Abstract
Although many doctoral students in counselor education (CE) programs successfully complete their programs and obtain a doctoral degree, some students drop out for a variety of reasons (Protivnak & Foss, 2009). Given the negative consequences that accompany doctoral student attrition for non-completers and their university (Willis & Carmichael, 2011), scholars have begun to explore students’ experiences in CE doctoral programs (Hoskins & Goldberg, 2005; Protivnak & Foss, 2009). Despite the growing body of literature on students’ program experiences in CE doctoral programs, in general, little emphasis has been placed on how programs prepare students for success. In particular, to date, the literature related to how CE-sponsored programming orients students for doctoral training in CE is largely unknown. Such knowledge has the potential to shed light on student attrition and retention and further professional development issues in students. As such, this study aimed to fill this void by exploring aspects of CE doctoral student orientations and students’ perceptions of the degree to which these orientations met their needs.
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