Addressing problems of professional competency (PPC) among doctoral students is essential given that doctoral students will become our future counselor educators. In this study, doctoral students (N = 345) in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs were surveyed about their knowledge of peers’ PPC. The findings from this study indicate that doctoral students are aware of peers with PPC (68.1%), which include inadequate skills to deliver counseling services and problematic behaviors related to personal or psychological issues. The findings suggest that respondents are negatively affected by being in a program with a peer they perceive has a PPC (47.9%) and are frustrated with educators for allowing problematic peers to continue their doctoral training (70%). The findings of this study show that faculty members need to place more emphasis on educating doctoral students about competency issues and assessing for PPC.
鉴于博士生将成为我们未来的咨询教育工作者，解决博士生的专业能力问题(PPC)至关重要。本研究以心理咨询及相关教育专业认证委员会(Council for Accreditation of Counseling and Related Educational programs)认可专业的345名博士生为研究对象，调查他们对同伴PPC的了解情况。本研究结果表明，博士生意识到同伴有PPC(68.1%)，其中包括提供咨询服务的技能不足和与个人或心理问题相关的问题行为。调查结果表明，受访者认为与有PPC的同龄人在一个项目中会受到负面影响(47.9%)，并且对教育工作者允许有问题的同龄人继续他们的博士培训感到沮丧(70%)。本研究结果表明，教师需要更加重视对博士生的能力问题的教育和对PPC的评估。
{"title":"Am I My Peers’ Keeper? Problems of Professional Competency in Doctoral Students","authors":"Kathleen Brown-Rice, Susan R. Furr","doi":"10.7290/TSC010104","DOIUrl":"https://doi.org/10.7290/TSC010104","url":null,"abstract":"Addressing problems of professional competency (PPC) among doctoral students is essential given that doctoral students will become our future counselor educators. In this study, doctoral students (N = 345) in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs were surveyed about their knowledge of peers’ PPC. The findings from this study indicate that doctoral students are aware of peers with PPC (68.1%), which include inadequate skills to deliver counseling services and problematic behaviors related to personal or psychological issues. The findings suggest that respondents are negatively affected by being in a program with a peer they perceive has a PPC (47.9%) and are frustrated with educators for allowing problematic peers to continue their doctoral training (70%). The findings of this study show that faculty members need to place more emphasis on educating doctoral students about competency issues and assessing for PPC.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71085665","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}
Amanda L. Giordano, Audrey Malacara, Sarah M. Agarwal
We proposed the implementation of a course dedicated to the etiology and treatment of process addictions in counselor training programs. We described the nature of the course and results of paired-sample t-tests examining differences in 23 students’ preferences, competence, importance, and understanding at the beginning and end of the semester. Specifically, student preferences for working with process addictions, competence, and understanding of process addictions significantly increased with large effect sizes at the completion of the course. We concluded with a description of implications for counselor educators and counselor training programs.
{"title":"A Process Addictions Course for Counselor Training Programs","authors":"Amanda L. Giordano, Audrey Malacara, Sarah M. Agarwal","doi":"10.7290/tcs010105","DOIUrl":"https://doi.org/10.7290/tcs010105","url":null,"abstract":"We proposed the implementation of a course dedicated to the etiology and treatment of process addictions in counselor training programs. We described the nature of the course and results of paired-sample t-tests examining differences in 23 students’ preferences, competence, importance, and understanding at the beginning and end of the semester. Specifically, student preferences for working with process addictions, competence, and understanding of process addictions significantly increased with large effect sizes at the completion of the course. We concluded with a description of implications for counselor educators and counselor training programs.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71085617","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}
{"title":"Career-Decision Making: School Counselors in Counselor Education Doctoral Programs","authors":"Malti Tuttle, L. E. Grimes, Caroline Lopez-Perry","doi":"10.7290/TSC010107","DOIUrl":"https://doi.org/10.7290/TSC010107","url":null,"abstract":"","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71085705","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}
Claudia Interiano-Shiverdecker, Derek L. Robertson, Elias Zambrano, Ashley Morgan, José Miguel Contreras
The ever-growing population of Spanish-speakers in the United States increases the need for counselors to provide services in languages other than English. Yet, very few counselor education programs offer training specifically aimed at providing bilingual counseling services. The authors introduce important elements of bilingual counseling training and describe the implementation of these features into a certificate designed to train competent, bilingual clinical mental health and school counselors. Implications for counseling pedagogy, practice, supervision, and research are discussed.
