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School counselors can write letters to themselves to practice self-reflection and enhance learning from experience. Using inductive and deductive content analysis, we analyzed how twelve school counselors used letters to themselves to reflect on their legal experiences. In their letters, participants demonstrated a wide range of depth in dimensions of self-reflection. Implications for future and current school counselors' self-reflective practices are provided.

The authors investigated supervisees' (N = 93) memories of critical feedback and validity ratings of that feedback. Supervisees most often recalled critical feedback about their counseling performance skills. Attachment avoidance, the supervisory relationship, and critical feedback of counseling skills and professional behaviors were significantly related to perceived feedback validity.

Building upon previous reviews of clinical supervision in counseling, we analyzed the content of 69 articles on school counseling supervision published from 1968 to 2017. We identified publication, methodological, and topical trends in school counseling supervision and contextualized them within the broader counseling supervision research, thereby highlighting important next steps for school counseling supervision research and practice.

Content analysis is a flexible methodology that allows researchers to examine trends in communication, such as journal articles, written narratives, personal journals, and videos, to name a few. In this article, we describe a deductive approach to content analysis methodology that follows an a priori design and allows for descriptive and inferential analysis of communication in counseling outcome research. We review four replicable steps designed to maximize validity and generalizability: unitizing data, sampling units, recording categories, and reducing units into interpretable categories. Within these four steps, we discuss identifying units for analysis, sampling strategies and sample sizes, constructing a coding team, developing codebooks and coding sheets, conducting pilot tests, tracking interrater reliability, reaching consensus, and writing up findings. We also present future applications for content analysis in counseling research, including diverse sources of data (e.g., case notes, counseling videos) and integration of inferential statistical testing into the method. [ABSTRACT FROM AUTHOR]

CACREP standards require counselor education programs to provide site supervisors with orientation, consultation, and professional development opportunities (PD). Using a nonexperimental descriptive design, we collected data from a national sample of CACREP-accredited programs ( N=46, 13.3% response rate) via an online descriptive survey to explore how programs provide such opportunities to site supervisors. The survey contained open-ended and multiple-choice items addressing orientation, consultation, PD, and participants' opinions on how their program addressed the three domains. We analyzed numerical data using descriptive statistics and open-ended responses using content analysis. We found that most programs offered orientation, consultation, and PD, though site supervisor engagement and methods of implementation varied considerably. Implications for research and practice are discussed in light of the findings. [ABSTRACT FROM AUTHOR]

In the current study, we examined the extent to which supervisees' perceptions of power dynamics related to gender and race in a sample of 229 trainees. Overall, we did not find systematic differences in supervisees' perceptions of power in clinical supervision based on their gender and race. However, utilizing differential item functioning (DIF) analyses, we found evidence that female and male supervisees perceived power differently for specific aspects of power in clinical supervision. Female supervisees perceived their supervisors as possessing more power in identifying goals of clinical supervision, conceptualizing client cases, and initiating discussions of the power dynamics in the supervisory relationship. Male supervisees perceived their supervisors as possessing more power in providing feedback about their clinical work and counseling skills. Regarding race, we found only slight-to-moderate DIF for one item, Item 10 (i.e. feedback on work with clients"). In light of small sample sizes for some groups, we also examined model-data fit for individual supervisees. These analyses allowed us to explore the degree to which individual supervisees interpreted power dynamics consistently with the larger sample. We identified individual supervisees for whom model estimates had different interpretations from the larger sample. Implications for supervisors and supervision scholars are discussed. [ABSTRACT FROM AUTHOR]

In this study, the authors investigated the predictive relationship between a feminist supervisory approach and supervisee nondisclosure, along with the potential mediating effect of the supervisory relationship. Among a sample of master's-level counseling interns (N = 111), supervisees who perceived more feminist behaviors from their supervisor were more likely to rank the supervisory relationship as stronger and were less likely to report withholding information from their supervisor. Furthermore, the supervisory relationship partially mediated the link between feminist supervision and supervisee nondisclosure. Implications for supervisors and researchers are discussed. [ABSTRACT FROM AUTHOR]