Counselor educators, counselors-in-training, and LGBTQ+ community members engaged in a community-based qualitative inquiry exploring LGBTQ+ affirmative care education. Findings revealed counselor educators’ components and delivery of content, developmental implications for applying LGBTQ+ affirmative care, and gaps between education and LGBTQ+ community needs. Implications for education and research are provided.
This study examined the professional identity development of counselors-in-training (CITs), considering the influence of personal and program factors. The data were collected from 198 master's-level CITs enrolled in CACREP-accredited programs. Results of hierarchical multiple regression analyses indicated that CITs’ personal traits, such as gender identity, year in their program, and perceived stress, significantly predicted their professional identity dimensions. We also identified that program factors, including clinical and course experiences and multicultural program environment, significantly predicted CITs’ professional identity dimensions beyond the personal traits. Implications and recommendations for counseling research and counselor education are provided.
Counselor educators need to consider the unique racializing experiences of international students of color when providing social justice education. This study applied interpretative phenomenological analysis and interviewed eight East Asian international counseling students about their experiences of racialization. We identified five themes: assimilating into US racial discourses, re-constructing the racialized self, navigating race in interpersonal relationships, debating social justice education, and remodeling racial worldviews. We also provided implications for counselor education practice and research.
This pilot study examined counselor-in-training (CIT) attitudes and awareness regarding stigma and stigmatizing language aimed at those with substance use disorders before and after an author-developed educational intervention. Results indicated this intervention positively impacted CIT awareness and attitudes and their ability to identify and change stigmatizing language. Implications are discussed.
Researchers used constructivist grounded theory within a feminist standpoint theory framework to examine female counselor educators’ (n = 15) mentorship experiences throughout their academic careers. Findings yielded a feminist, process-centered model for mentoring female counselor educators (FRMM) that emphasizes relational and holistic development while navigating academic systems. The FRMM focuses on the efficacy of mentorship processes, rather than just on the context of female identity. Findings and implications are discussed considering the current literature.
This manuscript introduces a Culturally Sensitive Research (CSR) framework that aligns with the Multicultural and Social Justice Counseling Competencies to guide ethical, inclusive counseling research practices. The framework aids researchers in addressing long-standing methodological biases while advocating for a paradigm shift toward equity and social justice in counseling research.
Practicum students’ anxiety as they envision seeing “real” clients can impede their self-efficacy and in-session functioning. To explore how anticipatory stress and coping theory might help better support them, we used CQR-M to code students’ (n = 42) immediate thoughts and reactions to three challenging client situations before and after practicum. Students’ responses reflected key tenets of the theory, pointing to pre-practicum approaches that may lessen students’ anticipatory stress and enhance their well-being.
International counseling students (ICSs) face unique challenges with transnationalism in counselor education programs. This study, including 14 participants, employed interpretative phenomenology to examine the impact on their sociopolitical adjustment in the United States. It revealed significant concerns, including racism, discrimination, microaggression, navigating immigration laws, and the need for advocacy.
This study cataloged the occupational outcomes attained by 2946 counselor education graduates who completed their doctoral degrees between 2014 and 2022. A position as a full-time counselor educator was the most common occupation; this outcome could be predicted from the institutional affiliations, Carnegie Classifications, and locations of graduates' doctoral-degree-granting universities.
In this feminist phenomenological study, experiences of tenured faculty mothers in counselor education were explored. The researchers developed five themes: (a) linking motherhood to counselor education, (b) creating work–life harmony, (c) establishing multiple layers of support, (d) celebrating the wins, and (e) pushing back and moving forward. These findings suggest that mothers in counselor education have a range of experiences that shape their personal and professional identities and buttress career success. Research, practice, and advocacy implications are addressed.
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