Counseling Commons^™

A Qualitative Investigation Of Clinical Mental Health Counselors' Group Practicum Training Experiences, Brittany L. Pollard-Kosidowski, Monica E. Kaule, Heather Uphold, Chad Losinger, Adam F. Stephens

Journal of Counselor Preparation and Supervision

The authors of this study used inductive content analysis to qualitatively explore the group practicum training experiences of clinical mental health counselors who graduated from one CACREP-accredited program. Fifteen participants shared about their firsthand experiences in a required group practicum course and described the ways in which the experience impacted their competence and self-efficacy as counseling professionals and group workers. Five resulting themes highlight the significance and value of practical training experiences dedicated solely to group facilitation. Implications for counselor educators and program accreditors are provided, along with recommendations for future research.

A Counseling Student’S Experiences With Vision Impairment: A Narrative Inquiry, Jason J. Li, Susan Bray, Jody Fiorini, Philip Mullins

Journal of Counselor Preparation and Supervision

This article explores a female counseling student’s experience with vision impairment in a counselor education program. By using narrative inquiry, three main themes (perceptions, received supports, and challenges for a visually impaired student) and seven subthemes (perceptions of herself, perceptions of others, daily commute, attitudinal barriers, barriers to access, practicum experiences, and disability services) emerged from the analysis. Recommendations for counselor preparation and research are provided.

Group Counseling Preparation Amidst Crisis And Disaster: An Interpretive Phenomenological Analysis, Heather C. Sands, Kristopher M. Goodrich, Monique N. Rodríguez, Kelley R. Holladay, Renee C. Howells

Journal of Counselor Preparation and Supervision

There is consensus that group counseling and the use of telehealth platforms (i.e., phone or video conferencing usage) are highly effective interventions during and in response to crises and disaster situations. Wishing our Counselor Education and Supervision (CES), program had access to this information prior to the COVID-19 pandemic; we use this study to reflect on what we learned from that time. Building from the experiences of eight masters-level students enrolled in a group counseling internship at the height of the pandemic, this manuscript connects our programmatic oversights to the sparsity of information related to group counseling and the use …

Faculty Search Experiences Of Assistant Professors Of Counselor Education, Gregory Hatchett

Journal of Counselor Preparation and Supervision

Using an online quantitative survey, the primary objective of this study was to investigate the faculty application experiences of assistant professors of counselor education (N = 159). The counselor educators in this sample completed a median of two off-campus interviews and a median of one on-campus interview. They received a median of one offer for any faculty position and a median of one offer for an assistant professor position on the tenure-track. Assistant professors on the tenure-track differed from those not on the tenure track on the following variables: demographic and professional characteristics, application strategies, credentials/qualifications at the time …

A Duoethnographic Investigation Of A Cross-Cultural Dissertation Chairing Relationship, Phillip L. Waalkes, Yuima Mizutani

Journal of Counselor Preparation and Supervision

Despite the importance of cross-cultural mentorship in supporting doctoral counselor education students with international backgrounds in overcoming barriers, few have researched the specific complexities of these relationships with critical depth. Therefore, in this duoethnographic study rooted in relational cultural theory, we offer a critical and transformative polyvocal dialogue of the cross-cultural dissertation mentoring relationship of [author 1], a White counselor educator, and [author 2], an Asian-Japanese former doctoral student with an international background. We discussed how our cultural backgrounds impacted the relationship, our experiences of imposter phenomenon, and how broaching may have impacted our relationship. We present a series of …

Supporting Counselors-In-Training: A Toolbox For Doctoral Student Supervisors, Jeffrey M. Warren, Mark Schwarze, Helen S. Lupton-Smith

Journal of Counselor Preparation and Supervision

Counselor education doctoral students are often required to supervise master-level counselors-in-training as part of their supervision internship. While practical, this arrangement places doctoral students and their supervisees in potentially compromised situations, given their lack of experience in these respective roles. This article offers a toolbox of strategies doctoral student supervisors can use to facilitate their work with counselors-in-training. These strategies address focus areas identified through prior research. Doctoral student supervisors are encouraged to use this toolbox in conjunction with the support and guidance of their faculty supervisor as they navigate clinical supervision.

