TPC Journal V8, Issue 2 - FULL ISSUE

The Professional Counselor | Volume 8, Issue 2 207 their clients the shift in roles required for collaborative-reflective conversation, as well as its purpose. In order to further emphasize the democratic and participatory nature of the reflective partnership they are about to form and enact, we suggest that in doing so students provide clients with a list of possible reflection questions. Through this reflective partnership, the counseling student and client engage in conversation with an underlying purpose in some ways similar to that which Kagan and Kagan (1990) described for IPR: “The core processes rely on each participant’s teaching the other about the meaning of their interaction” (p. 439). This collaborative-reflective conversation between the counseling student and client is digitally recorded so that it can then be used as an artifact for further reflection, or double-loop learning in the parlance of Argyris and Schön (1978). The digital video record, or DDR artifact, can now be used as a supervision tool during individual, triadic, or group supervision. The focus of this supervision should generally be on the collaborative- reflective practices represented in the digital reflection; however, this focus should also be flexible enough to highlight and explore any compelling content that emerges from each unique artifact. We suggest that faculty supervisors consider further enriching student counselors’ knowledge and perspectives on reflection before or during the review of these DDRs by introducing pertinent models, concepts, or theories of reflection. Some examples could be Bloom’s Taxonomy (Bloom & Krathwohl, 1956), Boud’s (1995) framework for reflection, or Gibbs’ (1998) reflective cycle. Prior to embarking upon this mode of training, we recommend that counselor educators invest time in setting the context and philosophical underpinnings of using DDR among their collaborating colleagues and with supervisees. Within our preparation program, supervisees are assigned clients with whom they will engage for two consecutive field experiences: practicum and first internship. The first DDR exchange is preceded by an individual digital reflection by each supervisee during the initial stages of practicum. Having this first individual digital reflection experience can be effective in preparing supervisees for dialogue with clients in subsequent digital reflections. This step is observed to be of particular utility for supervisees that express discomfort in using digital technology in the learning experience. DDR in Practice Upon adequate preparation for DDR, the process continues by generating an artifact documenting collaborative, discursive reflection on the counseling process between an emerging counselor and a client. This artifact, the digital video of reflective discourse, is then used as a focal point of further reflection within the context of supervision. In doing so, the use of DDR moves the discursive reflection between a counseling student and a client from being an experience shared only by them in the moment, to a learning method that can further enrich and deepen not only their understandings of the counseling process and relationship, but also the reflective process through which they developed those understandings. The initial process of collaborative-discursive reflection then can become the focus of further reflection for not only the initial student and client, but for other counseling students and faculty supervisors as well. This layered reflective process bears similarities to what Argyris and Schön (1978) referred to as double-loop learning . When engaged in single-loop learning, individuals modify their actions based upon differences between their expected and obtained outcomes. When engaged in double-loop learning, individuals question the underlying perceptions, assumptions, and values that initially led to those outcomes. Once individuals are able to perceive and examine those perceptions, assumptions, values, and processes, double-loop learning has occurred. So, just as double-loop learning is learning about single-loop learning, the method of DDR provides opportunities to reflect on the collaborative-discursive, reflective process itself.