Counseling Psychology Programs Research Articles

Exploring the Experiences of Students of Color in United States Counseling Psychology Doctoral Programs: A Qualitative Investigation

The current study utilizes a qualitative inquiry to examine the experiences of a sample of students of Color in counseling psychology doctoral programs within the United States (US). Although the counseling psychology field has been successful in recruiting and retaining students of Color, less is known about the experiences of these students within their doctoral programs. Participants were 49 students of Color (81.6% female), identifying as Black (34.7%), Asian (30.6%), Latinx (22.4%), Arab or Middle Eastern (6.1%), and Multiracial (6.1%). Students’ open-ended descriptions of their experiences were analyzed using Consensual Qualitative Research – Modified. Six categories emerged from responses: support, racial discrimination, marginalization, lack of representation, hypocrisy, and positive changes/attempts. The results demonstrate that these students’ experiences range from feeling supported and seeing positive changes made in their program, to feeling isolated and discriminated against within them. Considerations for ongoing support of doctoral students of Color in counseling psychology programs are discussed, and approaches to developing anti-racist program culture are presented.

Are Training Programs Addressing Anti-Black Racism and White Supremacy? A Descriptive Analysis

Counseling psychology increasingly centers addressing and dismantling anti-Black racism and White supremacy among its values. It is unclear, however, whether training programs are attending to antiracist paradigm shifts. We conducted a study of counseling psychology programs’ attention to antiracism and White supremacy. Students and faculty in counseling psychology programs were asked to complete an online survey. Faculty were also asked to submit multicultural course syllabi. Qualitative results demonstrate that syllabi ( N = 29) generally do not reflect modern antiracist paradigms. Both faculty and student participants ( N = 179) rate their programs as above-average on social justice and antiracism commitments, social justice program norms, and multicultural training, but students ( n = 127) observed greater discrepancies between what their programs claim to do and what their programs actually do; and, faculty ( n = 52) rate their programs more positively than students. There also appeared to be individual-level differences in ethnic-racial identity, such that White students were more critical of Whiteness.

2023 Report: Student Affiliates of Seventeen

The University of Tennessee, Knoxville’s counseling psychology program began its 2-year tenure as the host institution for the Student Affiliates of Seventeen (SAS) in the fall of 2022. Continuing work from previous host institutions, we have engaged in efforts to transition to a fully national board, leading to the creation of four new pillars: (a) Structural Well-Being; (b) Justice, Equity, and Liberation; (c) Community Learning and Development; and (d) Scientist-Practitioner-Advocate; and one new committee: the Master’s Clinicians Committee. We also discuss themes of community, representation, and dismantling power dynamics within SAS during our first year and present our plan to transition to a fully national model of leadership at the end of our tenure.

Resistance in Supervision: A Qualitative Study of Training Experiences Among Multiethnic Women

Psychology trainees operate in high stress environments and supervisees with multiple marginalized identities, such as multiethnic women, must also navigate and/or resist discrimination. Resistance as a tool against oppression (positive resistance) is an emerging concept in psychology. Consensual qualitative research method was used to explore the ways multiethnic women engage in resistance during the supervision process. The central research question was, “How do multiethnic women engage in resistance to gender- and ethnicity-based inequities during supervision?” Participants ( N = 12) identified as multiethnic women who were in, or had recently graduated from, clinical or counseling psychology programs. Participants sat for a 60–90 minute interview. Analyses of the interview transcripts yielded the primary domain, Resistance, and three subdomains: Motivation for Resistance, Capability for Engagement, and Forms of Resistance. Implications for supervision with women are discussed, including ways that supervisors may encourage and respond to positive resistance in the training of diverse future psychologists.

Sport psychology training in APA-accredited counseling psychology programs: There is more room at the inn.

Sport psychology training in APA-accredited counseling psychology programs: There is more room at the inn.

