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Articles 1 - 30 of 38
Full-Text Articles in Social and Behavioral Sciences
The Class Of 2019: Academic Employment Prospects For Counselor Education Doctoral Graduates, Christopher Lawrence, Gregory Hatchett
The Class Of 2019: Academic Employment Prospects For Counselor Education Doctoral Graduates, Christopher Lawrence, Gregory Hatchett
Teaching and Supervision in Counseling
The purpose of this investigation was to estimate the percentage of counselor education doctoral (CED) program graduates who attained faculty positions within two years of graduation and to compare the number of these graduates to the number of advertised faculty positions during this same timeframe. To do so, we used archival, publicly available data for graduates of CACREP-accredited CED programs during the 2018-2019 academic cycle (N = 314). Approximately two-fifths of these graduates had faculty positions. Graduation from a public university increased the odds of having any faculty post, whereas graduation from a public university and the Carnegie Classification of …
Professional Identity Development Of Black Doctoral Students In Counselor Education: A Reflexive Model, Olivia T. Ngadjui Phd, Elizabeth A. Doughty Horn
Professional Identity Development Of Black Doctoral Students In Counselor Education: A Reflexive Model, Olivia T. Ngadjui Phd, Elizabeth A. Doughty Horn
Teaching and Supervision in Counseling
This grounded theory study comprised the perspectives of how past and current Black doctoral students formalized their professional identity in counselor education. Findings included reflexivity as a central theme within the internal process of Black doctoral students navigating counselor education programs and a model of professional identity development.
Students’ Perceptions Of Grades And Grade Inflation In Counselor Training, Daniel A. Decino, Phillip L. Waalkes, Steven Chesnut
Students’ Perceptions Of Grades And Grade Inflation In Counselor Training, Daniel A. Decino, Phillip L. Waalkes, Steven Chesnut
Teaching and Supervision in Counseling
Previous scholars have suggested grade inflation has been in higher education for decades, may devalue high grade point averages, and blur important differences between qualified and unqualified job candidates. In counselor training programs, grade inflation may cause students to overestimate their abilities to handle challenging real-world situations, impede faculty evaluation practices, and promote unfavorable student learning environments. In this exploratory study, we surveyed 240 counseling students on their perceptions of their grades and their peers’ grades before and during the COVID-19 pandemic. Our results suggest that students perceived their peers succeeded academically despite inappropriate and unethical behaviors, especially during the …
Mentorship In Counselor Education: A Scoping Review, Gideon Litherland, Gretchen Schulthes, Edward Ewe, Kaj Kayij-Wint, Kok-Mun Ng
Mentorship In Counselor Education: A Scoping Review, Gideon Litherland, Gretchen Schulthes, Edward Ewe, Kaj Kayij-Wint, Kok-Mun Ng
Teaching and Supervision in Counseling
Mentorship has been widely lauded as meaningful for trainees in their professional development. To better understand the gaps in the scholarship of mentorship in counselor education, a scoping review was conducted to examine peer-reviewed research from 2005-2020. Results found eligible articles (n = 18) met the eligibility criteria. Implications from this study include improving conceptual rigor of mentorship outcomes in counselor education research, further investigating how underrepresented identities may benefit from mentorship, and tailoring mentorship interventions for the learning context and graduate level for counselor education students.
