This presentation examines differences in the supervisory working-stage transition patterns between counseling students at earlier stages of their professional training and those at later stages. Six process-oriented states of the supervisory working-stage were investigated across multiple supervision dyads, including: (a) social interfacing, (b) reflecting on foundational competencies, (c) deepening case conceptualization, (d) reflecting on process, (e) overcoming multicultural barriers, and (f) furthering professional development. A Markov chain model was used to analyze transitions between these states. A discussion regarding developmental approaches for supervision will be provided.