Incorporating Trauma-Informed Educational Practices In The Counselor Education Classroom, Yoon Suh Moh, Katharine Rose Sperandio, Glory Munthali, Amy Dugan

Journal of Counselor Preparation and Supervision

This conceptual article provides a description of trauma-informed educational practices informed by a model of trauma-informed educational practice (TIEP) that was created for social work education. We subsequently will call for an integration of this model to counselor education. To demonstrate an application of the model into counselor education, we will provide a case study influenced by both the TIEP model and our experiences in working in a CACREP-accredited counselor education program that infuses trauma content throughout its program curriculum.

Multicultural Counseling Course Instructors’ Cultural Background And Diversity Teaching Approaches, Cameka Hazel

Journal of Counselor Preparation and Supervision

Abstract

The success of any multicultural counseling course hinges upon the cultural competence of the course instructor. Research indicates that cultural competence is developed through personal experiences with diversity; however, little is known about how these experiences are translated into teaching practice. In this qualitative study, the researcher used a phenomenological inquiry to explore how instructors’ experiences with diversity influence how they teach multicultural counseling. The main thematic finding indicates that the cultural diversity background of the counselor educators shapes the way they teach. The two subthemes also reveal that some instructors teach diversity topics from a place of familiarity …

Utilizing The Safe-T Model And Anti-Racist Counseling Principles For Suicide Assessment And Teaching Counselors In Training, Aubrey D. Daniels, Kristen Nadermann, Christy Beck, Yusen Zhai

Journal of Counselor Preparation and Supervision

Training on suicide assessment and intervention in college counseling centers is crucial. The SAFE-T model is effective when teaching counselors in training (CITs) in training clinics on college campuses as students learn how to assess clients’ suicide risk level. We share how the SAFE-T model, in tandem with anti-racist counselor education practices, can enhance training in programs with training clinics based on our clinic at The Pennsylvania State University, followed by a case study to exemplify how to synthesize both practices for robust clinical outcomes.

Mindfulness Misconceptions In Counselor Education And Supervision: Mitigating Vicarious Trauma Among Counselors-In-Training, Elise Angelos, Adrienne Baggs

Journal of Counselor Preparation and Supervision

As counselors-in-training (CITs) continue to address a larger client base with pandemic induced mental health stressors, they may experience increased levels of vicarious trauma (VT) that can jeopardize the quality of treatment, as well as their own well-being. Thus, VT among CITs should be recognized as a priority problem among counselor educators. Despite well-documented personal and professional benefits of mindfulness, most CITs will not receive mindfulness education or training. Recognizing the relatively low rate of integration of mindfulness within CES, it is necessary to address several misconceptions about mindfulness that may be hindering the effective inclusion of mindfulness resources and …

Effective Writing Strategies And Feedback In Counselor Education, Lindsay Corinne Webster, Tessa M. Hastings, Kelseigh Garrett

Journal of Counselor Preparation and Supervision

Emerging counselors often are expected to demonstrate mastery of learning objectives through the written word. In this article, we address how counselor educators can implement simple and effective strategies for developing proficient, reflective, and self-regulated student writers. We propose three frameworks from academic literature to shape a pedagogical writing approach germaine to the principles of counselor education: growth mindset, sociocultural theory of cognitive development, and constructive feedback typology. In addition to highlighting strategies to design developmental writing assignments with intentionality, we illustrate how to harness counseling skills to provide writing feedback that promotes insight and personal growth beneficial for counseling …

Practice Makes Progress: Using The Lifespan Course As An Example For Role-Play Implementation, Emily Horton, Ed Jacobs

Journal of Counselor Preparation and Supervision

This conceptual article addresses specific clinical and practical implications for the utilization of role-play in the human growth and development course. Specific approaches to integrating role-play into the human growth and development course, including what we coin as Structured Role-Play, Semi-Structured Role-Play, and Unstructured Role-Play implementation strategies, are discussed at length. Sample vignettes and experiential activities for each developmental stage are provided. Finally, we address ethical considerations regarding role-play implementation.