Infusing Anarchist Pedagogy Into Counselor Education, Andrew Wood
Infusing Anarchist Pedagogy Into Counselor Education, Andrew Wood
Teaching and Supervision in Counseling
Anarchist pedagogy has existed for well over 100 years, but little has been written on the subject within the counseling profession and the counselor education literature specifically. Anarchist pedagogy offers a direct relationship between education and social justice praxis that many counseling programs espouse, and thus the consideration of an explicitly political pedagogy may benefit the counselor education profession. This manuscript aims to provide a brief overview of anarchist pedagogy, how it fits into the work of counselor education, and how counselor educators can utilize anarchist pedagogy. Limitations for the infusion of anarchist pedagogy into counselor education and future areas …
The Intentional Andragogy Model: A Teaching Framework For Counselor Educators, Phillip L. Waalkes, Paul H. Smith, Daniel Hall
The Intentional Andragogy Model: A Teaching Framework For Counselor Educators, Phillip L. Waalkes, Paul H. Smith, Daniel Hall
Teaching and Supervision in Counseling
Counselor education programs can help support doctoral students in developing teaching philosophies. Yet, limited guidance exists about how counselor educators can help doctoral students integrate andragogies into their teaching philosophy statements. Overlooking andragogy may impede educators from deepening their philosophical beliefs and teaching with authenticity and intentionality. Therefore, we offer the Intentional Andragogy Model (IAM), a process-oriented reimagining of Halbur and Halbur’s Intentional Theory Selection model (ITSM). Counselor educators-in-training can follow this scaffolded step-by-step process to write teaching philosophy statements rooted in their life philosophies and their unique contexts. This model can help counselor educators-in-training root their teaching philosophy statements …
Anti-Racist Considerations For Teaching Cacrep Assessment And Diagnosis Courses, Haley R. Ault, Henrietta S. Gantt, Casey A. Barrio Minton
Anti-Racist Considerations For Teaching Cacrep Assessment And Diagnosis Courses, Haley R. Ault, Henrietta S. Gantt, Casey A. Barrio Minton
Teaching and Supervision in Counseling
Professional counselors must act as anti-racist social justice advocates throughout the counseling relationship, including assessment, diagnosis, and treatment planning. Due to internalized racism and inappropriate instruments, assessment and diagnosis are two critical areas where marginalized populations have historically experienced misdiagnosis and pathologizing impacting overall client care and wellbeing. Inappropriate instruments, inadequate training, and counselor bias have profound impacts on access to treatment and resources for individuals holding marginalized racial identities. Although the call for anti-racist counseling is clear, the profession is still unclear on how to teach these concepts to counselor trainees. Counselor educators must be intentional about incorporating anti-racist …
Practicum Student Counselor Identity Development Through The Covid-19 Pandemic, Joy Teles Oliveira, Sarah A. Silveus
Practicum Student Counselor Identity Development Through The Covid-19 Pandemic, Joy Teles Oliveira, Sarah A. Silveus
Teaching and Supervision in Counseling
The process of developing a counselor identity is a complex task, and it starts as early as when a student first enrolls in a Master’s program. Within the events surrounding COVID-19, limited information is known about how that experience might have affected counseling students' professional identity development. Through Interpretive Phenomenological Analysis, we explored the counselor identity development process of Master’s-level counseling practicum students (n=6) during the events of the COVID-19 pandemic. Emerging themes indicated that students' experiences throughout the pandemic had a unique influence on their conceptualization of the practicum experience. Findings illustrated that these events slowed some aspects of …
An Exploration Of Photography As A Wellness Tool For Counselors-In-Training, Charaya Chontay Upton
An Exploration Of Photography As A Wellness Tool For Counselors-In-Training, Charaya Chontay Upton
Doctoral Dissertations
Counselors-in-training (CIT) often experience a myriad of challenges during their academic studies. From balancing time, finances, acclimating to a new environment, fears of being judged or receiving negative feedback (Patterson & Levitt, 2012; Prosek et al., 2013; Warren & Nash, 2019), CIT physical (Neviyarni et al., 2018), mental (Prosek et al., 2013), and overall wellness (Lenz et al., 2012) tend to be impacted negatively. For these reasons, Counselor Educators (CE) have used wellness models and assessments to assist in the educational journey; however, wellness practices continue to decline for both CIT and practicing counselors (Abel et al., 2012; Lenz et …
Cross-Cultural Distance Dialogues In Counselor Education: Collaborative Pedagogy, Sarah N. Baquet, Jehan Hill