The Role of International Organizations and Partnerships for Emergency Education in Ethiopian Higher Education Institutions: Online Learning During COVID-19 Pandemic

The purpose of the study was to explore the role of international organizations and partnerships that provided support to the higher education institutions of Ethiopia during the active COVID-19 emergency period. In addition, the study aimed to explore the experiences and challenges of students in working with the online learning platforms that were made available during the pandemic. Qualitative case study was employed. Official email communications and documents were reviewed from two USA based partner organizations that responded to the higher education teaching need during the pandemic. In addition, 30 graduate students from counseling psychology program of the School of Psychology, Addis Ababa University (AAU) were involved in responding to a qualitative questionnaire in Google forms. The qualitative data were analyzed using thematic analysis. All partnership and collaboration efforts were important in supporting the teaching need of the local institutions during the pandemic. The major themes that emerged as positive experiences were (a) ensuring continuity, (b) new opportunity, (c) safety and economic management, and (d) working with different platforms. The major themes that emerged as challenges were (a) difficulty to adjust oneself, (b) lack of personal touch, and (c) internet and power disruption. The study provided critical message of social infrastructures are highly important as that of physical infrastructure need during emergency education. Additional implications are highlighted in making education systems more resilient.

Teaching publication ethics to clinical psychology doctoral students: case-based learning and semi-structured interview strategies

ABSTRACT Doctoral students in clinical, counseling, and school psychology programs often collaborate with faculty on research projects in their training as scientist-practitioners. Yet, the determination of publications' credit and order of authorship on resulting manuscripts continues to be a major concern and challenging process for professional psychologists and student collaborators. This article describes the use of case-based learning and semi-structured interview approaches to instruct first-year clinical psychology doctoral students in publication ethics during a research seminar. The instructor models ethical decision-making with 1) a discussion of four cases from his own professional experiences and 2) a description of the Authorship Eligibility Assessment form, which he developed for use with junior researchers. The authors advocate for more educational strategies to supplement the APA standards in teaching the ethics of the publication process. Implications in terms of graduate student development and research collaborations in the field of professional psychology were discussed.

Answering the Call for Systems Change

There is much agreement within counseling psychology on the importance of social justice, yet social justice education and training remain limited in counseling psychology programs (Beerman et al., 2012; Pieterse et al., 2009; Singh et al., 2010). Critical components to social justice education and training include an emphasis on systems theories that could inform interventions (i.e. advocacy and activism) at the exosystem and mesosystem levels as well as learning about the breadth of activism and advocacy skills. Assessment, diagnosis, and conceptualization are considered core functional competencies in professional psychology (Fouad, 2009), yet these processes are often only taught at the individual level. If the goal of advocacy and activism are to foster systems change, considered a functional competency in counseling psychology (CCPTP, 2012), then it is crucial to provide systems-level theories and skills in counseling psychology education and training. We describe how we have attended to the provision of systems-level education and training in our respective programs. We will provide recommendations about the inclusion of systems-level theories, classroom formats, assignments, and mentorship designed to foster trainees’ development of a systems-level theoretical orientation, as well as skills to engage in social justice research, leadership, and both micro- and macro-level advocacy interventions.

Stigmatizing Our Own: Self-Relevant Research (Me-Search) Is Common but Frowned Upon in Clinical Psychological Science

How often do clinical psychologists have a lived experience with, or close connection, to their research? Does the field of psychology accept this “me-search”? We undertook the first investigation of self-relevant research (aka “me-search”) and attitudes toward self-relevant researchers in a representative North American sample ( N = 1,776) of faculty, graduate students, and other individuals affiliated with doctoral programs in clinical, counseling, and school psychology. More than 50% of participants had conducted self-relevant research, and those from minoritized backgrounds were more likely to conduct self-relevant research. When judging experimentally manipulated vignettes, participants who had not engaged in self-relevant research made more stigmatizing judgments of self-relevant research and self-relevant research disclosure than did those who engaged in self-relevant research. Psychologists and trainees had more negative attitudes toward self-relevant research on mental health topics (suicide, depression, schizophrenia) than physical health topics (cancer). We discuss how prejudice toward self-relevant research and mental illness negatively impacts ongoing diversity and inclusion efforts from within clinical psychological science.

