This study explored the subjective experiences of rehabilitation services undergraduate students in a short-term job shadowing experience. Experiential reflections of 61 undergraduate rehabilitation services students (females = 91 per cent, age range 18–22 for 77.5 per cent of sample) from a midsized state university in the USA with a brief job shadowing assignment were gathered utilising reflection journals and analysed through Interpretative Phenomenological Analysis. Four interrelated themes emerged: encouragement to enter case management professions, field experience based definition of case management, appreciation of time management in case manager role, and application of related course material learned in the classroom. Results from the study suggest a brief job shadowing experience does improve students’ career exploration, understanding of aspects of a typical career for undergraduate rehabilitation graduates, and how to connect course material to the field.

Supervision is a widely recognised component of counsellor training, yet little is known about the clinical supervision training of rehabilitation counsellor educators during their doctoral education. Using syllabi from doctoral rehabilitation counselling programmes, this article discusses the state of clinical supervision in doctoral-level training, and its teaching and clinical implications. 16 of the 25 Ph.D. programmes in rehabilitation responded to contact, and 11 programmes reported offering a course in supervision. Eight of these programmes shared the syllabus for their doctoral-level supervision course(s). The syllabi were analysed to find common themes related to content, learning objectives, assignments and readings. These themes are discussed, and are followed by five recommendations on the manner in which clinical supervision should be provided in rehabilitation doctoral programmes.