In this article, 4 counseling psychology doctoral students share their experiences of novice supervisory development, following a course that infused the integrated social justice (ISJ) pedagogy model (Sinacore & Enns, 2005) into their supervision training. Their accounts were (co)constructed using a collaborative narrative framework (Arvay, 2003) in relation to the ISJ pedagogy model. This conceptualization for teaching and training in psychology includes the following dimensions: individual empowerment and social change, knowledge and the knower, oppression and privilege, and reflexivity and self-awareness. The aim of the article is to give voice to novice supervisors, a group that is often underrepresented in the supervision literature. To this end, first, the supervision literature is briefly overviewed and the importance of social justice considerations in clinical supervision is highlighted. Second, the ISJ pedagogy model is outlined, as it pertains to supervision training. Third, the parameters of doctoral supervision training are discussed, which encompass didactic and applied components. Fourth, novice supervisors' experiential accounts of their supervision training, which were amalgamated following a cross-thematic analysis (Patsiopoulos & Buchanan, 2011), are described along the dimensions of the ISJ pedagogy model. Fifth, implications for supervision training and practice are presented for both novice and experienced supervisors, as well as for psychology training programs.

This article is a critical discourse analysis of the local print-news media coverage of the recovery process in two rural communities following a devastating forest fire. Two hundred and fifty fire-related articles from the North Thompson Star Journal (2003) were analyzed. Results revealed a neoliberal discursive framing of recovery, emphasizing the economic-material aspects of the process and a reliance on experts. A sequestering of suffering discourse promoted psychological functionalism and focused attention on a return to normalcy through the compartmentalization of distress. The dominant 'voice' was male, authoritative, and institutionalized. Implications for disaster recovery and potential health consequences are discussed.