Browsing by Subject "boundaries"

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    Is it all grist for the mill?: Supervisor experiences with supervisee personal self-disclosure in supervision
    (2014-08) Koivula, Angela
    Clinical supervision goals include encouraging supervisee professional development and safeguarding the client welfare. These goals are partially met by supervisee disclosure of personal and professional content to their respective supervisors. Feelings of shame and fear of poor supervisory evaluations, however, have been reported to be contributing factors to supervisees choosing to actively refrain from disclosing information to their supervisors. In response to reports of non-disclosure, the present study investigated how supervisors approach supervisee personal disclosures in supervision including their opinions of what constitutes appropriate disclosure, factors contributing to their views of appropriateness, and how they respond to supervisee personal self-disclosures. Experienced supervisors were invited to participate through email invitations distributed via training directors of local training sites as well as through list-serv postings to professional clinical practice online forums. Nine participants who met inclusion criteria were invited to participate in an individual semi-structured interview lasting approximately 45-minutes to 1-hour. The interview protocol investigated five research questions focusing on: definitions of personal self-disclosures, supervisor classifications of the appropriateness of different examples of supervisee personal self-disclosure, factors influencing their categorizations, actions supervisors take or opt out of taking towards such disclosures, and their recommendations for managing personal self-disclosures. Consensual qualitative research methodology was used to analyze interview data and draw conclusions (CQR; Hill, 2012). Results revealed participants as a whole struggled to separate purely personal disclosures from professional, clinical references. Also, most supervisee personal disclosures were regarded as generally appropriate. Discussion of supervisor expectations concerning personal disclosures in supervision primarily occurred indirectly either through supervisor modeling of self-disclosure or by discussing personal disclosures as they occurred. The results of this study support the need for supervisors to articulate their expectations regarding personal self-disclosure and for further research to clarify various types of supervisee self-reference.
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    Pushing Boundaries: Young People’s Experiences Developing and Expressing Intersecting Identities
    (2021-07) Hyson, Audrey
    While discussion of intersectional identities has entered popular media, very few scholarly works on young peoples’ experiences with gender, sexual, and racial identities have been published in the past decade (Bettie, 2014; Lee, 2009; Pascoe, 2007). This dissertation responds to that gap and presents findings from a two-part qualitative study about identities and education. This dissertation focuses on the ways young people navigate boundaries that family members and classmates maintain around racial, gender, and sexual identities. The data discussed and presented in this dissertation comes mainly from nine life story interviews (see Atkinson, 1998) with adults from the Lindy Hop community who were asked to think back on how their families, educational experiences, friends, and social media impacted their identity formation. Additional data was collected from one student participant who shared her stories through a social media diary, a photovoice activity, and two rounds of interviews. The interviews reveal that young people encounter boundaries around their gender, sexual, and racial identity possibilities maintained by family members, community members, or classmates. The participants navigated these boundaries by pushing against them, moving beyond them, or strategically silencing aspects of their identities in different spaces. The findings suggest that young people make conscious decisions about how to engage with identity possibilities and enact agency in ways that are reflective of boundaries and privileges around their intersecting identities. The stories of these ten participants help to fill a gap in research on how young people engage with identity possibilities enacted by family, schooling, and social media as they construct their racial, gender, and sexual identities.