(Re)considering novice supervisor development through a social justice lens: An experiential account.

Abstract

In this article, 4 counseling psychology doctoral students share their experiences of novice supervisory development, following a course that infused the integrated social justice (ISJ) pedagogy model (Sinacore & Enns, 2005) into their supervision training. Their accounts were (co)constructed using a collaborative narrative framework (Arvay, 2003) in relation to the ISJ pedagogy model. This conceptualization for teaching and training in psychology includes the following dimensions: individual empowerment and social change, knowledge and the knower, oppression and privilege, and reflexivity and self-awareness. The aim of the article is to give voice to novice supervisors, a group that is often underrepresented in the supervision literature. To this end, first, the supervision literature is briefly overviewed and the importance of social justice considerations in clinical supervision is highlighted. Second, the ISJ pedagogy model is outlined, as it pertains to supervision training. Third, the parameters of doctoral supervision training are discussed, which encompass didactic and applied components. Fourth, novice supervisors’ experiential accounts of their supervision training, which were amalgamated following a cross-thematic analysis (Patsiopoulos & Buchanan, 2011), are described along the dimensions of the ISJ pedagogy model. Fifth, implications for supervision training and practice are presented for both novice and experienced supervisors, as well as for psychology training programs.