Trauma History and Trauma-Informed Practice Relate to Counseling Student’s Satisfaction with Supervision and Rapport with Supervisor

Authors

Nikki Hurless, Washington CollegeFollow

Author ORCID Identifier

0000-0001-9160-7067

Author Biography

Nikki Hurless (she/her) is a visiting assistant professor of psychology at Ashington College in Chestertown, MD Her research focuses on applying a trauma-informed lens to education, clinical supervision, and the professional development of counselors. She is also a national certified counselor (NCC) and advocates for improving mental health treatment for gender and sexual minorities and survivors of interpersonal violence.

Document Type

Empirical Research Article

Keywords

Supervision, Trauma-informed principles, Trauma-informed practice, Working alliance, counselors in training, adverse childhood experiences, traumatic stress

Subject Area

Clinical Supervision, Counselor Education

Abstract

The effects of traumatic stressors and adversity have implications for relationship outcomes in various professional settings, including clinical supervision. The high prevalence of traumatic experiences among counselors and counselors in training (CIT) suggests a need to explore how CITs experience the supervision relationship in the context of having experienced traumatic and/or adverse events. In recent years, researchers and practitioners have increased attention to trauma-informed practice and principles in clinical supervision, and many have suggested that applying these practices to supervision may improve the supervision relationship and related outcomes. This study explored factors related to CIT satisfaction with supervision and rapport with their supervisor, including adverse childhood experiences (ACEs) and the supervisor’s use of trauma-informed practices. Results showed that higher instances of ACEs were associated with lower ratings of satisfaction and rapport in supervision. Hierarchical regression models indicated that students’ perceptions of supervisors’ application of trauma-informed practices were associated with stronger supervision working alliance and higher satisfaction with supervision.

Public Significance Statement

The study found that counseling students with a history of adverse experiences may experience lower satisfaction in clinical supervision; however when students perceived their supervisors to apply trauma-informed principles to the supervision relationship, students perceived the supervisory alliance to be stronger.

DOI

10.70013/vmxaa48h

Recommended Citation

Hurless, N. (2024). Trauma History and Trauma-Informed Practice Relate to Counseling Student’s Satisfaction with Supervision and Rapport with Supervisor. Journal of Counselor Preparation and Supervision, 18(3). 10.70013/vmxaa48h