An Interpretive Phenomenological Analysis of Doctoral Counselor Education Students' Experience of Receiving Cybersupervision

Authors

Sara Bender, Central Washington UniversityFollow
Deborah J. Rubel, Oregon State UniversityFollow
Cass Dykeman, Oregon State UniversityFollow

Document Type

Article

Keywords

counselor education, supervision, online supervision, cybersupervision, phenomenology

Subject Area

Clinical Supervision, Counselor Education

Abstract

Cybersupervision with counselor education doctoral students is an understudied practice. This phenomenological study explored five doctoral-level counselor education supervisees’ lived experiences engaging in cybersupervision, Their experiences, which were embedded in their converging professional roles, included skepticism and anxiety, learning and growth in their relationship with supervisors, and unique context-dependent meaning making. Limitations and implications for practice and future research are discussed.

Recommended Citation

Bender, S., Rubel, D. J., & Dykeman, C. (2018). An Interpretive Phenomenological Analysis of Doctoral Counselor Education Students' Experience of Receiving Cybersupervision. Journal of Counselor Preparation and Supervision, 11(1). Retrieved from https://research.library.kutztown.edu/jcps/vol11/iss1/7