The supervisee role of the RMTS is consistent with what is traditionally defined in the literature as a counselor trainee receiving supervision (Bernard & Goodyear, 1998).
The observer-reflector role of the RMTS (Kleist & Hill, 2003) is two-dimensional in that it includes observing (inner dialogue of watching the peer engage in direct supervision) and sharing thoughts from this inner dialogue, thus shifting to the outer dialogue.
The RMTS (Kleist & Hill, 2003) provides a framework for conducting triadic supervision that encourages an inner and outer dialogue among supervisees and that creates supervision opportunities for the supervisee to reflect on his or her experiences and clinical learning.
Preliminary Research on Experience of RMTS by Supervisees: Evaluating the Method
Overall, RMTS has affected students' professional and personal development.
Despite overall support for the RMTS, supervisees indicated some challenges to the process.
Continued use of the RMTS by the authors provides additional anecdotal evidence of these positive attributes and challenges.
The creation of the RMTS provides multiple implications for counselor educators, supervisors, and students.