Cian L. Brown, Anthony J. Vajda, David D. Christian
We examined the publication trends of faculty in 396 CACREP-accredited counselor education and supervision (CES) programs based on Carnegie classification by exploring 5,250 publications over the last decade in 21 American Counseling Association and American Counseling Association division journals. Using Bayesian statistics, this study expounded upon existing literature and differences that exist between institution classifications and total publications. The results of this study can be used to inform the training and preparation of doctoral students in CES programs through a Happenstance Learning Theory framework, specifically regarding their role as scholars and researchers. We present implications and argue for the importance of programs and faculty providing research experience for doctoral students in order to promote career success and satisfaction.
{"title":"Preparing Counselor Education and Supervision Doctoral Students Through an HLT Lens: The Importance of Research and Scholarship","authors":"Cian L. Brown, Anthony J. Vajda, David D. Christian","doi":"10.15241/CLB.10.4.501","DOIUrl":"https://doi.org/10.15241/CLB.10.4.501","url":null,"abstract":"We examined the publication trends of faculty in 396 CACREP-accredited counselor education and supervision (CES) programs based on Carnegie classification by exploring 5,250 publications over the last decade in 21 American Counseling Association and American Counseling Association division journals. Using Bayesian statistics, this study expounded upon existing literature and differences that exist between institution classifications and total publications. The results of this study can be used to inform the training and preparation of doctoral students in CES programs through a Happenstance Learning Theory framework, specifically regarding their role as scholars and researchers. We present implications and argue for the importance of programs and faculty providing research experience for doctoral students in order to promote career success and satisfaction.","PeriodicalId":179932,"journal":{"name":"The Professional Counselor","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116482572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Daniel A. DeCino, Phillip L. Waalkes, Amanda Dalbey
Emotionally intense gatekeeping experiences can require counselor educators to engage in a complicated, timeand energy-consuming, and draining series of events that can last years and involve legal proceedings. Research related to counselor educators’ experiences of intense emotions while gatekeeping remains limited. The aim of this transcendental phenomenological study was to investigate counselor educators’ (N = 11) emotionally intense gatekeeping experiences. Five themes emerged from the data: early warning signs, elevated student misconduct, dismissal, legal interactions, and change from experience. By being transparent about their feelings and challenges regarding emotionally intense gatekeeping experiences, counselor educators may compel other faculty, counselors in the field, and doctoral students to be better prepared for emotional gatekeeping experiences.
{"title":"“They Stay With You”: Counselor Educators’ Emotionally Intense Gatekeeping Experiences","authors":"Daniel A. DeCino, Phillip L. Waalkes, Amanda Dalbey","doi":"10.15241/DAD.10.4.548","DOIUrl":"https://doi.org/10.15241/DAD.10.4.548","url":null,"abstract":"Emotionally intense gatekeeping experiences can require counselor educators to engage in a complicated, timeand energy-consuming, and draining series of events that can last years and involve legal proceedings. Research related to counselor educators’ experiences of intense emotions while gatekeeping remains limited. The aim of this transcendental phenomenological study was to investigate counselor educators’ (N = 11) emotionally intense gatekeeping experiences. Five themes emerged from the data: early warning signs, elevated student misconduct, dismissal, legal interactions, and change from experience. By being transparent about their feelings and challenges regarding emotionally intense gatekeeping experiences, counselor educators may compel other faculty, counselors in the field, and doctoral students to be better prepared for emotional gatekeeping experiences.","PeriodicalId":179932,"journal":{"name":"The Professional Counselor","volume":"2016 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121610179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The hiring of new faculty members in counselor education programs can be complicated by the available pool of qualified graduates with doctoral degrees in counselor education and supervision, as required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) for core faculty status. A pipeline problem for faculty hiring may exist in regions with fewer doctoral programs. In this study, the researchers examined whether the number of doctoral programs accredited by CACREP is regionally imbalanced. The researchers used an ex post facto study to analyze differences in the number of doctoral programs among the five regions commonly defined by national counselor education associations and organizations. A large and significant difference was found in the number of CACREP-accredited doctoral programs by region, even when population size was statistically controlled. The Western region had by far the fewest number of doctoral programs. The number of CACREP-accredited master’s programs in a state was a large and significant predictor for the number of CACREP-accredited doctoral programs in a state. State population size, state population density, the number of universities per state, and the number of American Psychological Association–accredited counseling psychology programs were not predictors. Demand may surpass supply of doctoral counselor educators in certain regions, resulting in difficulties with hiring new faculty for some CACREP-accredited programs. An analysis of programs currently in the process of applying for CACREP accreditation suggests that this pipeline problem looks likely to continue or even worsen in the near future. Implications for counselor education and supervision are discussed.
