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How Counseling Students Respond to Receiving Supervision Letters from their Practicum Instructor

Maxon-Kann, William
http://rave.ohiolink.edu/etdc/view?acc_num=kent1492041506785455

Abstract Details

2017, PHD, Kent State University, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences.
The purpose of this research was to explore how practicum students respond to receiving supervision letters from their instructor and what aspects of the letters influenced students in their development as counselor trainees. Participants were five master’s students enrolled in a mental health practicum course and their instructor. The instructor wrote four supervision letters to each student. Two questions guided the research. The first question was how do practicum students respond to receiving supervision letters from their instructor? In response to the first question, four common themes emerged: (a) students valued receiving letters and looked forward to receiving them, (b) students desired more feedback from letters, (c) students experienced emotional reactions that varied among letters and each other, and (d) students recognized the influence letters had on counselor development. The second research question was what aspects of the letters influenced students in their development as counselor trainees? In response to the second question, four common themes emerged: (a) individualized/personalized feedback was “evidence” of instructor paying attention, (b) specific words and writing style stood out, (c) being in writing and the ability to reread letters, and (d) additional instructor perspective and feedback was another form of support. In addition to themes that emerged from the two research questions, a supplemental theme emerged that may have related to student responses to letters: stress levels and expectations during the semester were considered unique. The results and interpretations are explained. Contributions to current literature, implications, limitations, and recommendations for future research are discussed.
Jason McGlothlin (Committee Co-Chair)
Steve Rainey (Committee Co-Chair)
Donna Bernert (Committee Member)
238 p.
Counseling Education

Recommended Citations

Citations

  • Maxon-Kann, W. (2017). How Counseling Students Respond to Receiving Supervision Letters from their Practicum Instructor [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492041506785455

    APA Style (7th edition)

  • Maxon-Kann, William. How Counseling Students Respond to Receiving Supervision Letters from their Practicum Instructor. 2017. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1492041506785455.

    MLA Style (8th edition)

  • Maxon-Kann, William. "How Counseling Students Respond to Receiving Supervision Letters from their Practicum Instructor." Doctoral dissertation, Kent State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492041506785455

    Chicago Manual of Style (17th edition)

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This open access ETD is published by Kent State University and OhioLINK.