Practicum supervision and client outcomes: A transformative learning perspective

Abstract

Practicum supervision, specifically the interactions between the supervisor, supervisee, and the client has yet to be fully explored in the research. Understanding how to improve client outcomes will help professionals reflect on the interventions they use in clinical supervision. With the inclusion of the client’s perspective in this study, students and supervisors are encouraged to reflect upon how their techniques influence not only the therapeutic outcome, but also their professional development. In this study, practicum supervision was explored from a transformative learning perspective. With the assumption that what we learn greatly depends on our willingness and openness to address and explore preconceived ideas, how our beliefs, values, and expectations influence learning and client outcomes was examined. This study encourages clinical supervisors to not only reexamine traditional supervision techniques, but to also consider different ways of working with their students to help facilitate change. Using a case study approach with three participants, this study found seven themes that represented participants’ beliefs, values, and expectations. The findings highlighted participants’ response tendencies, suggesting that conversations are influenced and guided by perceptions shaped over time through personal experience. The results of this study suggest that clinical supervisors and student therapists be mindful of their discussions and consider how their preferences cultivate both therapeutic and supervisory relationships.