{"title":"The Pipeline Problem in Doctoral Counselor Education and Supervision","authors":"Thom A. Field, W. H. Snow, J. S. Hinkle","doi":"10.15241/TAF.10.4.434","DOIUrl":"https://doi.org/10.15241/TAF.10.4.434","url":null,"abstract":"The hiring of new faculty members in counselor education programs can be complicated by the available pool of qualified graduates with doctoral degrees in counselor education and supervision, as required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) for core faculty status. A pipeline problem for faculty hiring may exist in regions with fewer doctoral programs. In this study, the researchers examined whether the number of doctoral programs accredited by CACREP is regionally imbalanced. The researchers used an ex post facto study to analyze differences in the number of doctoral programs among the five regions commonly defined by national counselor education associations and organizations. A large and significant difference was found in the number of CACREP-accredited doctoral programs by region, even when population size was statistically controlled. The Western region had by far the fewest number of doctoral programs. The number of CACREP-accredited master’s programs in a state was a large and significant predictor for the number of CACREP-accredited doctoral programs in a state. State population size, state population density, the number of universities per state, and the number of American Psychological Association–accredited counseling psychology programs were not predictors. Demand may surpass supply of doctoral counselor educators in certain regions, resulting in difficulties with hiring new faculty for some CACREP-accredited programs. An analysis of programs currently in the process of applying for CACREP accreditation suggests that this pipeline problem looks likely to continue or even worsen in the near future. Implications for counselor education and supervision are discussed.","PeriodicalId":179932,"journal":{"name":"The Professional Counselor","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127110514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many counselor education and supervision (CES) doctoral programs offer doctoral-level teaching instruction courses as part of their curriculum to help prepare students for future teaching roles, yet little is known about the essential design, delivery, and evaluation components of these courses. Accordingly, the authors investigated instructor and student views on the essential design, delivery, and evaluation components of a doctoral counselor education teaching instruction (CETI) course using Q methodology. Eight first-year CES doctoral students and the course instructor from a large Midwestern university completed Q-sorts, which were factor analyzed. Three factors were revealed, which were named The Course Designer, The Future Educator, and The Empathic Instructor. The authors gathered post–Q-sort qualitative data from participants using a semi-structured questionnaire, and the results from the questionnaires were incorporated into the factor interpretations. Implications for incorporating the findings into CES pedagogy and for designing, delivering, and evaluating CETI courses are presented. Limitations and future research suggestions for CETI course design and delivery are discussed.
