Counselor Education Commons^™

Building Community In Counselor Education Doctoral Programs: A Grounded Theory, Ellise Nolan, Madeline Clark, Rachel Mattingly, Sahar Sheikh, Jennifer Rio

Journal of Counselor Preparation and Supervision

The researchers utilized a grounded theory methodology to study the process of community building in counselor education doctoral programs. Researchers found, throughout their program, students have a series of catalytic experiences during which they either experience program supports or barriers, leading to outcomes which influence student sense of community, wellness, and retention.

The Development Of Teacher Identity In Counselor Education Doctoral Students, Wes Allen, Joel F. Diambra, Rebecca Gaylor

Journal of Counselor Preparation and Supervision

Abstract

Counselor educators (CE) prepare counselor education doctoral students (CEDS) to work as counselors, scholars, leaders, supervisors, and teachers. While we have a firm understanding of how CEDS develop in general (Limberg et al., 2013; Moss et al., 2014), there is little known about how they develop specifically as teachers. The goal of this research study was to gain insight into how teacher identity develops for CEDS. We interviewed 10 participants using transcendental phenomenology methodology to gain insight into their teaching preparation experiences and identities as teachers. We identified three primary themes from the data: (1) Connection, (2) Confidence, or …

Duty And Inequality: A Thematic Analysis Of Muslim Sexual Trauma Counselors, Mitchell Waters, Waleed Sami

Journal of Counselor Preparation and Supervision

In this qualitative study, the experiences of four practicing Muslim counselors who specialize in the treatment of sexual trauma were examined. By collecting data with semi-structured interviews, three distinct themes emerged: a) embodied inequality, b) theodicy and ambivalence, and c) Islamic integration and the therapeutic relationship. The findings of this study highlight the inequalities many Muslim counselors embody while balancing engagement in traditional counseling work. Implications for counselor educators and supervisors that enhance multicultural competence and improve counseling outcomes are provided.

Inclusion Of Suicide Education And Prevention In Counselor Education, Karlesia T. Montague, Susan Furr

Journal of Counselor Preparation and Supervision

Suicide is a frequent crisis that counselors encounter in the field. Despite this concern, several studies over the last two decades indicate inadequate preparation in training programs. This article includes a discussion on possible ways to integrate suicide education throughout the curriculum using the CACREP core areas.

Lived Experiences Of Master’S Counseling Student-Caregivers During The Covid-19 Pandemic, Lindsay M. Woodbridge, Kayla M. Kemp, David K. Duys, Tiffany J. L. Simon

Journal of Counselor Preparation and Supervision

The COVID-19 pandemic created challenging circumstances for many counselors-in-training. In this study, researchers used a qualitative phenomenological design to explore eight master’s counseling students’ experiences navigating multiple roles, including graduate student and caregiver, during the pandemic. Themes included the many ways participants’ lives changed, participants’ sense of being pulled in many directions simultaneously, and factors that added to or mitigated the strain of navigating multiple life roles during a public health crisis. Because this role strain is not unique to the pandemic, the authors provide recommendations for counselor educators who work with master’s students who are caregivers. These recommendations include …

Preventing Burnout In Mental Health Counseling Students: A Shared Responsibility, Andrea Devooght, Anita A. Neuer Colburn

Journal of Counselor Preparation and Supervision

Burnout is an ongoing concern for counseling professionals across the career span. Master’s students studying to enter the field are vulnerable to burnout due to multiple factors, including the numerous challenges associated with graduate school and the dearth of experience coping with the pressures of clinical work. The onus of self-care is often placed solely on students, yet the training process allows opportunity for shared responsibility among leaders who encounter counselors in training. Considering the roles of counselor educators, faculty, and administrators; counselor supervisors and workplace leaders; and master’s-level students themselves, the authors apply the 5 P Communitarian Model for …

The Relationship Between International Counseling Students' Needs And Acculturative Stress, Malvika Behl, John Laux

Journal of Counselor Preparation and Supervision

The number of international students enrolled in the Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited programs has increased by 214 percent since 2015. This study focused on understanding the relationship between acculturative stress and needs among international students enrolled in CACREP-accredited programs. The students in this sample reported low acculturative stress, low financial and cultural needs, average Language and Social needs, and moderate Academic needs. Students' academic, social, cultural, and language needs were positively correlated with their acculturative stress. Acculturative stress and needs did not differ across the length of time students lived in the United …

Is Warmer Better? Examining Counseling Student Responses To Syllabus Tone, Angela I. Sheely-Moore, Leeann Cardaciotto, Krista Malott, Megan Krell, Carlos A. Flores

Journal of Counselor Preparation and Supervision

Researchers in this quantitative study explored the impact of syllabus tone on master-level counseling students (N = 124). Findings indicate statistically significant differences between students’ reactions to syllabi language, with greater student retention of the content within the warm syllabus condition and more favorable perceptions of the instructor and their grading practices. Implications for counselor educators are included.

