Supervisees can only make sense of client and supervisory information to the extent they are able to process it in meaningful ways. Our purpose is to provide supervisors and clinic directors with a theoretical guide utilizing information processing theory (Atkinson & Shiffrin, 1968, 1971; Schunk, 2016) to increase supervisees' acquisition, storage, and retrieval of important information. Attendees will (a) understand the importance of pedagogical learning theory, regardless of supervision model, (b) describe the basics of information processing theory and the three components of memory, and (c) and discuss approaches for applying information processing theory based on examples from our counseling clinic. We include a case study so participants may practice applying tenets of information processing theory to a fictional supervisee.
