‍ ‍My development in clinical supervision has been one of the most meaningful areas of growth throughout my doctoral training. Entering the Counselor Education and Supervision program, supervision was a new professional role for me. The opportunity to work with practicum students allowed me to begin developing leadership-level knowledge and skills in supervising counselors-in-training. Through this experience, I was able to observe students as they navigated their early counseling experiences and supported them as they developed confidence, case conceptualization skills, and professional identity. Watching students begin practicum with uncertainty and finish the semester with greater clarity and growth as counselors-in-training was both professionally rewarding and personally meaningful.

    Throughout the supervision and practicum coursework, I discovered a particular strength in helping students develop case conceptualization skills and work through challenging clinical situations. I enjoyed the process of meeting individually with students, discussing their cases, and helping them connect theoretical knowledge to practical counseling situations. I enjoyed the process of meeting individually with students, discussing their cases, and helping them connect theoretical knowledge to practical counseling situations. Supporting students as they translated classroom learning into real counseling practice reinforced my passion for mentorship and counselor development. As I continue in my professional career, I hope to utilize this strength by supervising counseling students and early-career clinicians, providing guidance that helps them grow into ethical, competent, and reflective practitioners.

At the same time, developing a supervisory identity presented areas of challenge and growth. Because I was new to the role of clinical supervision, I was initially pushed outside of my comfort zone as I worked to develop my own supervisory approach and leadership style. Learning how to balance encouragement, accountability, and constructive feedback required intentional reflection and skill development. Through coursework, supervision experiences, and mentorship from faculty, I believe that I became more confident in my ability to guide and support counselors-in-training. Moving forward, I plan to continue developing my excellence in supervision by pursuing licensure as a clinical supervisor and remaining engaged in professional development on supervision models and best practices. I look forward to providing supervision to both practicum students and early-career clinicians in my professional role.

     My Christian faith has also shaped my experience in supervision. During practicum meetings, students often opened with devotions and reflections, creating an environment that emphasized both personal and professional growth. Practicum can be challenging for students as they navigate the responsibilities of working with clients for the first time. During these experiences, I often found myself praying with and for students as they worked through challenges and celebrated their growth as developing counselors. Watching students gain confidence, knowledge, and a deeper sense of purpose in their counseling work was a blessing. My faith continues to guide my approach to supervision by encouraging humility, service, and a commitment to supporting others as they grow into their professional calling.

     Overall, my supervision experiences within the doctoral program strengthened my identity as a mentor, leader, and future clinical supervisor. Through supervision, I have come to appreciate the responsibility of guiding emerging counselors as they develop professional identity, clinical judgement, and confidence in working with clients.

These experiences prepared me to support the development of counselors-in-training while maintaining a commitment to ethical practice, professional growth, and service to the counseling profession.