Critical Incidents in Supervision Training: Doctoral Students’ Perspectives

Abstract

This study utilized the critical incident technique (CIT; Flanagan, 1954) to examine counselor education doctoral students’ supervision training experiences. After a two-semester supervision theory and practicum course sequence, doctoral students (N = 8) were asked to describe critical incidents that contributed to their growth as supervisors. Three themes emerged including (a) support, (b) parallel process, and (c) gatekeeping. Results and implications of the study are discussed.