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Teaching and Supervision in Counseling

Author ORCID Identifier

Sara E. Ellison: https://orcid.org/0000-0003-1744-302X

Jessica M. Tyler: https://orcid.org/0000-0002-0689-6325

Malti Tuttle: https://orcid.org/0000-0001-6070-3515

Author Biographies

Sara E. Ellison, MS, LAPC, NCC is a doctoral candidate in Auburn University's Counselor Education Program. Her research interests include trauma and resilience, perfectionism and overcontrol, and social justice issues.

Jessica Meléndez Tyler, PhD, LPC-S, NCC, BC-TMH is an Associate Professor of the Practice at Vanderbilt University. Her research interests align with her professional work, focusing on suicidal clients, crisis counseling, collegiality, trauma-informed care, women's issues, cultural resilience, perfectionism, healthy social media behaviors, working with veterans and their dependents, and counseling supervision trends.

Malti Tuttle, PhD, LPC (GA), CPCS (GA), NCC, NCSC is an Associate Professor and School Counseling Program Coordinator at Auburn University. Her research interests include social justice issues, school counseling advocacy, school counselor collaboration, English Learners, and Animal Assisted Therapy/Interventions.

DOI

https://doi.org/10.7290/tsc06jdar

Abstract

This study investigates how perfectionism in counselor training impacts the relationships between students and clients/supervisors and contributes to imposter syndrome, burnout, and social disconnection. Using a transcendental phenomenological approach, we explored the experiences of perfectionism among 13 master’s counseling students during their graduate training. Four key themes emerged from the data analysis: (a) striving for enoughness, (b) masking inadequacy, (c) embracing vulnerability, and (d) connecting with authenticity. The implications of these findings for graduate training programs are discussed, emphasizing the specific needs of students grappling with perfectionism.

Public Significance Statement

In counselors-in-training, perfectionism may undermine the working alliance with clients and supervisors and contribute to experiences of imposter syndrome, burnout, and social disconnection. This study examined the lived experiences of master's students related to perfectionism. Implications for graduate training programs are discussed.

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