{"title":"A Q Methodology Study of a Doctoral Counselor Education Teaching Instruction Course","authors":"Eric R. Baltrinic, Eric G. Suddeath","doi":"10.15241/ERB.10.4.472","DOIUrl":"https://doi.org/10.15241/ERB.10.4.472","url":null,"abstract":"Many counselor education and supervision (CES) doctoral programs offer doctoral-level teaching instruction courses as part of their curriculum to help prepare students for future teaching roles, yet little is known about the essential design, delivery, and evaluation components of these courses. Accordingly, the authors investigated instructor and student views on the essential design, delivery, and evaluation components of a doctoral counselor education teaching instruction (CETI) course using Q methodology. Eight first-year CES doctoral students and the course instructor from a large Midwestern university completed Q-sorts, which were factor analyzed. Three factors were revealed, which were named The Course Designer, The Future Educator, and The Empathic Instructor. The authors gathered post–Q-sort qualitative data from participants using a semi-structured questionnaire, and the results from the questionnaires were incorporated into the factor interpretations. Implications for incorporating the findings into CES pedagogy and for designing, delivering, and evaluating CETI courses are presented. Limitations and future research suggestions for CETI course design and delivery are discussed.","PeriodicalId":179932,"journal":{"name":"The Professional Counselor","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122372993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vanessa Kent, Helen Runyan, David Savinsky, Jasmine L. Knight
When the pursuit of doctoral studies and motherhood intersect, the risk of attrition increases. Although other studies have explored the challenges of student mothers in academia, this study looked at how mentorship might mediate them. This phenomenological study examined the mentoring experiences of doctoral student mothers or recent graduates in counselor education and supervision programs (N = 12). Unanimously, participants articulated that their professional identity was enhanced by their identity as mothers, but balancing multiple roles required supportive mentors. Participants described the personal qualities of effective faculty and peer mentors, many also mothers who understood their needs. Mentoring served as a protective factor in helping navigate barriers, providing academic and emotional encouragement, reducing isolation, and creating realistic timelines. Suggestions for mentoring programs and advocacy are discussed.
{"title":"Mentoring Doctoral Student Mothers in Counselor Education: A Phenomenological Study","authors":"Vanessa Kent, Helen Runyan, David Savinsky, Jasmine L. Knight","doi":"10.15241/VK.10.4.532","DOIUrl":"https://doi.org/10.15241/VK.10.4.532","url":null,"abstract":"When the pursuit of doctoral studies and motherhood intersect, the risk of attrition increases. Although other studies have explored the challenges of student mothers in academia, this study looked at how mentorship might mediate them. This phenomenological study examined the mentoring experiences of doctoral student mothers or recent graduates in counselor education and supervision programs (N = 12). Unanimously, participants articulated that their professional identity was enhanced by their identity as mothers, but balancing multiple roles required supportive mentors. Participants described the personal qualities of effective faculty and peer mentors, many also mothers who understood their needs. Mentoring served as a protective factor in helping navigate barriers, providing academic and emotional encouragement, reducing isolation, and creating realistic timelines. Suggestions for mentoring programs and advocacy are discussed.","PeriodicalId":179932,"journal":{"name":"The Professional Counselor","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133014808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to develop an understanding of the research scholarship focused on doctoral-level counselor education. Using the 2016 Council for Accreditation of Counseling and Related Educational Programs (CACREP) doctoral standards as a frame to understand coverage of the research, we employed a scoping review methodology across four databases: ERIC, GaleOneFile, PsycINFO, and PubMed. Research between 2005 and 2019 was examined which resulted in identification of 39 articles covering at least one of the 2016 CACREP doctoral core areas. Implications for counseling researchers and counselor educators are discussed. This scoping research demonstrates the limited corpus of research on doctoral-level counselor education and highlights the need for future, organized scholarship.
