Counselor Educator Experiences of Teaching Counselor Presence: A Philosophical and Phenomenological Exploration

Abstract

ABSTRACT We employed a post-intentional phenomenological methodology to explore counselor educators’ experiences teaching counselors-in-training (CITs) to be present in practicum contexts. Eight participants were solicited to engage in two phenomenological interviews. Additionally, participants submitted photographs of practicum sites, photographs of an object representing the instruction of presence, and a written description of an experience of presence. To manage bias and crystallize the data, a process of member checking, a researcher journal, and a peer reviewer were employed. Data analysis entailed a process of open coding, identification of meaning units, and formulation of tentative manifestations using postintentional phenomenology. The findings support implications for counselor educators teaching the practicum course as well as implications for the field.