Use Of A Relational Cultural Framework Of Supervision And Its Influence On Practicum Student Self-Efficacy, Sabrina Butler, Jessica Yanson, Vicki Kelchner

Journal of Counselor Preparation and Supervision

Supervision is one of the foundations of counselor development within counselor training programs and post-education licensure and certification processes. While educators have created many theories to address the supervision needs of counselors in training (CITs), relatively few address relational development and its impact on CITs’ self-efficacy. The researchers sought to address this gap by exploring Relational Cultural Supervision with practicum-level CITs. The researchers conducted a qualitative investigation utilizing a case study to examine the impact of Relational Cultural Supervision on practicum-level CIT reports of self-efficacy in a large CACREP-accredited university in the Southeastern United States. Results indicate that Relational Cultural …

Across The Curriculum: Teaching Lgbtq+ Competencies In Counselor Education, Adriana Euser, Kristin R. Chamberlain

Journal of Counselor Preparation and Supervision

In the U.S., the number of people identifying as lesbian, gay, bisexual, transgender, queer, or other sexual/gender minority identity (LGBTQ+) is increasing. LGBTQ+ individuals utilize counseling services twice as much as individuals in the general population. They are at a higher risk of experiencing depression, suicidal ideation, anxiety disorders, substance abuse, and relationship issues. This population also faces discrimination and marginalization due to the stigma of their gender identity and sexual orientation. Thus, there is a high likelihood that counselors will provide counseling services to LGBTQ+ clients during their careers. Unfortunately, many masters-level counselor education programs do not provide sufficient …

Trauma History And Trauma-Informed Practice Relate To Counseling Student’S Satisfaction With Supervision And Rapport With Supervisor, Nikki Hurless

Journal of Counselor Preparation and Supervision

The effects of traumatic stressors and adversity have implications for relationship outcomes in various professional settings, including clinical supervision. The high prevalence of traumatic experiences among counselors and counselors in training (CIT) suggests a need to explore how CITs experience the supervision relationship in the context of having experienced traumatic and/or adverse events. In recent years, researchers and practitioners have increased attention to trauma-informed practice and principles in clinical supervision, and many have suggested that applying these practices to supervision may improve the supervision relationship and related outcomes. This study explored factors related to CIT satisfaction with supervision and rapport …

The Argument For Clinical Supervision For Early Career School Counselors, Sarah Evans Zalewski, Maiko Xiong, Robert Gilbert

Journal of Counselor Preparation and Supervision

Early career school counselors need support to navigate their professional development as novice counselors, manage programmatic duties, high caseloads, and the effect of the COVID-19 pandemic on the mental health needs of children and youth. Given that school settings are often the first point of entry for mental health services for children and youth, clinical supervision is necessary. Clinical supervision promotes ethical practice, supports the professional growth of early career school counselors, and guards against burnout. This article (a) describes the development needs of early career school counselors and (b) provides recommendations for establishing clinical supervision for early career school …

Adverse Childhood Experiences, Work-Related Stress, And Trauma-Informed Care Among Novice Counselors, Eunae Han, Paul Carrola

Journal of Counselor Preparation and Supervision

The current study examined the prevalence of Adverse Childhood Experiences (ACEs) among novice counselors and demonstrated the relationships among ACEs, work-related stress, and familiarity with Trauma-informed Care. Specifically, the results showed that counselors’ ACEs scores significantly predicted secondary traumatic stress while the ACEs score did not predict burnout and compassion satisfaction. Additionally, the level of familiarity with Trauma-informed Care among novice counselors had a negative association with secondary traumatic stress. The meaning of the results and the limitations of the study are discussed.

