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Full-Text Articles in Social and Behavioral Sciences
Perceived Tenure Standards, Scholarly Productivity, And Workloads Of Counselor Educators At Comprehensive Universities, Gregory T. Hatchett
Perceived Tenure Standards, Scholarly Productivity, And Workloads Of Counselor Educators At Comprehensive Universities, Gregory T. Hatchett
Journal of Counselor Preparation and Supervision
This article describes the results of a survey that inquired about the tenure standards, scholarly productivity, and workloads of counselor educators (N = 168) employed at comprehensive colleges and universities. The results from this study describe the respondents’ perceptions of the tenure process and their preparation for faculty positions at comprehensive universities, along with additional data on their general workloads, teaching schedules, scholarly productivity, participation in outside professional activities, and financial remuneration. Implications for counselor education and the tenure and promotion process are discussed.
Utility Of The Scientist-Practitioner Inventory In Counselor Education, Mei Tang, Susannah C. Coaston, Christina Pbibbs, Nzingha Dalila, Linda Milholland, Miller Kathy
Utility Of The Scientist-Practitioner Inventory In Counselor Education, Mei Tang, Susannah C. Coaston, Christina Pbibbs, Nzingha Dalila, Linda Milholland, Miller Kathy
Journal of Counselor Preparation and Supervision
This study examined the construct validity of the Scientist-Practitioner Inventory (SPI) modified for counseling profession to determine if S-P orientation could be assessed through mSPI. The mSPI was administered to masters’ students, practicing counselors, doctoral students, and faculty members in counselor education programs. The results showed that the mSPI has adequate construct and significant differences among groups. Implications for integrating S-P model in counselor education curriculum design, training, advising, and classroom teaching are discussed.
Counselor Preparation In Crisis, Trauma, Grief, And Neurocounseling, Karlesia T. Montague, Katie Christensen, Susan Furr
Counselor Preparation In Crisis, Trauma, Grief, And Neurocounseling, Karlesia T. Montague, Katie Christensen, Susan Furr
Journal of Counselor Preparation and Supervision
Crisis, trauma, and grief are common themes in counseling while neurocounseling is a relatively new term that has increased presence in counseling. However, little is known about the current status of CACREP programs offering courses directly preparing counselors to address these concerns. This descriptive study analyzed CACREP programs (N = 392) to determine how many counselor education programs offered courses in each special topic. Results indicated that programs offered crisis courses at the highest rate (62.2%) compared to trauma (41%), grief (21.2%), and neurocounseling (5.1%). These results examined program offerings immediately following the CACREP 2016 Standards revisions and may …
Reflections On The Pedagogical Foundations In Counselor Education, Eric R. Baltrinic, Carrie Wachter Morris
Reflections On The Pedagogical Foundations In Counselor Education, Eric R. Baltrinic, Carrie Wachter Morris
Teaching and Supervision in Counseling
In this article, we provided a summary and concluding remarks to this special edition on signature pedagogies in counselor education. We summarized contributing authors’ perspectives and considerations for bolstering the profession’s discussion on teaching and pedagogical foundations. Focusing on how contributing authors assessed and used the concept of signature pedagogies to facilitate the broader discussion on pedagogical foundations, we posed reflections and offered considerations for future instructional research in counselor education.
Signature Pedagogies: Doctoral-Level Teaching Preparation, Casey A. Barrio Minton
Signature Pedagogies: Doctoral-Level Teaching Preparation, Casey A. Barrio Minton
Teaching and Supervision in Counseling
In response to Baltrinic and Wachter Morris (2020), this article includes a history of teaching preparation in counselor education, exploration regarding current status of doctoral-level teaching preparation in counselor education, and review of literature regarding strategies for preparing doctoral students to teach. Supervision and mentorship emerged as key themes in this relatively new area of preparation. The author explores whether current practice is sufficient to identify these processes as signature pedagogies.
