TPC Journal V8, Issue 2 - FULL ISSUE

200 The purpose of counselor supervision has evolved to include the development of counseling students’ reflective thinking. This article conceptualizes a method, discursive digital reflection (DDR), which was established to facilitate the development of counselors who are reflective practitioners and involves clients in reflective discourse of the counseling process. DDR has its conceptual roots in reflective journaling, dialogic reflection, interpersonal process recall, and reflecting teams. The article outlines and describes the process of DDR as well as suggestions for its use as a supervision tool. The DDR method holds significant promise for counselor supervision approaches that aim to develop students’ reflective practices and cultural competence through supervision. Keywords : reflective thinking, discursive digital reflection, reflective discourse, counselor supervision, cultural competence As a central component to the professional growth of counselors, the purpose of supervision is now recognized to include the development of reflective thinking and practices (Allen, Folger, & Pehrsson, 2007; Griffith & Frieden, 2000; Ivers, Rogers, Borders, & Turner, 2017; Parikh, Janson, & Singleton, 2012; Strong, 2003; Studer, 2005; Ward & House, 1998). This inclusion of reflective practices within supervision is partially predicated on the notion that, given the idiosyncratic and complex interactions involved in counseling, the theories and techniques that guide practice are rendered ineffective at times (Schön, 1983). The need to integrate reflective practices within supervision has been further emphasized by others who have noted that doing so can lead to more effective case conceptualization (Fong, Borders, Ethington, & Pitts, 1997; Griffith & Frieden, 2000; Strong, 2003); the development of counselor self-awareness and the integration of counselor identity (Holloway, 1995; Ward & House, 1998); the mediation between theoretical knowledge and practice (Kolb, 1984); increased sense of trainee confidence (Parikh et al., 2012); and the recognition and interrogation of social inequities and injustices that many clients experience (Freire, 1973). A growing body of counselor preparation literature describes strategies and approaches that assist in the development of reflective thinking and practices. With the intent of adding to the already impressive menu of strategies to support the development of reflective counselors, we present another approach that was developed and used within our counselor preparation program—discursive digital reflection (DDR). DDR is the use of digital video to record a collaborative reflection that occurs through dialogue between a counselor supervisee and the client. Upon recording, the discursive discourse becomes an artifact for reflection, which can then be used as a supervision tool for use during individual, triadic, or group supervision. The purpose of this article is to present the DDR method, specifically as an effective means of facilitating the development of counselors who are reflective practitioners and culturally competent. Reflections on Reflection Reflection has been described in various ways. The most prominent theme is the idea that reflection involves taking the unprocessed, raw material of an experience and engaging with it in order to create meaning (Boud, 2001). In this way, reflection is necessary for practitioners to Christopher Janson, Sophie Filibert Discursive Digital Reflection: A Method for Enhancing Supervision and Training Christopher Janson is an associate professor at the University of North Florida. Sophie Filibert is an associate professor at the University of North Florida. Correspondence can be addressed to Christopher Janson, 1 UNF Dr., Leadership School Counseling and Sport Management, Bldg. 57/3436, Jacksonville, FL 32224, cajanson@gmail.com. The Professional Counselor Volume 8, Issue 2, Pages 200-212 http://tpcjournal.nbcc.org © 2018 NBCC, Inc. and Affiliates doi:10.15241/cj.8.2.200