Recommendations For Counselor Education And Supervision Programs To Improve Gatekeeping Processes Developed From Doctoral Student Experiences, Evan C. Smarinsky, Cian L. Brown, Erin Popejoy

Journal of Counselor Preparation and Supervision

The purpose of this qualitative study was to explore the experiences of eleven doctoral students at three CACREP accredited programs to address issues in counselor education and supervision programs and faculty face regarding gatekeeping. The information was used to develop and provide recommendations for gatekeeping procedures that can be implemented at the departmental and classroom levels. Ways programs can improve the training of doctoral students for gatekeeping roles and responsibilities, steps faculty can take to create an environment which supports gatekeeping at their institution, as well as support doctoral students as they grow into future gatekeepers of the profession are …

An Exploration Of Authors’ Circle: A Scholarly Writing Peer Feedback Process, Jacqueline M. Swank

Journal of Counselor Preparation and Supervision

Doctoral students need to develop scholarly writing skills if they plan to work in academia. This study focused on the lived experiences of five counselor education doctoral students engaging in a peer feedback activity throughout a course designed to help them develop writing skills. The researcher identified five main themes from the data: (a) hesitancy and normalizing the experience; (b) development as a writer; (c) learning about, developing relationships with, and collaborating with peers; (d) self-confidence; and (e) areas to consider. The author discusses implications for teaching and research.

Exploring Clinician Attitudes Towards Treating Eating Disorders: Bridging Counselor Training Gaps, Adriana C. Labarta, Taylor Irvine, Paul R. Peluso

Journal of Counselor Preparation and Supervision

Eating disorder (ED) clinicians may face various challenges in practice, including burnout and feelings of incompetence. Several deficits may contribute to these challenges, such as graduate education and treatment gaps. In this study, 109 interdisciplinary clinicians were surveyed regarding their personal attitudes, experiences, and challenges in treating EDs. Among the various results, quantitative and qualitative findings highlighted the lack of graduate education as the primary challenge to effectively treating EDs, as well as the need for more ED research and culturally responsive care. Recommendations to enhance ED education and counselor training are provided, including managing countertransference and advocating for specialized …

Addressing Anti-Fat Bias: A Crash Course For Counselors And Counselors-In-Training, Stella B. Kerl-Mcclain, Cort M. Dorn-Medeiros, Kelsey Mcmurray

Journal of Counselor Preparation and Supervision

People with larger body sizes are often the target of harmful stereotypes such as being lazy, unattractive, and unintelligent. Such stereotypes are part of an extensive system of oppression often intersecting with racism, classism, and ableism. When counselors and counselors-in-training are unaware of their own biases related to body size, larger bodied clients are at risk for further harm within the very place they are seeking support. This article provides professional counselors and counselors-in-training with the historical knowledge needed to examine their own biases and prejudices around body size and fatness to become better counselors and advocates for all clients. …

Educating Counselors About Offenders With Mental Illness: An Exploratory Study, Frances I. Ellmo, Leigh F. Holman, Richard James, Lacy Kemker

Journal of Counselor Preparation and Supervision

Racially and economically disenfranchised offenders with mental illness (OMI) are incarcerated at disproportionately high rates but experience less access to and utilization of mental healthcare. There is a need for trained counselors to work in forensic environments who are competent to provide multiculturally sensitive social justice-oriented interventions. However, there is little research exploring the extent counseling students are offered didactic or experiential training for working with OMI. Utilizing concurrent embedded mixed methods to explore relationships between opportunities and obstacles to counseling programs offering this training, this study finds interest in training exists but potential concerns about bias, safety, and other …

Using Community-Engagement To Teach Mental Health Stigma Reduction, Tamba-Kuii M. Bailey, Christine J. Yeh, Lou Collette S. Felipe

Journal of Counselor Preparation and Supervision

This article proposes a conceptual model of community-engaged learning as a teaching strategy and recommendations designed to teach mental health stigma reduction for master’s level students in counselor education programs. The community-engaged learning teaching content and training methodology description in this article highlight the purpose, use, and intended impact of this teaching method on counselor training of mental health stigma reduction. The mental health stigma reduction training components, goals, benefits, and resource materials are discussed.

