TPC Journal V8, Issue 2 - FULL ISSUE

The Professional Counselor | Volume 8, Issue 2 129 their onsite supervisors during their internship. These participants were receiving supervision from a university supervisor (CACREP, 2015), meaning the information withheld from the onsite supervisor may have been discussed with the university supervisor. It is also plausible that supervisees withheld the information from both the onsite and university supervisors. Site supervisors and university supervisors might have conflicting agendas, presenting a burden on supervisees to decide what to disclose to whom. Future studies should examine how supervisees decide what to disclose when they have multiple supervisors at one time. Finally, participants in the current study reported they were most hesitant to disclose their negative reactions about their supervisors. Future research should explore how supervisors can better monitor their supervisees’ reactions to them. Conclusion Although previous research from allied professions provides evidence of how nondisclosure manifests within those professions, the findings from this study provide empirical evidence of how CIT intentional nondisclosure presents during onsite supervision. These findings provide valuable insights into the types of information that CITs withhold as well as the reasons for their nondisclosure during their onsite supervision. Given that the counseling profession has a unique training model (CACREP, 2015) and professional identity (Lawson, 2016), these findings can be used by CITs, onsite supervisors, and counselor educators to generate targeted solutions to address this critical issue. Conflict of Interest and Funding Disclosure This research was supported by a grant from the Association for Counselor Education and Supervision. References American Counseling Association. (2014). 2014 ACA code of ethics . Alexandria, VA: Author. Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Boston, MA: Pearson. Borders, L. D. (2009). Subtle messages in clinical supervision. The Clinical Supervisor , 28 , 200–209. doi:10.1080/07325220903324694 Borders, L. D., DeKruyf, L., Fernando, D. M., Glosoff, H. L., Hays, D. G., Page, B., & Welfare, L. E. (2011). Best practices in clinical supervision . Retrieved from https://www.acesonline.net/sites/default/files/ACES-Best- Practices-in-clinical-supervision-document-FINAL_0_0.pdf 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 , 26–44. Bordin, E. S. (1983). A working alliance based model of supervision. The Counseling Psychologist , 11 , 35–42. doi:10.1177/0011000083111007 Cook, R. M., & Welfare, L. E. (2018).  Examining predictors of counselor-in-training intentional nondisclosure.  Counselor Education and Supervision , 57 , 211–226. Council for Accreditation of Counseling & Related Educational Programs. (2015). 2016 CACREP standards . Retrieved from https://www.cacrep.org/for-programs/2016-cacrep-standards Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage. Ellis, M. V. (2017). Narratives of harmful clinical supervision. The Clinical Supervisor , 36 , 20–87. doi:10.1080/07325223.2017.1297752