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Professional school counselors (PSCs) at higher levels of psychological development negotiate complex situations and perform counselor-related tasks with empathy, flexibility, tolerance for ambiguity, boundary setting, personal and interpersonal awareness, and self-care more effectively than do individuals at lower levels of development. This article introduces an integrative clinical supervision model designed to promote the psychological growth (ego maturity) of PSCs-in-training; presents practical components of the model; and discusses implications for PSC educators, supervisors, and researchers.