The supervisory relationship is arguably the most influential factor in promoting counselor development (Bernard & Goodyear, 2004). There is a dearth of literature focused on the supervision of a deaf counselor-in-training by way of a sign language interpreter. As the counseling and supervision professions turn their attention to issues of multiculturalism and social justice, the deaf population is one that is underserved and under recognized. In an effort to contribute to the limited research of this unique population, the current study focuses on the experience and process of a hearing supervisor, deaf counselor-in-training, and sign language interpreter during the supervision process.
In this study, case study methodologies were utilized in the examination of the experience and process of a hearing supervisor, deaf counselor-in-training, and a sign language interpreter involved in a supervision triad. Grounded theory techniques were used to provide a framework when analyzing the data. Two rounds of interviews, followed by member checking procedures were transcribed and analyzed for concepts and relationships that described the participants' experience within their unique supervision triad. Prolonged engagement, peer review, member checks, and triangulation with multiple sources of data collected were methods used to increase the trustworthiness of the findings.
Results of this investigation described the experience of the hearing supervisor, deaf counselor-in-training, and the sign language interpreter within the supervision process as they develop their relationships with one another, address various challenges within the supervision triad, and the focus of supervision. As a result of this study, an emergent theory was developed to describe the experience and process of the hearing supervisor, deaf counselor-in-training, and the sign language interpreter within the supervision process.
|School||IDAHO STATE UNIVERSITY|
|Subjects||School counseling; Clinical psychology; Higher education|
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