Date of Conferral

2022

Degree

Ph.D.

School

Counselor Education and Supervision

Advisor

Cyndi Briggs PhD

Abstract

A research gap exists on the process for how supervisors effectively address social justice advocacy (SJA) in clinical supervision within the counseling profession. The purpose of this constructivist grounded theory (CGT) study was to increase understanding of the process by which SJA can be integrated into clinical supervision and thus generate a theory for teaching supervisors to effectively integrate SJA into clinical supervision. A constructivist grounded theory approach provided direction on the structure of this study to identify how professors who are social justice advocates and provide clinical supervision to doctoral students in Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited counseling programs implement social justice advocacy into their clinical supervision. Data were collected via interviews with six participants. Data analysis was ongoing throughout the study and consisted of two phases, line by line and larger thematic coding. Themes and subthemes that emerged within this study included the impact of supervisors’ personal lived experiences, using an integrated developmental model approach, modeling SJA, and expanding supervisee perspectives. Social change that could come about from implementing the CGT that emerged from this study is that there will be added guidance for the counseling profession on how supervisor training is conducted regarding incorporating SJA in clinical supervision. It is hoped that through effective SJA driven supervision, counselors will be more effective at addressing issues related to social change, justice, and/or equity. In turn, when all counselors can engage in SJA confidently, what results is a transformative change of systems and communities and ultimately a move towards a more equitable society.

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