{"title":"Research Focused on Doctoral-Level Counselor Education: A Scoping Review","authors":"Gideon Litherland, G. Schulthes","doi":"10.15241/GL.10.4.414","DOIUrl":"https://doi.org/10.15241/GL.10.4.414","url":null,"abstract":"The aim of this study was to develop an understanding of the research scholarship focused on doctoral-level counselor education. Using the 2016 Council for Accreditation of Counseling and Related Educational Programs (CACREP) doctoral standards as a frame to understand coverage of the research, we employed a scoping review methodology across four databases: ERIC, GaleOneFile, PsycINFO, and PubMed. Research between 2005 and 2019 was examined which resulted in identification of 39 articles covering at least one of the 2016 CACREP doctoral core areas. Implications for counseling researchers and counselor educators are discussed. This scoping research demonstrates the limited corpus of research on doctoral-level counselor education and highlights the need for future, organized scholarship.","PeriodicalId":179932,"journal":{"name":"The Professional Counselor","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130294200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Preston, Heather C. Trepal, A. Morgan, J. Jacques, Joshua D. Smith, Thom A. Field
The doctoral degree in counselor education and supervision is increasingly sought after by students, with the Council for Accreditation of Counseling and Related Educational Programs (CACREP) reporting a 27% enrollment increase in just a 4-year span. As new programs are started and existing programs sustained, administrators and faculty may be seeking guidance in how to build a high-quality program. Yet no literature currently exists for how doctoral counseling faculty define a high-quality program. This study used a basic qualitative research design to examine faculty perceptions of high-quality doctoral programs (N = 15). The authors analyzed data from in-depth interviews with core faculty members at CACREP-accredited doctoral programs. Five themes emerged from the data: relationships, mission alignment, development of a counselor educator identity, inclusiveness of diversity, and Carnegie classification. The findings of this study can be important for faculty and administrators to consider when establishing and maintaining a counselor education and supervision doctoral program.
{"title":"Components of a High-Quality Doctoral Program in Counselor Education and Supervision","authors":"J. Preston, Heather C. Trepal, A. Morgan, J. Jacques, Joshua D. Smith, Thom A. Field","doi":"10.15241/JP.10.4.453","DOIUrl":"https://doi.org/10.15241/JP.10.4.453","url":null,"abstract":"The doctoral degree in counselor education and supervision is increasingly sought after by students, with the Council for Accreditation of Counseling and Related Educational Programs (CACREP) reporting a 27% enrollment increase in just a 4-year span. As new programs are started and existing programs sustained, administrators and faculty may be seeking guidance in how to build a high-quality program. Yet no literature currently exists for how doctoral counseling faculty define a high-quality program. This study used a basic qualitative research design to examine faculty perceptions of high-quality doctoral programs (N = 15). The authors analyzed data from in-depth interviews with core faculty members at CACREP-accredited doctoral programs. Five themes emerged from the data: relationships, mission alignment, development of a counselor educator identity, inclusiveness of diversity, and Carnegie classification. The findings of this study can be important for faculty and administrators to consider when establishing and maintaining a counselor education and supervision doctoral program.","PeriodicalId":179932,"journal":{"name":"The Professional Counselor","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125726737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Burkholder, David Burkholder, Stephanie F. Hall, Victoria Porter
The national epidemic of increasing imprisonment rates in the United States, also known as mass incarceration, disproportionally impacts communities of color. Additionally, the needs of children of incarcerated parents have been neglected. This study examined whether topics pertinent to mass incarceration and the impact on families are being addressed in counselor education programs. Of the 95 counselor educators who participated in the study, results indicated that the majority did not have training to work with families of the incarcerated and did not include information about working with families of the incarcerated in their courses. In addition to exposing students to discussions of implicit bias and data on mass incarceration, specific treatment modalities and protocols need to be developed and validated.
{"title":"Training Counselors to Work With the Families of Incarcerated Persons: A National Survey","authors":"J. Burkholder, David Burkholder, Stephanie F. Hall, Victoria Porter","doi":"10.15241/jb.10.3.318","DOIUrl":"https://doi.org/10.15241/jb.10.3.318","url":null,"abstract":"The national epidemic of increasing imprisonment rates in the United States, also known as mass incarceration, disproportionally impacts communities of color. Additionally, the needs of children of incarcerated parents have been neglected. This study examined whether topics pertinent to mass incarceration and the impact on families are being addressed in counselor education programs. Of the 95 counselor educators who participated in the study, results indicated that the majority did not have training to work with families of the incarcerated and did not include information about working with families of the incarcerated in their courses. In addition to exposing students to discussions of implicit bias and data on mass incarceration, specific treatment modalities and protocols need to be developed and validated.","PeriodicalId":179932,"journal":{"name":"The Professional Counselor","volume":"411 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124387423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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