Degree Date

7-2024

Document Type

Dissertation - Public Access

Degree Name

Psy.D. Doctor of Clinical Psychology

Academic Discipline

Clinical Psychology

First Advisor

Dr. Janet White, Psy.D

Second Advisor

Dr. Leah Horavth, Ph.D

Third Advisor

Dr. Yvette Boles, Psy.D

Abstract

The focus in this qualitative study was to explore how power differentials in supervision create positive and negative experiences between licensed psychologists and pre-licensed doctoral students. The study results provide insight into how supervisees navigate these dynamics during supervision, which typically involves experiential learning environments in which trainees discuss progress, receive feedback, and enhance their skills. The theoretical framework grounding the study was social learning theory, which is based on the idea that individuals learn from modeling, observation, and imitation in a social context (Bandura, 1986). Reflexive thematic analysis was used to recognize similarities in findings gathered via two sets of semi-structured interviews with nine pre-licensed doctoral students. Findings indicated transparency, authenticity, clear communication, and empathy were among the behaviors supervisors should consider demonstrating to better ensure positive supervision outcomes. Research implications also support the opportunity to advance research via a mixed-methods study exploring the extent to which supervisees exercise open communication, as well as the extent to which supervisees’ confidence increases during supervision experiences.

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