This study reexamined the journal article publication norms of counselor educators employed in doctoral programs for the years 2017–2022. Compared to earlier studies, overall publication norms for this population declined but increased for counselor educators with traditional academic ranks. Four variables were useful for predicting publication counts.
{"title":"Reexamination of doctoral‐level counselor educators’ journal article publication norms","authors":"Gregory T. Hatchett","doi":"10.1002/ceas.12321","DOIUrl":"https://doi.org/10.1002/ceas.12321","url":null,"abstract":"This study reexamined the journal article publication norms of counselor educators employed in doctoral programs for the years 2017–2022. Compared to earlier studies, overall publication norms for this population declined but increased for counselor educators with traditional academic ranks. Four variables were useful for predicting publication counts.","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"196 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142264968","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}
Cassandra Vieten, Jesse Fox, Holly K. Oxhandler, Michelle Pearce, Edward C. Polson, Kenneth Pargament, Serena Wong, Joseph M. Currier
Spirituality and religion (R/S) are important aspects of diversity and functioning for most people, and training in these areas for mental health professionals is needed. But how much training is enough? This paper proposes R/S training guidelines that can be used to inform coursework, practicum/internship didactic training, and supervision.
{"title":"Spiritual and religious competency training for mental health care professionals: How much is enough?","authors":"Cassandra Vieten, Jesse Fox, Holly K. Oxhandler, Michelle Pearce, Edward C. Polson, Kenneth Pargament, Serena Wong, Joseph M. Currier","doi":"10.1002/ceas.12311","DOIUrl":"10.1002/ceas.12311","url":null,"abstract":"<p>Spirituality and religion (R/S) are important aspects of diversity and functioning for most people, and training in these areas for mental health professionals is needed. But how much training is enough? This paper proposes R/S training guidelines that can be used to inform coursework, practicum/internship didactic training, and supervision.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 3","pages":"187-202"},"PeriodicalIF":1.4,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ceas.12311","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amber L. Pope, Noelle St. Germain‐Sehr, Bianca R. Augustine, Amanda St. Germain‐Sehr, Tai Lexumé, Jeff Moe, Senttra Snowden‐Gregg, Tamika N. Jackson
Master's level counseling students completed a 5‐week online asynchronous LGBTQ+ affirmative counseling training. Using a mixed‐methods and quasi‐experimental design, results indicated that participants’ LGBTQ+ knowledge, clinical skills, and advocacy increased posttraining. Content analysis revealed four themes of how students experienced the training. Implications, limitations, and future directions are discussed.
{"title":"Developing an asynchronous LGBTQ+ affirmative counseling training: A mixed‐methods study","authors":"Amber L. Pope, Noelle St. Germain‐Sehr, Bianca R. Augustine, Amanda St. Germain‐Sehr, Tai Lexumé, Jeff Moe, Senttra Snowden‐Gregg, Tamika N. Jackson","doi":"10.1002/ceas.12317","DOIUrl":"https://doi.org/10.1002/ceas.12317","url":null,"abstract":"Master's level counseling students completed a 5‐week online asynchronous LGBTQ+ affirmative counseling training. Using a mixed‐methods and quasi‐experimental design, results indicated that participants’ LGBTQ+ knowledge, clinical skills, and advocacy increased posttraining. Content analysis revealed four themes of how students experienced the training. Implications, limitations, and future directions are discussed.","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"31 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529226","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}
W. Bryce Hagedorn, Sabrina Butler, Alexandra Frank
Beginning with a brief review of the literature related to the importance of religion/spirituality (R/S) in counseling clients with substance use disorders and addictions, this article provides classroom exercises that educators can use in the addiction curriculum to foster student insight and awareness, leading to increased R/S competency.
{"title":"Preparing counselors-in-training to address religion and spirituality: Fostering competency through the lens of the addiction curriculum","authors":"W. Bryce Hagedorn, Sabrina Butler, Alexandra Frank","doi":"10.1002/ceas.12312","DOIUrl":"https://doi.org/10.1002/ceas.12312","url":null,"abstract":"<p>Beginning with a brief review of the literature related to the importance of religion/spirituality (R/S) in counseling clients with substance use disorders and addictions, this article provides classroom exercises that educators can use in the addiction curriculum to foster student insight and awareness, leading to increased R/S competency.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 3","pages":"203-215"},"PeriodicalIF":1.4,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142165642","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 Gutierrez, Stephanie Dorais, Craig S. Cashwell
One of the aims of clinical supervision is to ensure counselors meet the ethical obligations of the counseling profession, which include religious and spiritual (R/S) competence. To date, however, there has been no framework for the supervision of R/S competence in the research literature. We use an extension of the spiritually competent orientation model to illustrate how to conduct supervision that builds R/S competence in practice.
