Phenomenological Experiences of Masters Students with University-Based Supervisors using a Cognitive Development Process

Authors

Natoya Hill Haskins, The College of William and MaryFollow
Katherine Hermann-Turner, University of Louisiana at LafayetteFollow
Laura Pignato, The College of William and MaryFollow
Asha MosesFollow
Kelley OldsFollow

Document Type

Empirical Research Article

Keywords

master's supervisees, individual supervision, cognitive development theory, deliberate psychological education

Subject Area

Clinical Supervision

Abstract

The researchers qualitatively investigated the individual supervision experiences of nine masters’ students who were supervised by university-based supervisors, who used a cognitive developmental supervision process. The participants indicated that supervisors using Deliberate Psychological Education (a) provided a supportive environment, (b) cultivated counselor identity development, (c) encouraged personal growth, and (d) offered a space for concurrent development. The authors discuss the implications and limitations for counselor educators and clinical supervisors.

DOI

http://dx.doi.org/10.7729/42.1331

Recommended Citation

Haskins, N. H., Hermann-Turner, K., Pignato, L., Moses, A., & Olds, K. (2020). Phenomenological Experiences of Masters Students with University-Based Supervisors using a Cognitive Development Process. Journal of Counselor Preparation and Supervision, 13(2). http://dx.doi.org/10.7729/42.1331