COUNSELOR EDUCATION AND SUPERVISION最新文献

Using a transcendental phenomenological analysis, this study explored the lived experiences of seven Native American and Alaskan Native graduate students in counselor education programs. Four themes were identified: balance, invisibility, cultural incongruity and congruity, and Indigenous experience of living within and resisting settler colonialism. A discussion, implications, and suggestions for future research are discussed.

Using data for a population of counselor educators (N = 3185), this study examined three research questions associated with contemporary challenges confronting full-time counselor educators. Findings indicated the percentage of counselor educators with doctoral degrees in counseling increased; academic titles, training formats, and locations predicted geographical equivalence between counselor educators’ current and doctoral-degree-granting universities; and doctoral degree dates and current universities’ funding models predicted the odds of a faculty position with a traditional academic title.

This study explored the researcher identity development (RID) of women of color—doctoral students and faculty—in counselor education programs. Using transcendental phenomenology, interviews with 12 participants revealed four themes: researcher identity as emerging scholars, marginalized and isolated as researchers, community of research support, and meaning-making of being a woman of color researcher. Findings highlight the influence of barriers and supports on RID. Limitations and implications of the study are discussed.

This case study examines how a structured workshop series centering ethnic and cultural identity integration influenced the professional identity development (PID) of counselors-in-training (CITs). The workshop series was grounded in transformational learning and cultural wealth frameworks. The study highlights how solidarity, cultural integration, and advocacy emerged through reflective and experiential practices. Findings suggest that intentional spaces centering ethnic and cultural identities can foster belonging and authenticity in PID among CITs from historically marginalized backgrounds.

Using a 2 × 2 analog design, 138 counselors-in-training (CITs) were randomly assigned to vignettes to assess how they differently attributed blame and empathy toward a fictional client with a co-occurring substance use disorder (SUD) and posttraumatic stress disorder following a relapse. Vignettes varied by SUD (alcohol/crystal meth) and relapse determinants (intrapersonal/interpersonal). CITs attributed more blame to clients relapsing due to interpersonal factors and using crystal meth. Empathy scores remained consistent across all conditions.

Teaching topics like racism, diversity, and social justice have complex effects on counselor education faculty, including personal discomfort, exposure to student microaggressions, and negative student evaluations. We conducted an autoethnography-style inquiry into the collective experiences of three counselor educators who teach multicultural courses. We found areas of convergence in the identified burdens associated with teaching multicultural courses, as well as areas of divergence in experiences among Faculty of Color compared to White faculty. We also noted subthemes of psychoemotional impacts, teaching trap, and professional costs. We consider implications for future research and application within counselor education.

Manuscript-style dissertation formats can help support students in completing and publishing their dissertations. Yet, manuscript-style dissertation guidelines often lack structure and clarity in ways that can cause student confusion and frustration. In this qualitative content analysis, we examined the dissertation structure, process, and support described in the counseling program manuscript-style guidelines (N = 18). Many guidelines lacked clarity and support structures and may benefit from revisions to discuss topics such as copyright and student eligibility.