TPC Journal V8, Issue 2 - FULL ISSUE

210 The Professional Counselor | Volume 8, Issue 2 counselors in urban settings where there is a greater likelihood of divergent cultural and racial backgrounds between counselor and client. The DDR process has further implications for counselors who will work in youth-serving settings, where trainees are positioned in an intergenerational context. This is significant for the portion of trainees that may enter graduate programs with the aptitude to intervene effectively with young people, but may lack experiences in engaging with youth effectively. The DDR process is developmentally appropriate for the intergenerational context of school-based settings, predicated on relationship capital that most graduate trainees are able to acquire by the end of their field experiences in the PK–12 levels. During the preparation phase of DDR, faculty are encouraged to reinforce, through discussions, the ways in which adolescents communicate and engage with school-based adults. The DDR process serves not only as a mechanism of dialogic reflection, but also as a tool of informal assessment of the counseling experience, which is directly informed by the relationship that has developed between the trainee and student. In addition to the required formal observations and assessments, we find that DDR enhances the training and supervision experiences for all parties involved as they make meaning during each phase of DDR. This article is our initial effort to describe the origin, development, and use of DDR as a method of enhancing counselor supervision and training with the purpose of cultivating reflective and culturally competent practitioners. The conceptual nature of this method, while applied within our own counselor preparation program, would be enriched by scholarly investigations and research as to its impact on the development of counseling students and, ultimately, their clients. Additionally, research within counselor education programs might focus on whether experiential courses are the best place for methods and approaches intending to develop student critical thinking and practices. Nonetheless, we believe that through the development and application of DDR, this method holds significant promise for counselor preparation. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Allen, V. B., Folger, W. A., & Pehrsson, D.-E. (2007). Reflective process in play therapy: A practical model for supervising counseling students. Education , 127 , 472–479. Anderson, T. (1990). The reflecting team: Dialogues and dialogues about the dialogues . Broadstairs, UK: Borgman. Argyris, C. (1997). Learning and teaching: A theory of action perspective. Journal of Management Education , 21 , 9–26. doi:10.1177/105256299702100102 Argyris, C., & Schön, D. A. (1978). Organizational learning: A theory of action perspective . Reading, MA: Addison- Wesley. Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Boston: Pearson. Bloom, B. S., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Book 1: Cognitive domain . New York, NY: Longman. Boud, D. (1995). Enhancing learning through self assessment. London: Kogan Page. Boud, D. (2001). Using journal writing to enhance reflective practice. In L. English & M. Gillen (Eds.), New directions for adult and continuing education (pp. 9–17). New York, NY: John Wiley.