Cross-Cultural Distance Dialogues In Counselor Education: Collaborative Pedagogy, Sarah N. Baquet, Jehan Hill
Teaching and Supervision in Counseling
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 …
Veterans In Counseling Programs: Military Service And The Counselor Training Process, Crystal D. Hahn, Carl R. Price, Claudia G. Interiano-Shiverdecker
Veterans In Counseling Programs: Military Service And The Counselor Training Process, Crystal D. Hahn, Carl R. Price, Claudia G. Interiano-Shiverdecker
Teaching and Supervision in Counseling
The authors conducted a transcendental phenomenological study to acquire a deeper understanding of graduate student veterans’ experiences in counselor training programs and explore how military background influences counselor development. Results are based on semi-structured interviews with eight graduate student veterans enrolled in counseling programs across the United States. Four themes resulted which impacted counselor training processes (a) military behaviors, values, and identity (b) military counseling cultural contrasts, (c) integrating military service into counselor training, and (d) veteran-friendly suggestions for counseling programs. This study presented a range of experiences graduate student veterans have in counselor training programs, concluding that this student …
Empathy-In-Teaching As A Multidimensional Disposition In Counselor Education, Eric R. Baltrinic, Melissa Luke
Empathy-In-Teaching As A Multidimensional Disposition In Counselor Education, Eric R. Baltrinic, Melissa Luke
Teaching and Supervision in Counseling
Empathy is a disposition noted among established teaching competencies in counselor education. However, current descriptions of empathy are unidimensional and lack an operational definition for evaluating teaching dispositions. The term empathy-in-teaching is a multidimensional concept suitable for expanding our current understanding of empathy within the current teaching dispositions in counselor education. Implications for application of the concept of empathy-in-teaching within the current teaching dispositions and future research suggestions are offered.
A Pilot Study On Counselor Trainees’ Social Justice Identity Development And Effective Pedagogy In A Multicultural Counseling Course, Shelby Messerschmitt-Coen, Gayle Garcia, Colette T. Dollarhide, Damon Drew
A Pilot Study On Counselor Trainees’ Social Justice Identity Development And Effective Pedagogy In A Multicultural Counseling Course, Shelby Messerschmitt-Coen, Gayle Garcia, Colette T. Dollarhide, Damon Drew
Teaching and Supervision in Counseling
Abstract: This pilot study examined social justice identity development for first- and second-year clinical and school counseling master’s students enrolled in a one-semester multicultural and social justice counseling (MCSJC) course. Counselor educators can incorporate social justice pedagogy in their courses to better equip counselors-in-training with the knowledge and skills necessary to act (Odegard & Vereen, 2010), which can foster the development of their social justice identities (Miller et al., 2009). Students enrolled in the MCSJC course reported their social justice identity at the beginning and end of the semester to determine identity development over time. In addition, pedagogical strategies were …
Determining Cross-Cultural Mentorship Readiness In Counselor Education And Supervision Programs, Jody Vernam, Brian Paulson, Bridger D. Falkenstien, Lynn Bohecker, Nivischi Edwards
Determining Cross-Cultural Mentorship Readiness In Counselor Education And Supervision Programs, Jody Vernam, Brian Paulson, Bridger D. Falkenstien, Lynn Bohecker, Nivischi Edwards
Teaching and Supervision in Counseling
Abstract: Counselor Education and Supervision (CES) faculty are challenged to include cross-cultural mentorship within CES programs. Successfully implementing cross-cultural mentoring in CES programs requires assessing institutional and CES program readiness and identifying successful strategies. This article outlines a proposed framework to evaluate requisites for cross-cultural mentorship across levels of institutions of higher education and provides strategies to help CES faculty successfully engage and sustain cross-cultural mentorship. What is the public significance of this article? Society and educational programs continue to grow in cultural, racial, and ethnic diversity. As a result, counselor education programs and the systems within which they function …
Reflection And Readiness: Shared Benefits Of Using An Oral Final Evaluation To Assess Counselor Competency, Tanya Surette, Kelly Brenton
Reflection And Readiness: Shared Benefits Of Using An Oral Final Evaluation To Assess Counselor Competency, Tanya Surette, Kelly Brenton
Teaching and Supervision in Counseling