Signature Pedagogies: A Framework For Pedagogical Foundations In Counselor Education, Eric R. Baltrinic, Carrie Wachter Morris
Signature Pedagogies: A Framework For Pedagogical Foundations In Counselor Education, Eric R. Baltrinic, Carrie Wachter Morris
Teaching and Supervision in Counseling
The authors offer signature pedagogies, which refer to the particular types of teaching distinct to a particular profession, as a framework for conceptualizing and advancing our knowledge about the pedagogical foundations in counselor education. Signature pedagogies are further defined at the professional, program, and course levels along with examples to connect signature pedagogies to the discipline of counselor education. The authors offer refection questions to encourage readers to apply the content of this article to their own conceptualizations of pedagogy and conceptualize research designs grounded in a unified understanding of pedagogy. Implications for counselor education and future research are presented.
Aligning Cognitive Complexity Models: Bridging Development Across Educational And Supervisory Contexts, J. Scott Branson, Ashley N. Branson
Aligning Cognitive Complexity Models: Bridging Development Across Educational And Supervisory Contexts, J. Scott Branson, Ashley N. Branson
Journal of Counselor Preparation and Supervision
Cognitive complexity is a requisite skill for mental health professionals, as they routinely face complex, ambiguous tasks such as working within an evidence based practice framework in ways that bridge clients’ subjective experiences with relevant psychotherapeutic outcome research. Multiple models for conceptualizing and promoting cognitive complexity development in educational and supervisory settings have been articulated, and the similarities across these models is striking. The purpose of this article is to: 1) introduce readers to King and Kitchener’s (1994) Reflective Judgement model of educational development and 2) demonstrate the striking alignment between the Reflective Judgement model and prominent developmental models of …
The Development Of Professional Responsibility In Counselor Training, Ryan Bowers, Helen Hamlet
The Development Of Professional Responsibility In Counselor Training, Ryan Bowers, Helen Hamlet
International Journal on Responsibility
Responsibility in the field of counseling is a complex, multi-faceted concept which includes responsibility to the client, responsibility to the profession, and responsibility to the self. These responsibilities encompass the profession’s global role, the call to establish consistent professional requirements, the American Counseling Association’s Code of Ethics, the developmental process of student skill acquisition and professional identity development, and the curriculum and training requirements of counselor education programs. Following a general exploration of responsibility in counselor education, this article focuses on when and how counselors-in-training (CITs), as they grow in counseling skills and professional identity through coursework and mentoring and …
Social Media Policy For Counselor Education Programs, Jared S. Rose, Robin Dufresne, Allison Arnekrans, Leslie Neyland
Social Media Policy For Counselor Education Programs, Jared S. Rose, Robin Dufresne, Allison Arnekrans, Leslie Neyland
Journal of Counselor Preparation and Supervision
In light of the American Counseling Association’s ACA Code of Ethics (2014) addressing the use of social media in the counseling profession, counselor education programs must prepare to properly monitor their professional social media use. Social media is defined, followed by a review of types and uses of social media. The authors discuss a process for developing a social media policy for counselor education program including reviewing the relevant literature and ethical considerations. A suggested policy is included for counseling programs to consider. Keywords: counselor education, social media, ACA Code of Ethics
Integration Of Trauma Based Education In Counselor Education, Stevie Vanausdale, Jacqueline M. Swank
Integration Of Trauma Based Education In Counselor Education, Stevie Vanausdale, Jacqueline M. Swank
Journal of Counselor Preparation and Supervision
In recent years, there has been growing awareness of the widespread prevalence of trauma experiences. Knowledge of the prevalence and effect of trauma has led to a greater need for counselors to be competent and confident in working with clients’ trauma; therefore, a needs exist for counselor educators to prepare students for trauma work. Improving competency and self-efficacy among counselors-in training may lead to better client outcomes and prevent vicarious trauma. The authors provide a brief overview of the prevalence of trauma and the importance of trauma training. Then, they discuss ways counselor educators can infuse trauma education within five …
Selecting A Theoretical Orientation: A Constructivist Grounded Theory Study With Counselors-In-Training, Dayna M. Watson, John Super
Selecting A Theoretical Orientation: A Constructivist Grounded Theory Study With Counselors-In-Training, Dayna M. Watson, John Super
Journal of Counselor Preparation and Supervision
No abstract provided.