{"title":"Development and Implementation of a Bilingual Counseling Certificate Program","authors":"Claudia Interiano-Shiverdecker, Derek L. Robertson, Elias Zambrano, Ashley Morgan, José Miguel Contreras","doi":"10.7290/tsc030303","DOIUrl":"https://doi.org/10.7290/tsc030303","url":null,"abstract":"The ever-growing population of Spanish-speakers in the United States increases the need for counselors to provide services in languages other than English. Yet, very few counselor education programs offer training specifically aimed at providing bilingual counseling services. The authors introduce important elements of bilingual counseling training and describe the implementation of these features into a certificate designed to train competent, bilingual clinical mental health and school counselors. Implications for counseling pedagogy, practice, supervision, and research are discussed.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71086969","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}
Research self-efficacy (RSE) has been mainly considered as an intrapersonal aspect of researcher identity development. Utilizing a systemic lens, we examined factors informing counselor education doctoral students’ RSE in CACREP-accredited doctoral programs. Concept mapping, a mixed-method design, yielded 17 clusters representing six regions describing the factors informing counselor education doctoral students’ RSE. We discussed the results with training and research implications, and limitations. What is the public significance of this article? The present study suggests that there are environmental and relational factors affecting doctoral student’s research self-efficacy (RSE) as well as the previously considered individual factors. Acknowledgement and intentional incorporation of all of these factors may be critical in the counselor education research training process.
{"title":"Counselor Education Doctoral Students’ Research Self-Efficacy: A Systemic Perspective","authors":"Zahide Sunal, Gülşah Kemer","doi":"10.7290/tsc04d977","DOIUrl":"https://doi.org/10.7290/tsc04d977","url":null,"abstract":"Research self-efficacy (RSE) has been mainly considered as an intrapersonal aspect of researcher identity development. Utilizing a systemic lens, we examined factors informing counselor education doctoral students’ RSE in CACREP-accredited doctoral programs. Concept mapping, a mixed-method design, yielded 17 clusters representing six regions describing the factors informing counselor education doctoral students’ RSE. We discussed the results with training and research implications, and limitations. What is the public significance of this article? The present study suggests that there are environmental and relational factors affecting doctoral student’s research self-efficacy (RSE) as well as the previously considered individual factors. Acknowledgement and intentional incorporation of all of these factors may be critical in the counselor education research training process.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71087158","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}
Researchers examined the experience of participating in Cross Cultural Distance Dialogues (CCDD) in facilitating Multicultural and Social Justice Counseling Competency (MSJCC) through an interpretive phenomenological analysis (IPA). With the high need to develop curriculum in counselor education programs that intentionally incorporate cultural competencies (Ratts et al., 2016), this study was conducted to explore an innovative pedological technique that further fosters MSJCC within master's level coursework. Four counseling students engaged in a structured dialogue across university campuses during their multicultural course were selected for participation in this study. After completing two rounds of interviews and a member check, the following themes were identified utilizing IPA methodology: (1) relational resistance, (2) negotiating dichotomy, (3) therapeutic space, (4) trust and, (5) cultural awakening. Findings highlight CCDD as an innovative collaborative teaching strategy that supports increased cultural awareness, competency development, and enhanced interpersonal skills and support.
研究人员通过解释现象学分析(IPA)研究了参与跨文化距离对话(CCDD)对促进多元文化和社会正义咨询能力(MSJCC)的影响。由于在咨询师教育项目中需要开发有意融入文化能力的课程(Ratts et al.， 2016)，本研究旨在探索一种创新的教育学技术，在硕士水平的课程中进一步培养MSJCC。本研究选择了四名在大学校园多元文化课程中进行结构化对话的咨询学生。在完成两轮访谈和成员检查后，利用IPA方法确定了以下主题:(1)关系阻力，(2)谈判二分法，(3)治疗空间，(4)信任和(5)文化觉醒。研究结果强调，CCDD是一种创新的合作教学策略，有助于提高文化意识、能力发展、增强人际交往能力和支持。
{"title":"Cross-Cultural Distance Dialogues in Counselor Education: Collaborative Pedagogy","authors":"Sarah N. Baquet, Jehan Hill","doi":"10.7290/tsc04xwpi","DOIUrl":"https://doi.org/10.7290/tsc04xwpi","url":null,"abstract":"Researchers examined the experience of participating in Cross Cultural Distance Dialogues (CCDD) in facilitating Multicultural and Social Justice Counseling Competency (MSJCC) through an interpretive phenomenological analysis (IPA). With the high need to develop curriculum in counselor education programs that intentionally incorporate cultural competencies (Ratts et al., 2016), this study was conducted to explore an innovative pedological technique that further fosters MSJCC within master's level coursework. Four counseling students engaged in a structured dialogue across university campuses during their multicultural course were selected for participation in this study. After completing two rounds of interviews and a member check, the following themes were identified utilizing IPA methodology: (1) relational resistance, (2) negotiating dichotomy, (3) therapeutic space, (4) trust and, (5) cultural awakening. Findings highlight CCDD as an innovative collaborative teaching strategy that supports increased cultural awareness, competency development, and enhanced interpersonal skills and support.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71087818","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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