The COVID-19 pandemic has impacted educational systems worldwide, shifting everything from pedagogy to learning environments. The emerging needs and complexities presented during this time has challenged long-standing practices, requiring creativity and innovation to adapt in the midst of uncertainty and accelerated change. This has been the reality within graduate counselling programs where coursework and internships were interrupted, and the counselling environment altered. In the face of such changes, the critical assessment and evaluation of pre-service counsellor competence remains a high priority of counsellor educators. This article outlines the practice of adopting an Oral Final Evaluation (OFE) of post-practicum graduate counselling …
Constructivism In Action: A Dynamic Group Process In Defining And Applying Principles Of Social Justice, Tanupreet Suri, Leslie Woolson, Arianna Trott, Marty Apodaca, M. Kathryn Brammer, Dèsa Karye Daniel, Diane Lacen, Thomas A. Chávez
Constructivism In Action: A Dynamic Group Process In Defining And Applying Principles Of Social Justice, Tanupreet Suri, Leslie Woolson, Arianna Trott, Marty Apodaca, M. Kathryn Brammer, Dèsa Karye Daniel, Diane Lacen, Thomas A. Chávez
Teaching and Supervision in Counseling
As a part of a Multicultural course, students in a doctoral program at a university in the Southwest worked together to synthesize a definition of social justice. The constructivist process implemented in this educational experience represented social justice in action, through co-construction of shared meaning. This definition, centered on Iris Young’s (2004) Five Faces of Oppression, resulted in the following: Social justice is addressing oppression, violence, exploitation, marginalization, powerlessness, and cultural imperialism through counselors’ efforts and advocacy, while promoting a critical perspective of the culture of silence. Social Justice is an active, effective change on micro- and macro-levels to alter …
The Development Of Teacher Identity In Counselor Education Doctoral Students, Wesley Allen
The Development Of Teacher Identity In Counselor Education Doctoral Students, Wesley Allen
Doctoral Dissertations
Moving forward, the field of counseling needs to continue to be concerned about strengthening its identity (Kaplan et al., 2014). Part of this process concerns the training of competent and effective professional counselors. It is important that consideration be given to how the individuals preparing these counselors are trained. Counselor education doctoral students, as part of their training to become counselor educators, are prepared to work as counselors, scholars, leaders, supervisors, and teachers. While we have a firm understanding of how these students develop in general (Limberg et al., 2014; Moss et al., 2014), there is little known about how …
The Intentionality Of Confronting Racism, Systemic Oppression, And Cyclical Trauma In Counselor Education: A Self Study, Kara Ieva, Michael D. Hannon, Linwood G. Vereen
The Intentionality Of Confronting Racism, Systemic Oppression, And Cyclical Trauma In Counselor Education: A Self Study, Kara Ieva, Michael D. Hannon, Linwood G. Vereen
Teaching and Supervision in Counseling
Utilizing self-study methodology, the researchers sought to understand their practices in developing school counselors and counselor educators who acknowledge and resist anti-Black racism and marginalization to prevent harm through complacency. Given counselor education’s existence as overwhelmingly white and Eurocentric, the authors investigate disrupting the heteronormative structures inherent in counseling and the academy with the prioritizing of race, systemic inequities, and cyclical trauma in their faculty roles (e.g., teaching, supervising, and service) in efforts to shift a profession slow to address society’s ever-changing mental health needs. The team of counselor educators from different states in the northeast use a thematic analysis …
Equipping School Counselors For Antiracist Healing Centered Groups: A Critical Examination Of Preparation, Connected Curricula, Professional Practice And Oversight, Kara P. Ieva, Jordon Beasley, Sam Steen
Equipping School Counselors For Antiracist Healing Centered Groups: A Critical Examination Of Preparation, Connected Curricula, Professional Practice And Oversight, Kara P. Ieva, Jordon Beasley, Sam Steen
Teaching and Supervision in Counseling
This paper highlights the potential for school counselors to promote antiracist practices and racial healing engagement utilizing small group counseling to ultimately eliminate inequities in schools. However, counselor educator programs, founded on middle to upper class white ideals, worldviews, and narrowly focused theoretical frameworks, currently function in ways that fail to equip future school counselors with the group facilitation knowledge, skills, and dispositions necessary for equitable practice in schools across the nation using case illustrations and a broad current literature review, the authors conceptualize the rationale for more competencies beyond group course assignment, clinical requirements (e.g., CACREP standards, 2016), practice, …
The Case For A Core Anti-Racist Course For Counselors In Training, Ileana A. Gonzalez Ph.D., Raven K. Cokley Ph.D.