Counselors-In-Training As Behavioral Health Consultants In Primary Care: A Focus Group Study, Heather Trepal, Cory Knight, Rosalinda Strano-Burton, Jessica Lloyd-Hazlett, Stacy Ogbeide, Swathi Weaver

Journal of Counselor Preparation and Supervision

Integrated Primary Care (IPC) combines medical and behavioral services so that patients’ physical and behavioral health concerns can be addressed more effectively within primary care settings. The Primary Care Behavioral Health (PCBH) Consultation Model is the gold star framework for IPC and entails team-based care for a broad spectrum of health conditions (i.e., depression, asthma, insomnia) through behaviorally focused appointments. Focus groups were utilized to gain an in-depth understanding of the PCBH internship experience of 12 counselors-in-training working as behavioral health consultants in primary care. Data were analyzed using constant comparison analysis and three themes were identified: (a) benefits to …

Introduction To The Special Issue On Medicare Inclusion Of Counselors: Preparing The Counseling Workforce To Serve Older Adults, Matthew C. Fullen, Jordan Westcott

Adultspan Journal

Introduction to the special issue on Medicare Inclusion of Counselors: Preparing the Counseling Workforce to Serve Older Adults.

Special Issue Editors:

Matthew Fullen, Virginia Tech

Jordan Westcott, The University of Tennessee-Knoxville

Client Welfare As An Anchor: Lived Experiences Of Gatekeepers In Counselor Education, Jessica L. Motroni Banik, Katherine F. Coule, Nicole Bradley, Joseph M. Rizzo

Journal of Counselor Preparation and Supervision

Gatekeeping is an essential function within counselor education that is aimed at helping counselors in training (CIT) achieve competency to practice. There is a lack of research focused on understanding gatekeepers’ experiences, including how they resolve challenges. The purpose of this hermeneutic study was to understand the lived experiences of gatekeepers in counselor education, including gatekeeping challenges and how they are addressed in the training system. There were five emerging themes with eight subthemes. The findings highlight how gatekeeping is vital, cannot be done in isolation, and how individuals learn from their experiences. These findings inform the counselor training community …

The Application Of Relational Cultural Theory In Digitally Delivered Ce Programs, Jinnelle V. Powell, Nicole Bradley, Jayce Patton, Carrie Lynn Bailey, Gary M. Szirony, Kathleen Levingston

Journal of Counselor Preparation and Supervision

Relational Cultural theory (RCT) as a pedagogy in counselor education and supervision (CES) uniquely positions educators and learners for growth through vulnerability and authenticity. The authors in this article share their individual journeys with RCT along with practical strategies for implementing RCT as a pedagogy in an asynchronous digitally delivered counselor education program. Ethical implications are addressed.

New Counselor Educators’ First 10 Years Of Journal Article Publications, Gregory Hatchett

Journal of Counselor Preparation and Supervision

The purpose of this study was to assess the journal article publications accrued by a recent cohort of counselor educators (N = 376) over the first ten years since attaining their doctoral degrees. After ten years, these counselor educators had accrued a median of three journal article publications. There were not any clear trends in publications over the first ten years since degree completion except for an upper trend in publication counts for counselor educators at R1 universities. Journal article publication counts could be predicted from academic rank, the funding source of their current universities, and Carnegie Classifications. Implications …

Child Sex Trafficking And Professional School Counselor Preparedness In Texas, Devon E. Romero, Claudia G. Interiano-Shiverdecker, Katherine E. Mcvay, Brenda Jones

Journal of Counselor Preparation and Supervision

Professional school counselors in Texas responded to a questionnaire about training received and their needs concerning preparedness to identify and work with youth exposed to child sex trafficking (CST). The study utilized a convergent parallel mixed methods design. Quantitative results indicated many participants did not find that their graduate degree program prepared them to work with CST and less than half felt their school and/or district provided adequate training opportunities. In addition, thematic analysis revealed two themes characterizing Texas school counselors’ needs to identify and work with CST: (a) concerning preparedness: “so much going on” and (b) “specific training”: a …

Using Fink’S Taxonomy In Counseling Practicum And Internship Courses, Kailey Bradley, Emily Horton Phd

Journal of Counselor Preparation and Supervision

Fink’s Learning Taxonomy expanded upon Bloom’s Learning Taxonomy to provide concrete suggestions on development of significant learning experiences. Limited research exists on implementation of Fink’s learning Taxonomy in counselor education curriculum. As such, this conceptual article illuminates how the integration of Fink’s Learning Taxonomy could be used by educators to develop significant learning experiences within counseling internship and practicum courses.

