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Teaching and Supervision in Counseling

Author ORCID Identifier

Mariama Sandifer https://orcid.org/0000-0002-3936-769X

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

Melissa Mecadon-Mann https://orcid.org/0000-0003-1649-3367

Author Biographies

Mariama Sandifer, PhD, LPC (GA), ACS is an Assistant Professor at Austin Peay State University. Her research interests include school culture and counseling program implementation, support for marginalized populations, school counselor supervision, and social justice and advocacy in school counseling.

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, Multilingual Learners, and Animal Assisted Therapy/Interventions.

Melissa Mecadon-Mann, PhD, APC (GA), NCC is an Assistant Professor at Western Carolina University. Her research interests include student advocacy and empowerment, cultural and social justice, professional identity development, and trauma-informed practice.

Katrina D. Wilson, LPC (GA), CPCS (GA) is a 2nd year student in the Counselor Education and Supervision Doctoral Program at Auburn University. Her research interests include, school counseling collaboration, cultural and social justice issues, marginalized populations, and school counseling supervision.

DOI

https://doi.org/10.7290/tsc06qlib

Abstract

School counselors cultivate spaces of equity and inclusion for all students however, many school counselors lack preparedness to fulfill these responsibilities. During training programs, school counseling graduate students are provided practical opportunities to develop skills to examine school policies and practices. However, site supervisors are not always adequately prepared or trained regarding the theory and practice of supervision to facilitate fieldwork experiences. Program faculty are called to provide support for site supervisors to strengthen their ability to fulfill this role. The authors discuss and outline their designed comprehensive culturally informed, social justice-oriented supervision model for school counselor site supervision and training. Practice examples and implications for counselor educators and site supervisors are provided.

Public Significance Statement

This school counseling supervision model is a framework aimed to bridge the professional gap between training, access, and delivery of supervision for school counselors in training. Counselor educators and supervisors might consider this model to address appropriate professional development and andragogical strategies focused on integrating culturally affirming, social justice-oriented practices during the practicum and internship experiences for school counselors in training.

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