The Case For A Core Anti-Racist Course For Counselors In Training, Ileana A. Gonzalez Ph.D., Raven K. Cokley Ph.D.
Teaching and Supervision in Counseling
Historically, counseling programs in the United States have been rooted in whiteness and white supremacy. Despite this historical context, counseling programs fail to teach students about the varied ways that anti-Blackness and systemic racism show up in society, classrooms, and clinical settings. Given the systemic murders of Black folks by the state, the health disparities highlighted by the COVID-19 pandemic, and the refusal of white voters to abandon white supremacist patriarchy in the 2020 presidential election, the counseling field must reconsider how it prepares trainees to embrace anti-racism in their personal and professional lives. The purpose of this article is …
Promoting Anti-Racism And Critical Consciousness Through A Critical Counseling Theories Course, Jyotsana Sharma, Carlos P. Hipolito-Delgado
Promoting Anti-Racism And Critical Consciousness Through A Critical Counseling Theories Course, Jyotsana Sharma, Carlos P. Hipolito-Delgado
Teaching and Supervision in Counseling
Racism is alive and well in the United States. To promote critical consciousness and anti-racism in counselors-in-training, the counseling theories course, typically a student’s introduction to the profession, requires revision. Thus, we propose a critical counseling theories course. In this course we argue critical theories (multicultural theory, social constructivism, feminist theory, and critical race theory) and neurocounseling theory should be centered; introducing theories that are relevant to our current sociopolitical reality and that promote the values of anti-racism in the counseling profession. In this article we describe the critical counseling theories course structure, instructional approach, and assignments. Data from student …
Advocate: A Legislative Advocacy Model For Counseling Students, Jacquelyn E. Schuster, Lauren Rocha, Angie Sevillano, Felicia Green-Johnson, Jennifer Gerlach
Advocate: A Legislative Advocacy Model For Counseling Students, Jacquelyn E. Schuster, Lauren Rocha, Angie Sevillano, Felicia Green-Johnson, Jennifer Gerlach
Teaching and Supervision in Counseling
In the classroom, master’s students learn that advocacy is a central component of the counseling profession and counselor identity, whereas doctoral students train to be advocacy leaders. While counselor educators often infuse advocacy into the classroom through assignments and use current advocacy models present in the literature, we found a need for a practical model specifically for legislative advocacy to implement with counseling graduate students outside of the classroom. The authors pulled from their collective experience of meeting with state legislators at the state Capitol to create the ADVOCATE Model, a practical, step-by-step guide to legislative advocacy. The authors share …
Cross-Cultural Mentoring In Counselor Education: A Call To Action, Marianna L. Oller, Sunny S. Teeling
Cross-Cultural Mentoring In Counselor Education: A Call To Action, Marianna L. Oller, Sunny S. Teeling
Teaching and Supervision in Counseling
Given the lack of formalized cross-cultural mentorship guidelines within professional counseling associations and accreditation programs, the recruitment and retention of marginalizedgraduate students, may be in jeopardy. The authors explored the value of mentoring for graduate students, the exponential growth rate of diversity within graduate programs, and how the disparity of marginalized faculty members creates a need and opportunity for cross-cultural mentorship. Recommendations for the creation of holistic cross-culturalmentorship guidelines for faculty-studentdyads are provided.
Best Practices In Suicide Pedagogy: A Quantitative Content Analysis, Erin Binkley, Gregory Elliott
Best Practices In Suicide Pedagogy: A Quantitative Content Analysis, Erin Binkley, Gregory Elliott
Teaching and Supervision in Counseling
The authors used a quantitative content analysis methodology to explore the available literature on pedagogical practices for teaching counselors how to work with suicidal clients. From an initial pool of 71 potentially applicable articles found in Counseling, Psychiatry, general mental health, Psychology, and Social Work journals, 26 articles were found to meet inclusion criteria by specifically exploring the impact or efficacy of different pedagogical practices relevant to suicide response in counselor training. These 26 articles were coded using quantitative content analysis procedures. Results indicated that more research is necessary to determine best practices for teaching suicide response to counselors in …
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.
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.