Intellectual humility: implications for receiving clinical supervisory feedback

Thomas, Emily Craddock (2023) Intellectual humility: implications for receiving clinical supervisory feedback. Doctoral thesis, Northern Arizona University.

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Abstract

Research on intellectual humility has grown over the past decade, illustrating many possible areas of exploration and application. The current study sought to explore how intellectual humility impacts the skills and growth of counselors-in-training through response to supervisory feedback. Participants from counseling training programs at a large university in the southwestern United States completed a self-report survey which assessed training characteristics, feedback receptivity, and self-reported skills. Those with the highest and lowest intellectual humility scores were recruited to participate in the qualitative portion of the project in which participants engaged in a Think-aloud Protocol while reading supervisory feedback. Additionally, iMotions software was used to assess facial emotional expression while participants read the feedback. Results did not support hypotheses related to the quantitative portion of this project but patterns did emerge from the qualitative arm which suggests differences in how individuals with low or high IH respond to supervisory feedback. These results provide an opportunity for further exploration in the relationship between intellectual humility and counselor education/practice.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	Intellectual humility; Counseling programs;
Subjects:	B Philosophy. Psychology. Religion > BJ Ethics
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Educational Psychology
Date Deposited:	20 Oct 2025 17:49
Last Modified:	20 Oct 2025 17:49
URI:	https://openknowledge.nau.edu/id/eprint/6220

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