An Interpretive Phenomenological Analysis of Doctoral Counselor Education Students' Experience of Receiving Cybersupervision

Authors

Sara Bender, Central Washington UniversityFollow
Deborah J. Rubel, Oregon State University
Cass Dykeman, Oregon State University

Document Type

Article

Department or Administrative Unit

Psychology

Publication Date

2018

Abstract

Cybersupervision with counselor education doctoral students is an understudied practice. This phenomenological study explored five doctoral-level counselor education supervisees’ lived experiences engaging in cybersupervision, Their experiences, which were embedded in their converging professional roles, included skepticism and anxiety, learning and growth in their relationship with supervisors, and unique context-dependent meaning making. Limitations and implications for practice and future research are discussed.

Comments

This article was originally published in Journal of Counselor Preparation and Supervision. The full-text article from the publisher can be found here.

Recommended Citation

Bender, S., Rubel, D. J., & Dykeman, C. (2018). An Interpretive Phenomenological Analysis of Doctoral Counselor Education Students' Experience of Receiving Cybersupervision. Journal of Counselor Preparation and Supervision, 11(1).

Journal

Journal of Counselor Preparation and Supervision