Undue Police Violence Towards African Americans: A Quantitative Analysis Of Professional Counselors, Darius Green
Undue Police Violence Towards African Americans: A Quantitative Analysis Of Professional Counselors, Darius Green
Dissertations, 2020-current
The purpose of this study was to investigate the extent to which counseling professionals identify and address undue police violence (UPV) in their professional roles. This study investigated circumstances associated with experiencing types of force that counselors identify as undue, the extent of advocacy efforts made by counselors related to UPV, and training received related to UPV. Lastly, this study investigated the relationships between counselors’ attitudes towards officer legitimacy, perceived racism, and beliefs related to UPV and addressing it. An exploratory research design that used descriptive analysis, simple linear regression, and thematic analysis was used to analyze data collected for …
Assessment Courses In Counselor Education, Donna M. Gibson, Leah J. Mccallum
Assessment Courses In Counselor Education, Donna M. Gibson, Leah J. Mccallum
Journal of Counseling Research and Practice
Pre- and post-surveys of an assessment class within the counselor education curricula were used to assess the thoughts, feelings, and concerns of counselors-in-training enrolled in the class. A mixed-methods study was con-ducted to assess themes in responses and examine comfort and competence with the concept of assessment. Results provide counselor educators insight into possible factors that affect and alter the perspective of counselors-in-training before and after taking an assessment class. Recommendations and implications for future re-search are discussed.
Best Practices In Clinical Supervision: What Must Supervisees Do?, Johana Rocha
Best Practices In Clinical Supervision: What Must Supervisees Do?, Johana Rocha
Counseling & Human Services Theses & Dissertations
Clinical supervision is critical for training competent counselors who provide ethical and professional services aimed at protecting the welfare of the populations they serve. Despite clearly outlining the roles and responsibilities of supervisors in supervision literature (Borders et al., 2014), scholars have not offered guidelines to inform supervisees with their responsibilities to make the most out of their supervision experiences. Therefore, the purpose of this study is to attend to the gap in the literature by understanding what supervisees perceive as their responsibilities in clinical supervision. Such an effort may inform further studies and provide an empirical basis to establish …
Managed Care Organizations In Counseling Practice, Research, And Education, Carol Seehusen, Roseina Britton, David Duys
Managed Care Organizations In Counseling Practice, Research, And Education, Carol Seehusen, Roseina Britton, David Duys
Journal of Counselor Preparation and Supervision
This article examines the role managed care organizations (MCOs) have in the counseling profession. Ethical dilemmas present in working with MCOs are discussed as they apply to clinical practice and clinical decision making. Implications and potential solutions are explored, as well as a discussion on the limitations of current research and prospective future research suggestions on the effect MCOs have on the counseling profession. Counselor education considerations are also discussed. Specific American Counseling Association (ACA) standards are included throughout the article where applicable.
Counselor Professional Identity Development In Cacrep And Non-Cacrep Accredited Programs, Melanie Person, Curtis Garner, Michelle Ghoston, Connie Petersen
Counselor Professional Identity Development In Cacrep And Non-Cacrep Accredited Programs, Melanie Person, Curtis Garner, Michelle Ghoston, Connie Petersen
Journal of Counselor Preparation and Supervision
Through increasing the strength and understanding of counselor-in-training professional identity development, the profession as a whole gains credibility and a place within mental health treatment. This study sought to determine CACREP’s impact on professional identity development of counselors-in-training. Results indicate that individuals who attended a CACREP-accredited Master’s program had significantly higher overall scores on the Professional Identity Scale in Counseling (PISC) (Woo & Henfield, 2015), but not in all subscales. Implications support continued promotion of CACREP involvement in the training of counselors.
A Phenomenological Investigation Of Doctoral Students’ Gatekeeping Experiences, Shawna M. Corley, Jessica Lloyd-Hazlett, Hope Schuermann, Noel Blessing
A Phenomenological Investigation Of Doctoral Students’ Gatekeeping Experiences, Shawna M. Corley, Jessica Lloyd-Hazlett, Hope Schuermann, Noel Blessing
Teaching and Supervision in Counseling
Counselor education doctoral students serve as gatekeepers simultaneous to their own training and evaluation. We used transcendental phenomenology to examine the gatekeeping experiences of 15 doctoral students at three programmatic levels. Findings and implications related to two primary themes, (a) precarious positions and power and (b) developing a gatekeeper identity, are discussed.
