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Abstract
The purpose of this study was to explore a university-based supervision process for consultants-in-training (CITs) engaged in a preservice level consultation course with applied practicum experience. The study was approached from a constructivist worldview using a grounded theory methodology. Data consisted of supervision session transcripts, reflective logs, and notes about supervision for 5 CITs and were analyzed using NVivo computer software. The analyzed data were a subset from a larger pool of data from 1 semester of training and were selected to consider CIT skill development over time. According to the data, the supervision process included (a) activities outside of supervision sessions such as reflection and work; (b) strategic interactions within supervision sessions focused on past experiences, the present moment, and future application; and (c) a variety of feelings, both from CITs and consultees. Supervision strategies were differentiated based on CIT needs, pulls from consultation cases, and semester timing.
Notes
Note: The authors report that to the best of their knowledge neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.