The Professional Identity Development Of Counseling Students During Extreme Stressors: Lessons Learned In The Covid-19 Pandemic, Edward Ewe, Kok-Mun Ng

Journal of Counselor Preparation and Supervision

Based on Bronfenbrenner’s bioecological framework and current literature, we discussed the impact of the COVID-19 crisis may have shaped the professional identity development (PID) of counseling students and the ecosystems of counselor education. While the discipline recognizes the importance of paying attention to counseling students’ PID, the discourse on the topic in the context of extreme environmental stressors such a pandemic appears to be lacking. We discussed in this paper the opportunity the COVID-19 pandemic has presented to counselor educators and supervisors (CES) to frame extreme challenging moments like theses as times to facilitate the strengthening and internalizing of counselor …

Teaching Case Conceptualization Skills To Clinical Mental Health Students To Enhance Clinical Competency And Cognitive Complexity, Jennifer L. Cline, Debbie C. Sturm, A. Renee Staton

Journal of Counselor Preparation and Supervision

A primary purpose of counselor education is the development of competency in diagnosis, case conceptualization, treatment formulation, and intervention. This paper describes a series of experiential case-based workshops designed to directly target and enhance students’ understanding of these specific clinical mental health counseling competencies in order to promote student involvement in constructivist learning, develop students’ cognitive complexity, and elucidate the thinking of an experienced clinician. This paper provides an overview of the workshop design and implementation, discussion of workshop efficacy with examples, and suggestions for curricular implementation.

Advocating For Holistic Admissions Review: Implications For Master’S Level Counselor Education Programs, Dominique S. Hammonds, Lucy L. Purgason

Journal of Counselor Preparation and Supervision

Positioning diversity at the forefront of counselor education has been an ongoing movement for well over the last decade. Attention has been given to considering recruitment and retention practices, with CACREP requiring counselor education programs to show evidence of ways this is enacted. Building on this work, counselor educators have brought needed attention to questioning how structural inequity permeates policies and procedures within counselor education programs. A critical consideration of counselor education admissions practices through an equity lens has been lacking in the literature. In this article, the authors make the case for the use of holistic admissions review as …

Students’ Experiences Of In-Person And Online Clinical Residencies: A Qualitative Study, Kathleen Ruscitto, Macie Stead, Corinne W. Bridges, Casey Baker

Journal of Counselor Preparation and Supervision

Online counselor education programs have continued to grow in popularity. There is limited current research about residency experiences of counseling students. The coronavirus pandemic has forced counselor educators to move traditionally face to face residencies to the online platform. Our study explores the experiences of counseling students who attended both online and face to face residency using an in-depth phenomenological interviewing. Four major themes emerged including (a) self-care, (b) faculty interactions, (c) student connections, and (d) counselor identity and future practice. One narrative highlights the participant’s experiences.

Integrating Psychosocial Oncology Into The Counseling Curriculum, Andrew Wood, Alexandra Mott, Jessica Gonzalez-Voller

Journal of Counselor Preparation and Supervision

With nearly two million new cancer diagnoses estimated in 2021 alone, counselors and counselors in training should have some knowledge of the mental health impact that cancer has on individuals and families. The authors of this manuscript present a review of established psychosocial oncology training in other fields and ways to infuse the topic of psychosocial oncology, including how it pertains to working within integrated care teams, into the counseling curriculum via one course or infusion into curriculum to better train counselors to provide their unique contributions to the care of individuals with cancer and their families.

Engaged Trauma Training Through Role-Play Observations During Covid-19, Emily Horton, Claudia G. Interiano-Shiverdecker, Crystal L. Hughes, Mica Stumpf

Journal of Counselor Preparation and Supervision

This phenomenological investigation explored counselors'-in-training experiences while observing role-plays of trauma-specific cases. Three themes emerged: (a) learning to be a trauma counselor, (b) growth as counselors-in-training, and (c) connection and engagement through multiple delivery methods. The findings from this study showed that observing role-plays can be an efficacious teaching approach in trauma counseling courses. Findings also suggest that integrating role-plays into trauma curricula helped students understand the complexity of trauma, increase self-competency, self-efficacy, and emotional intelligence, and engage with the content in face-to-face and online formats. The authors provide a further discussion on implications for counselor education and …

The Experiences Of Collegiality By Early-Career Counselor Educators, Jessica M. Tyler, Malti Tuttle, Marina Naviaux, Sara Ellison

Journal of Counselor Preparation and Supervision

It is essential to develop a work culture that supports faculty needs, be it professional for promotion and tenure, or personal. This phenomenological study examined the lived experiences of collegiality by early-career counselor educator faculty members (CES) working in a CACREP institution. Relational support, expectations, administration, and doctoral experiences emerged as themes from these narratives. Implications for the field are discussed to address these experiences and provide recommendations to counselor education faculty and departments.

