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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Jariwala, Joyti"],"institution":null,"degree_name":"Psy.D. Doctor of Clinical Psychology","degree_level":"Dissertation - Public Access","degree_discipline":"Clinical Psychology","degree_department":null,"school":null,"contributors":["Dr. Janet White, Psy.D","Dr. Leah Horavth, Ph.D","Dr. Yvette Boles, Psy.D"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-07-01T07:00:00Z","date_published":"2024-07-01T07:00:00Z","updated_at":"2026-07-24T03:21:20Z","subjects":["Power Differentials","Supervisee","Clinical Supervisor","Clinical Supervision","Behavioral Disciplines and Activities","Clinical Psychology","Cognitive Behavioral Therapy","Mental and Social Health","Psychiatric and Mental Health"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/849","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Janet White, Psy.D","Dr. Leah Horavth, Ph.D","Dr. Yvette Boles, Psy.D"]},{"key":"dc:creator","label":"Author","values":["Jariwala, Joyti"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-07-27T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Clinical Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Psy.D. Doctor of Clinical Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Power Differentials","Supervisee","Clinical Supervisor","Clinical Supervision","Behavioral Disciplines and Activities","Clinical Psychology","Cognitive Behavioral Therapy","Mental and Social Health","Psychiatric and Mental Health"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/849"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["A Qualitative Study Exploring The Management & Implications Of Power Differentials Experienced By Pre-Licensed Supervisees In Clinical Supervision Settings"]}]}],"canonical_facts":{"dc:contributor":["Dr. Janet White, Psy.D","Dr. Leah Horavth, Ph.D","Dr. Yvette Boles, Psy.D"],"dc:creator":["Jariwala, Joyti"],"dc:date.available":["2024-07-27T07:00:00Z"],"dc:description.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.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/849"],"dc:subject":["Power Differentials","Supervisee","Clinical Supervisor","Clinical Supervision","Behavioral Disciplines and Activities","Clinical Psychology","Cognitive Behavioral Therapy","Mental and Social Health","Psychiatric and Mental Health"],"dc:title":["A Qualitative Study Exploring The Management & Implications Of Power Differentials Experienced By Pre-Licensed Supervisees In Clinical Supervision Settings"],"thesis:degree_discipline":["Clinical Psychology"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Psy.D. Doctor of Clinical Psychology"]},"updated_at":"2026-07-24T03:21:20Z"}