TPC Journal V8, Issue 2 - FULL ISSUE

208 The Professional Counselor | Volume 8, Issue 2 Figure 2. DDR Process and Learning Types We employ DDR once during supervisees’ practicum and at least twice during a second internship experience. Thus, both the supervisee and the client experience DDR three times, while the supervisees have the added video reflection during the first year of training. The DDR process is integrated as part of the periodic self-assessments that graduate students complete that may occur during such benchmarks as midpoint evaluations or upon termination of counseling sessions. Our preparation model, situated in PK–12 settings, uses DDR during the termination of trainees’ first field experience (practicum), at the midpoint, and upon termination of subsequent field experiences within the training program. The trainees’ first DDR session allows students to become familiar with the technology and reflective method. By the time trainees participate in the last DDR, they are able to engage more meaningfully with their clients during sessions and among their learning peers during group supervision about dialogic reflection counselor identity development. Clearly, the DDR method for enhancing counseling student reflective thinking and practices represents a challenging degree of cognitive complexity. By using this method, we are nudging students beyond cognition to metacognition. In other words, we are encouraging them to reflect upon their reflective processes and to think critically about their thinking. Given the level of abstraction, faculty supervisors should consider techniques or approaches that could facilitate understanding of these metacognitive processes to make them more concrete. Faculty can draw upon therapeutic interventions in order to do so. For instance, faculty might facilitate student counselors’ creations