Exploring Key Group Counseling Processes: Implications For Group Counselor Training, Rostyslaw W. Robak, Poonam V. Doshi, Michael M. Tursi

Journal of Counselor Preparation and Supervision

We studied several processes in a standardized counselor training group. Participants were masters-level counselor trainees (n=100) who took part in eight sessions in an experiential group. Our purpose was to examine the patterns of therapeutic processes and the therapeutic factors that predicted cohesiveness and commitment of the group tasks. Results underscore the interlocking nature of the therapeutic process factors of cohesiveness, altruism, and universality. Analyses reveal the central role of cohesiveness as a process factor in a short-term group. Altruism and engagement consistently predicted cohesiveness. Cohesiveness predicted commitment to the group tasks. The processes in these training groups …

Motivated But Challenged: Counselor Educators’ Experiences Teaching About Social Determinants Of Health, John M. Waters, Alexandra C. Gantt, Allison Worth, Bisola Duyile, Kaprea Johnson, Davide Mariotti

Journal of Counselor Preparation and Supervision

A phenomenological study was conducted to understand eight counselor educators’ experiences teaching about social determinants of health. The analysis yielded three themes: educator identity, motivations, and challenges. Implications for counselor educators preparing future counselors to be leaders in multiculturalism, social justice, and advocacy are provided.

The Role Of Emotional Overcontrol In Acceptance Of Counselor Training Feedback, R. Erin W. Berzins, Andrew Wood, Colin C. Ward, Ned Farley

Journal of Counselor Preparation and Supervision

Effective feedback is a critical component of counselor training. The degree to which a recipient is able or willing to accept feedback can impact learning and skill development significantly. Recognizing individual trait differences can help the field of counseling understand feedback receptivity in counseling students. This study examined the possible relationship between feedback receptivity and the individual trait of emotional overcontrol. Results indicate that overcontrol accounted for variance in scores on a measure of feedback receptivity in a sample of counseling students, suggesting that individual trait differences meaningfully affect feedback receptivity.

Promoting Well-Being From The Start: Implementation Of A Wellness Curriculum, Nayoung Kim, Jayna Mumbauer-Pisano

Journal of Counselor Preparation and Supervision

The 2016 Council for Accreditation of Counseling and Related Educational Programs standards (F.1.k.) and the 2014 American Counseling Association (ACA) Code of Ethics (C.2.g.) stipulate that counselor wellness and self-care be prioritized throughout counselor education programs. However, there is little evidence to suggest counselors’-in-training (CIT) wellness increases during a counseling program. The Introduction to Counseling Wellness Curriculum (ICWC) was developed to assist in meeting these standards and promote wellness from the onset of a counseling program. This eight-week long curriculum presents content to cover different dimensions of wellness and specific activities to implement self-care practices. The skills obtained through the …

Race Matters: Managing Racial Tension When Teaching Multicultural Competence, Tiffany P. Brooks, Korinne H. Babel

Journal of Counselor Preparation and Supervision

In this article, the authors suggest using the Mindful Inquiry (Lee, 2009, 2014) to navigate cultural conversations in the counselor education classroom in tandem with the Multicultural and Social Justice Counseling Competencies (MSJCC; Ratts et al., 2015). The authors highlight the literature about racial tension in and outside the classroom, multicultural counseling and social justice, mindfulness and multiculturalism, and teaching multicultural competence. This article concludes with a case example highlighting how to use the Mindful Inquiry (Lee, 2009, 2014) in the classroom while demonstrating how counselors-in-training develop across the MSJCC (Ratts et al., 2015).