{"title":"Spiritual competent orientation as ground for effective clinical supervision: Strategies for implementation","authors":"Daniel Gutierrez, Stephanie Dorais, Craig S. Cashwell","doi":"10.1002/ceas.12319","DOIUrl":"https://doi.org/10.1002/ceas.12319","url":null,"abstract":"<p>One of the aims of clinical supervision is to ensure counselors meet the ethical obligations of the counseling profession, which include religious and spiritual (R/S) competence. To date, however, there has been no framework for the supervision of R/S competence in the research literature. We use an extension of the spiritually competent orientation model to illustrate how to conduct supervision that builds R/S competence in practice.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 3","pages":"255-265"},"PeriodicalIF":1.4,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ceas.12319","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142165764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Counselor educators are responsible for creating learning environments that promote students’ increased cultural competence and social justice engagement. Although, counselor educators have expanded their focus on diversity, religion and spirituality remain largely unaddressed in the curriculum and social justice-oriented instruction. This article provides pedagogical recommendations for counselor educators that promote religious and spiritual competence.
{"title":"Spiritual competencies and social justice: Implications for counselor education pedagogy","authors":"Janeé R. Avent Harris, Christine D. Gonzales-Wong","doi":"10.1002/ceas.12313","DOIUrl":"https://doi.org/10.1002/ceas.12313","url":null,"abstract":"<p>Counselor educators are responsible for creating learning environments that promote students’ increased cultural competence and social justice engagement. Although, counselor educators have expanded their focus on diversity, religion and spirituality remain largely unaddressed in the curriculum and social justice-oriented instruction. This article provides pedagogical recommendations for counselor educators that promote religious and spiritual competence.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 3","pages":"216-231"},"PeriodicalIF":1.4,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ceas.12313","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142165767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An increased emphasis on the importance of including spirituality and religion in counseling places systemic family therapists in a unique position due to their relational focus. However, research indicates a lack of graduate training to ensure competence in addressing this dimension. This article offers possibilities for integrating spiritual and religious issues into existing marriage, couple, and family graduate courses.
{"title":"Spirituality in marriage, couple, and family counseling programs","authors":"Leila Roach, Jose Javier Sierra","doi":"10.1002/ceas.12314","DOIUrl":"10.1002/ceas.12314","url":null,"abstract":"<p>An increased emphasis on the importance of including spirituality and religion in counseling places systemic family therapists in a unique position due to their relational focus. However, research indicates a lack of graduate training to ensure competence in addressing this dimension. This article offers possibilities for integrating spiritual and religious issues into existing marriage, couple, and family graduate courses.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 3","pages":"232-243"},"PeriodicalIF":1.4,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141339143","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}
<p>There are few topics that can raise countertransferential tension in a counselor education classroom as quickly as religion can. Why is that so? There are typically two answers one encounters. One source of this tension may originate in close association with trauma: religion has become a controversial topic partially due to the fact that religions have been the sources of oppression, violence, social control, and privilege that have done great harm to many people, especially marginalized groups. As soon as the topic of religion surfaces, it can trigger these intergenerational and personal wounds. The other source comes from the deep reservoirs of the human experience religion can tap into; to energize and embolden the highest ideals one may hold to. Thousands of years of reflection from saints, sages, prophets, and divine figures on the questions of human existence still speak to many people in the form of the world's religions. In fact, most of the world's population still practice them (Pew Research Center, <span>2012</span>). For this reason, religion tends to be supercharged with meaning. But just because religion, and the associated topic of spirituality, is a common human phenomenon does not necessarily mean it is something that counselor educators should involve themselves in or include in their education and supervision of counselors. After all, counselor educators by and large are not trained philosophers or theologians. To expand upon the work of Currier et al. (<span>2024</span>), this special issue of <i>Counselor Education and Supervision</i> will explore reasons for incorporating R/S in counselor curricula, as well as provide strategies and examples for effective incorporation into counselor pedagogy and supervision. Before doing so, there needs to be a substantive rationale for including religion and spirituality in counselor education.</p><p>Historically, the US has been one of the most religious countries in the world, and remains the most religious of all industrially and economically developed economies (Pew Research Center, <span>2023a</span>). Concurrently, the US population has experienced significant shifts in religious affiliation and devotional religious practices like prayer and service attendance since the 1990s; for example, fewer people now identify with Christianity compared to the past, though it remains the largest represented religion with 60%–65% of US citizens identifying with one of the many Christian denominations (e.g., Catholicism, Lutheranism, Pentecostalism; Pew Research Center, <span>2021</span>). Conversely, the number of people belonging to minority religious traditions has slightly increased, with 6%–7% now belonging to traditions like Judaism, Islam, Hinduism, Buddhism, among others. However, the largest growth, in terms of religious identity, has occurred in the <i>religiously unaffiliated</i>. This portion of the population includes atheists and agnostics, but it also includes a category called
