Making room for leadership and advocacy in site supervision

Cassandra A. Storliea Department of Counselor Education and Supervision, College of Education, Health & Human Services, Kent State University, Kent, OH, USACorrespondence[email protected]

Eric Baltrinicb Department of Educational Studies, The University of Alabama, Tuscasloosa, AL, USA

Marissa A. Fyec Department of Counseling and School Psychology, University of Nebraska at Kearney, Kearney, NE, USA

Susannah M. Woodd Department of Rehabilitation and Counselor Education, College of Education, University of Iowa, Iowa City, IA, USA

Jane Coxa Department of Counselor Education and Supervision, College of Education, Health & Human Services, Kent State University, Kent, OH, USA

ABSTRACT

Using grounded theory analysis, we examined the leadership and advocacy practices of seven site supervisors in clinical mental health settings. We explored how participants make room for leadership and advocacy for themselves and counselor trainees, despite their complex and busy schedules. Five overarching themes emerged that supported a theory grounded in the data. The five themes were: (a) modeling, (b) involving, (c) engaging, (d) empowering, and (e) pushing. Implications and specific suggestions for site supervisors and counselor education programs are provided.

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This article has been republished with minor changes. These changes do not impact the academic content of the article.

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Making room for leadership and advocacy in site supervision

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