Practicum students' lived experiences utilizing Liddle and Schwartz's model of live supervision as administered by doctoral -level supervisors: An investigation by an African -American social constructivist researcher

摘要

The purpose of this exploratory qualitative study was to explore and understand the meaning and values practicum students place on their "lived" experiences during live supervision administered from doctoral students for an entire semester in a master's counselor education program. Two separate rounds of in-depth semi-structured interviews were scheduled with each of the five participants to collect data on the dimensions of the study. Data from the two sets of interviews were coded and given tentative titles via NUDIST 6.0 (Non-numerical Unstructured Data Indexing, Searching, and Theorizing). After reviewing the codes and category definitions, eight categories remained after comparing data, codes, and refining definitions.;The final eight categories were the following: (1) Supervisory relationship, (2) Attitudes of supervisor/supervisee, (3) Disclosure, (4) Time constraints, (5) Emotions, (6) Practicum procedures, (7) Critical incidents, and (8) Live supervision. As a result of the data collection and analysis, a four tiered model of live supervision was developed. Level I, the "ready" for live supervision level session consisted of readiness variables (i.e., establishment of a working relationship, juggling multiple supervisors). Level II, pre-live supervision session includes discussions as how and when live supervision will be performed. Level III consisted of events occurring during the live supervision session. Finally, Level IV consisted of debriefing, assessment, and evaluation activities. The purpose of the model was to assist doctoral supervisors to understand the dimensions of live supervision from the supervisors' perspective.