Exploring School Counselors’ Preparation To Address Disproportionality Of African American Students In Special Education, E Mackenzie Shell
Exploring School Counselors’ Preparation To Address Disproportionality Of African American Students In Special Education, E Mackenzie Shell
Teaching and Supervision in Counseling
While school counselors work with students in special education, little research describes their work with African American students in or at risk of special education or the phenomenon of disproportionality of African American students in special education. This phenomenological study explored the experiences and perceptions of eight high school counselors with African American students in special education and disproportionality. The researcher identified three themes: (a) Dis-Regard, (b) separate worlds and (c) professional knowledge. Intentional strategies to introduce counselors to the concept of disproportionality and its antecedents may mitigate processes that potentially lead to overrepresentation of African Americans in special education.
Critical Knowledge, Points Of Confusion, And Training Recommendations For Client Referrals, Jessica Lloyd-Hazlett, Samantha Airhart-Larraga, Lucy L. Purgason
Critical Knowledge, Points Of Confusion, And Training Recommendations For Client Referrals, Jessica Lloyd-Hazlett, Samantha Airhart-Larraga, Lucy L. Purgason
Teaching and Supervision in Counseling
The intersection of personal and professional values in relation to client referrals may cause uncertainty and confusion among counseling students. Current literature on this topic demonstrates a lack of agreement exists among student counselors about how to navigate the referral process, especially as it relates to making decisions about when to refer (Author, 2017). This content analysis examines what student counselors (N=104) perceive as critical areas of knowledge, points of confusion, and suggestions for training on ethical referrals. Emergent themes and implications for counselor education and future research are discussed.
A Duoethnographic Exploration Of Two Counselor Educators’ Growth In Assessment In Teaching, Phillip L. Waalkes Dr., Daniel A. Decino Dr.
A Duoethnographic Exploration Of Two Counselor Educators’ Growth In Assessment In Teaching, Phillip L. Waalkes Dr., Daniel A. Decino Dr.
Teaching and Supervision in Counseling
Assessment in teaching is a challenge for many beginning counselor educators. Although many researchers have discussed the importance of student learning outcomes, few have explored counselor educators’ experiences using assessment in their courses. In this duoethnographic inquiry, we engaged in a critical and reflective dialogue of our experiences with assessment. We aimed to acknowledge our biases, identities, and emotions related to assessment in transformative ways. For [researcher 1], our dialogue helped me gain theoretical and emotional perspective on assessment and inspired specific changes to my assessment practices including focusing more on process-based, low stakes assessment, developing clearer learning goals, and …
Assessment Of Dispositions In Program Admissions: The Professional Disposition Competence Assessment—Revised Admission (Pdca-Ra), Curtis Garner, Brenda Freeman, Roger Stewart, Ken Coll
Assessment Of Dispositions In Program Admissions: The Professional Disposition Competence Assessment—Revised Admission (Pdca-Ra), Curtis Garner, Brenda Freeman, Roger Stewart, Ken Coll
Literacy, Language, and Culture Faculty Publications and Presentations
Tools to assess the dispositions of counselor education applicants at the point of program admission are important as mechanisms to screen entrance into the profession. The authors developed the Professional Disposition Competence Assessment—Revised Admission (PDCA-RA) as a screening tool for dispositional assessment in admissions interviews. In this study, 70 participants engaged in a video-based training protocol designed to increase the interrater reliability of the PDCA-RA. An intraclass correlations coefficient was calculated as an index of interrater reliability. Cronbach’s alpha coefficients were calculated for internal consistency, and Fleiss’ kappa, free-marginal kappa, and percent of agreement were calculated for absolute agreement. Calculations …
Student Selection, Development, And Retention: A Commentary On Supporting Student Success In Distance Counselor Education, Savitri Dixon-Saxon, Matthew R. Buckley
Student Selection, Development, And Retention: A Commentary On Supporting Student Success In Distance Counselor Education, Savitri Dixon-Saxon, Matthew R. Buckley
Walden Faculty and Staff Publications
This article reviews relevant research that provides context for a commentary by two long-time distance counselor educators and supervisors with over 35 years of combined professional experience. The authors explore factors that support successful outcomes for graduate students within distance counselor education programs, which include how students are selected, supported in their development, and retained in the program. Discussion targets how distance learning promotes open access to students who historically have been marginalized, who are living in rural areas, and who have not had the same access to educational opportunities. We focus on the roles and responsibilities of institutional and …