精神、宗教和信仰是常见的术语，涵盖了广泛的心理领域，包括动机、信仰、情感、行为、社会和政治背景（Pargament, Exline, & Jones, 2013）。为清楚起见，本期每次提到这些领域时，作者都会使用缩写 R/S 来表示这一系列包容性因素。同样，R/S 也没有一个通用的标准定义（Paloutzian, & Park, 2021）。为 R/S 下一个基于社会科学的定义仍存在一些争议，本特刊预计不会解决这个问题，读者也不需要为了使用本特刊中的资源而解决这个问题。理解并接受心理咨询师、客户和公众在如何使用 R/S 方面存在的细微差别和差异是能力的一个方面（Stewart-Sicking 等人，2019 年）。因此，我们要求作者对如何使用该术语提供一些定义，但读者在阅读文章时难免会遇到一些差异。
{"title":"Religion and spirituality in counselor education: Do we really need to talk about this?","authors":"Jesse Fox","doi":"10.1002/ceas.12310","DOIUrl":"10.1002/ceas.12310","url":null,"abstract":"<p>There are few topics that can raise countertransferential tension in a counselor education classroom as quickly as religion can. Why is that so? There are typically two answers one encounters. One source of this tension may originate in close association with trauma: religion has become a controversial topic partially due to the fact that religions have been the sources of oppression, violence, social control, and privilege that have done great harm to many people, especially marginalized groups. As soon as the topic of religion surfaces, it can trigger these intergenerational and personal wounds. The other source comes from the deep reservoirs of the human experience religion can tap into; to energize and embolden the highest ideals one may hold to. Thousands of years of reflection from saints, sages, prophets, and divine figures on the questions of human existence still speak to many people in the form of the world's religions. In fact, most of the world's population still practice them (Pew Research Center, <span>2012</span>). For this reason, religion tends to be supercharged with meaning. But just because religion, and the associated topic of spirituality, is a common human phenomenon does not necessarily mean it is something that counselor educators should involve themselves in or include in their education and supervision of counselors. After all, counselor educators by and large are not trained philosophers or theologians. To expand upon the work of Currier et al. (<span>2024</span>), this special issue of <i>Counselor Education and Supervision</i> will explore reasons for incorporating R/S in counselor curricula, as well as provide strategies and examples for effective incorporation into counselor pedagogy and supervision. Before doing so, there needs to be a substantive rationale for including religion and spirituality in counselor education.</p><p>Historically, the US has been one of the most religious countries in the world, and remains the most religious of all industrially and economically developed economies (Pew Research Center, <span>2023a</span>). Concurrently, the US population has experienced significant shifts in religious affiliation and devotional religious practices like prayer and service attendance since the 1990s; for example, fewer people now identify with Christianity compared to the past, though it remains the largest represented religion with 60%–65% of US citizens identifying with one of the many Christian denominations (e.g., Catholicism, Lutheranism, Pentecostalism; Pew Research Center, <span>2021</span>). Conversely, the number of people belonging to minority religious traditions has slightly increased, with 6%–7% now belonging to traditions like Judaism, Islam, Hinduism, Buddhism, among others. However, the largest growth, in terms of religious identity, has occurred in the <i>religiously unaffiliated</i>. This portion of the population includes atheists and agnostics, but it also includes a category called ","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 3","pages":"162-171"},"PeriodicalIF":1.4,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ceas.12310","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141352511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Assessing clients’ religious and spiritual resources is a fundamental multicultural competence. Building on models for broaching race in counseling, this article argues that models of competence in assessing spirituality and religion must include a critical lens and a transference lens alongside insights from the psychology of spirituality and religion.
{"title":"Broaching spiritual and religious issues in assessment in counseling: A model for counselor preparation and practice","authors":"Joseph A. Stewart-Sicking","doi":"10.1002/ceas.12315","DOIUrl":"10.1002/ceas.12315","url":null,"abstract":"<p>Assessing clients’ religious and spiritual resources is a fundamental multicultural competence. Building on models for broaching race in counseling, this article argues that models of competence in assessing spirituality and religion must include a critical lens and a transference lens alongside insights from the psychology of spirituality and religion.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 3","pages":"244-254"},"PeriodicalIF":1.4,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141352337","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}
Counselor education needs innovative approaches to research that align with counseling values including the multicultural social justice counseling competencies. Community‐based participatory research can be used as an approach to bridge gaps in research and promote equity, social justice competencies, and ethical standards in the field of counseling.
{"title":"A CBPR approach to multicultural and socially just counseling research","authors":"Arianna Trott, Tanupreet Suri, Thomas A. Chávez","doi":"10.1002/ceas.12305","DOIUrl":"https://doi.org/10.1002/ceas.12305","url":null,"abstract":"Counselor education needs innovative approaches to research that align with counseling values including the multicultural social justice counseling competencies. Community‐based participatory research can be used as an approach to bridge gaps in research and promote equity, social justice competencies, and ethical standards in the field of counseling.","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"11 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141188595","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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