simple and effective tool for counselor educators and counseling students. Journal of Creativity in Mental Health, 13(1), 121–133. https://doi.org/10.1080/15401383.2017.1328292 Neufeldt, S. A., Karno, M. P., & Nelson, M. L. (1996). A qualitative study of experts’ conceptualizations of supervisee reflectivity. Journal of Counseling Psychology, 43(1), 3–9. https://doi.org/10.1037/0022-0167.43.1.3 North, R. A. (2017). Motivational interviewing for school counselors. Independently Published. Oehrtman, J. P., & Dollarhide, C. T. (2021). Advocacy without adversity: Developing an understanding of micropolitical theory to promote a comprehensive school counseling program. Professional School Counseling, 25(1), 1–9. https://doi.org/10.1177/2156759X211006623 Parikh, S. B., Janson, C., & Singleton, T. (2012). Video journaling as a method of reflective practice. Counselor Education and Supervision, 51(1), 33–49. https://doi.org/10.1002/j.1556-6978.2012.00003.x Pearson, Q. M. (2004). Getting the most out of clinical supervision: Strategies for mental health. Journal of Mental Health Counseling, 26(4), 361–373. https://doi.org/10.17744/mehc.26.4.tttju8539ke8xuq6 Pocock, A., Lambros, S., Karvonen, M., Test, D. W., Algozzine, B., Wood, W., & Martin, J. E. (2002). Successful strategies for promoting self-advocacy among students with LD: The LEAD group. Intervention in School and Clinic, 37(4), 209–216. https://doi.org/10.1177/105345120203700403 Quintana, T. S., & Gooden-Alexis, S. (2020). Making supervision work. American School Counselor Association. Ratts, M. J., & Greenleaf, A. T. (2018). Multicultural and social justice counseling competencies: A leadership framework for professional school counselors. Professional School Counseling, 21(1b), 1–9. https://doi.org/10.1177/2156759X18773582 Skovholt, T. M., & Rønnestad, M. H. (1992). Themes in therapist and counselor development. Journal of Counseling & Development, 70(4), 505–515. https://doi.org/10.1002/j.1556-6676.1992.tb01646.x Stark, M. D. (2017). Assessing counselor supervisee contribution. Measurement and Evaluation in Counseling and Development, 50(3), 170–182. https://doi.org/10.1080/07481756.2017.1308224 Stoltenberg, C. (1981). Approaching supervision from a developmental perspective: The counselor complexity model. Journal of Counseling Psychology, 28(1), 59–65. https://doi.org/10.1037/0022-0167.28.1.59

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