De-Colonizing And Enlivening Lifespan Development In Counselor Education With Experiential Exercises Across The Curriculum, Emily Horton, Diane Smedley, Karen M. Roller, Kelly Coker

Journal of Counselor Preparation and Supervision

ACA and IAMFC codes of ethics center culturally-affirming lifespan development skills as professional identity responsibilities specific to counselors. Despite the critical importance of lifespan, the training of CITs in this area is inadequate and grounded in research based on homogeneous samples and discriminatory practices. Counselor education is deeply in need of a lifespan curriculum that reflects diverse populations. The updated lifespan curriculum must be inclusive and consider the impact of context and culture on lifespan development. In this conceptual article, we call on counseling faculty to infuse updated developmental science with clinical skills development across their plans of study.

S.M.A.R.T.E.R. Self-Care For Counselors, Nicole Marie Arcuri Sanders, Jenny Kim

Journal of Counselor Preparation and Supervision

Practicing self-care activities is essential to helping professions stave off and combat burnout and vicarious trauma. Mental health counselors and counselor educators and supervisors (CESs) need specific, measurable, achievable, realistic, and timely (S. M. A. R. T.) self-care activities to best meet the demands of this highly relational field. This article will assist CESs in supporting the personal development of S. M. A. R. T. self-care goals for their students and supervisees’ evolving professional identity with the addition to evaluate (E) and review (R) identified self-care efforts. CESs are supported with gatekeeping relevance and examining student and supervisee self-care plans …

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 Guide To Infuse Trauma Informed Principles In Counselor Education, Amirah R. Nelson

Journal of Counselor Preparation and Supervision

Trauma informed principles (TIPs) are minimal within counselor education and supervision literature. After reviewing TIPs that have been incorporated into other graduate programs, counselor educators (CEs) should consider integrating more trauma informed concepts. Through this conceptual article the author: a) defines TIPs, b) explores ways to combine TIPs into most curricula and the learning environment, c) infuses TIPs across the eight core areas of CACREP, and d) discuss future implications for having a robust and well-rounded curricular for future counselor educators.

Keywords: trauma informed principles, counselor educators, counselors in training, CACREP, counseling programs

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.

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 …

Gatekeeping In Online Learning: Best Practices To Facilitate Non-Traditional Learning, Amanda Faucher, Ajitha Chandrika Prasanna Kumaran, Wannigar Ratanavivan

Journal of Counselor Preparation and Supervision

Online learning has evolved, bringing several opportunities and challenges to counselor educators. Gatekeeping is an ethical responsibility of counselor educators, especially in a distance education platform, to evaluate personal and professional growth of counselors-in-training. To minimize gateslipping, there is working literature evidence that looks quite different in an online platform. In a synchronous setting, technology allows us to offer an experience that is not drastically different from traditional learning, but literature on asynchronous learning is far more limited. The authors will highlight the strengths and challenges of gatekeeping in a distance learning environment and discuss potential strategies for gatekeeping to …

Building Competence: Trainee Counselors’ Supervision Journey With Self-Injury And Suicidality, Rachel Jacoby, Karen M. Roller, Latoya Smith, Shreya Vaishnav, Tasmeer Ali

Journal of Counselor Preparation and Supervision

This grounded theory study examines the supervision needs of counselors-in-training (CITs) addressing clients with non-suicidal self-injury and suicidal ideations. The qualitative research question focused on counselor-in-training perception of their counseling program and practicum supervision preparation. Four key themes emerge: Supervision Facilitation, Secure Base Provision, Clinical Identity Development, and Sufficient Preparation. CITs express readiness concerns and a need for enhanced support in supervision for NSSI and SI. CITs also clarify logistical and emotional support that addresses their needs to serve NSSI and SI clients effectively.

Infusing Shame Resilience Into The Counseling Curriculum To Support Client Conceptualization And Student Wellness, Sarah I. Springer, Kathleen Grant, Lauren Cozzolino

Journal of Counselor Preparation and Supervision

Shame is a silent epidemic that influences the health of our clients and the counselors who serve them. Using the tenets of phenomenology, researchers explored the experiences of students participating in a counseling course created to infuse shame resilience into the curriculum. Results and implications for future research are included.