The Professional Counselor | Volume 14, Issue 1 27 supervision rather than individual experiences with supervisors. As our study did not explicitly ask participants to distinguish between university-affiliated and site supervisors, future researchers may pursue a qualitative study that highlights the difference. Other research may utilize grounded theory to develop a model of simultaneous supervision for supervisors and supervisees to follow or focus explicitly on supervisors’ perspectives of simultaneous supervision. Quantitative research may illuminate the frequency and use of simultaneous supervision in counselor education programs overall or identify correlations between counselor dispositions such as tolerance for ambiguity and supervision outcomes in simultaneous supervision. Because of the lack of information regarding the phenomenon of simultaneous supervision, many opportunities for research regarding the phenomenon persist. Conclusion Overall, the findings from this research indicate CITs valued greater support and thrived when integrating “both/and thinking” in navigating feedback from multiple supervisors. This perspective reinforces the need for systemic communication among counselor educators and supervisors. Additionally, results suggest CITs would benefit from supervisors broaching the topic of simultaneous supervision early in their clinical experience. 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-codeof-ethics.pdf Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson. Borders, L. D. (2006). Snapshot of clinical supervision in counseling and counselor education: A five-year review. The Clinical Supervisor, 24(1–2), 69–113. https://doi.org/10.1300/J001v24n01_05 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 Choate, L. H., & Granello, D. H. (2006). Promoting student cognitive development in counselor preparation: A proposed expanded role for faculty advisers. Counselor Education and Supervision, 46(2), 116–130. https://doi.org/10.1002/j.1556-6978.2006.tb00017.x Council for the Accreditation of Counseling and Related Educational Programs. (2015). 2016 CACREP standards. https://www.cacrep.org/for-programs/2016-cacrep-standards/ Davis, K. L., & Arvey, H. H. (1978). Dual supervision: A model for counseling and supervision. Counselor Education and Supervision, 17(4), 293–299. https://doi.org/10.1002/j.1556-6978.1978.tb01086.x Dodds, J. B. (1986). Supervision of psychology trainees in field placements. Professional Psychology: Research and Practice, 17(4), 296–300. https://doi.org/10.1037/0735-7028.17.4.296 Duryee, J., Brymer, M., & Gold, K. (1996). The supervisory needs of neophyte psychotherapy trainees. Journal of Clinical Psychology, 52(6), 663–671. https://doi.org/bmp9p9 Koltz, R. L., Odegard, M. A., Provost, K. B., Smith, T., & Kleist, D. (2010). Picture perfect: Using photo-voice to explore four doctoral students’ comprehensive examination experiences. Journal of Creativity in Mental Health, 5(4), 389–411. https://doi.org/10.1080/15401383.2010.527797
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