Date
5-16-2024
Department
School of Behavioral Sciences
Degree
Doctor of Philosophy in Counselor Education and Supervision (PhD)
Chair
Cynthia Doney
Keywords
burnout, cognitive-behavioral supervision, curriculum, limitations, self-care
Disciplines
Counseling
Recommended Citation
King, Audrey A., "The Shared Experiences of Self-Care Practices among Postgraduate Residents-in-Counseling, Pursuing Virginia Licensure: A Phenomenological Study" (2024). Doctoral Dissertations and Projects. 5528.
https://digitalcommons.liberty.edu/doctoral/5528
Abstract
The purpose of this qualitative phenomenological study was to understand the shared experiences of residents-in-counseling in the state of Virginia seeking postgraduate hours who are currently in supervision, and how it affects their self-care. The central phenomenon for the study surrounded the encouragement, emphasis of, and practice of self-care by supervisors at the participant’s supervision site. The theory grounding the study is cognitive-behavioral supervision with an emphasis on the evaluation of a supervisor on the behavioral interactions of a resident-in-training obtaining direct client contact hours to meet state licensing requirements to practice as a mental health counselor. Four participants were interviewed and were asked to share their experiences and perspectives on how supervision encourages self-care practices, their perceptions on the level of encouragement to use self-care practices by their supervisors, and what their perceived roles were as residents-in-training in a supervision relationship. The study supported previous research conducted on the importance of self-care and burnout, and also identified the need for more than minimal requirements within counseling program curriculums to specify what self-care is and the impacts of how doing the minimum to teach and practice self-care can negatively impact counselor efficacy and availability to meet the high demand for counseling services.
