| The role of professional school counselors has adapted in order to meet the demands of a more diverse population. Practicing school counselors need and want supervision as they endeavor to meet the needs of their students. However, most school counselors do not receive adequate supervision. A school counselor supervision model that has been in existence for over 20 years was examined. Mixed methods were employed. The Dunn Supervision Scale for School Counselors and Supervisors was utilized to gather data regarding the school counselors' experiences with (a) clinical supervision, (b) program management and professional development supervision, and (c) administrative supervision. Elementary school counselors rated their experience of program management and professional development supervision significantly higher than did secondary school counselors. A grounded theory approach was used to solicit thick description of the participants' experiences of supervision. Four themes emerged from the data: (a) the relationship between the counselor and the supervisor, (b) the relationship between the counselor and the students, (c) the transcendent theme of professional identity development and (d) the transcendent theme of the professional role of the school counselor. A model was developed to depict the interaction among these themes. |