PENGEMBANGAN KREATIVITAS MAHASISWA, WAKAKA™: WAHANA KARYA KEBIJAKSANAAN

Two students of the Buddhist Business and Management Study Program and a student of the Buddhist Counseling Psychology and Education Study Program, along with a lecturer at the Sriwijaya Buddhist College (STABN), the only group representing the Sriwijaya STABN won a competitive grant for the Student Creativity Program (PKM) in Entrepreneurship, 2022. Plastic waste is a life problem in many developing countries, including Indonesia. Various sophisticated tools have been invented through science and technology to recycle plastic waste into economically valuable recycled materials. Together with producer partners, the PKM-K group obtains finished products from t-shirts and hoodies. Inspired by the simplicity and wisdom of zen manifested in the artwork and calligraphy of Catera Zebuart™ design, which has intellectual property rights, the PKM-K group uses it as a screen-printed design on t-shirts and hoodies. Thus, the resulting product is named with the WAKAKA™ trademark: Wahana Karya Wisdom. PKM-K WAKAKA aims to (1) proclaim saving the earth by reducing plastic waste (reduce) reusing items that have been used (reuse), and using items from recycled materials (recycle); (2) inspiring the community through zen wisdom; (3) and for students themselves to practice Buddhist entrepreneurship that has been studied theoretically. Using Buddhist economic principles, 8% of the income from the sale of these WAKAKA products is funded by the Indonesian Buddhist Religious Paramitha Fund Program by the Directorate General of Buddhist Community Guidance, Ministry of Religion, Republic of Indonesia. During the four months the program has been running, from September to December 2022, up to 80 pieces have been sold, with a net profit of IDR 940.80, - (Nine hundred forty thousand eight hundred rupiahs). Based on its objectives, this program has been successfully implemented properly

Collectively Dreaming Toward Indigenized School Psychology Education and Training

Indigenous Peoples comprise a significant portion of the population whose mental health needs must be appropriately addressed, and schools are important contexts for this service provision. The author presents findings from a culturally-grounded, strengths-based, qualitative, Two-Eyed Seeing study that engaged with current and previous Indigenous graduate students from Canadian mainstream and Indigenized counseling psychology programs to explore their graduate school experience and dream for the future of psychological education and training. Community-led analysis with aspects of qualitative thematic analysis guided a collective results narrative. Eight findings emerged including: (1) the importance of relationality in education and training; (2) the significance of experiential learning (i.e., land and art-based, ceremonial, interpersonal relations); (3) diversity in knowledge sharers and inclusion of elders in psychology education; (4) critical decision-making about cohort member inclusion (i.e., all indigenous cohorts vs. mixed); (5) mandatory Indigenous pre-requisite courses; (6) cultural humility; (7) teachings about how to be a good person rather than how to be a good counselor; and (8) interviews for program entry. These findings are discussed in the context of future practice, intervention, education, and training of school, educational, counseling, and clinical psychologists, as well as pedagogical and curricular programmatic changes in multi-educational levels (i.e., K-12 and post-secondary). Considerations and areas of future research are discussed.

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology: Pearis L. Bellamy.

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded annually by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. A 2022 award winner is Pearis L. Bellamy. Bellamy is a doctoral student in the Counseling Psychology program at the University of Florida. In this role, she has conducted research and completed multiple practicum/externship experiences where she has developed and evaluated programs and created healing spaces for underserved populations and survivors of trauma. She has also been active in advocacy on behalf of underserved populations where she organizes others to make actionable change in understanding their privilege and power and in using this education, training, and awareness building to fight racism. Ms. Bellamy's clinical work, scholarly research, and professional interests include culturally mindful clinical interventions and community-based research and prevention programming for survivors of intimate partner violence, sexual assault, and racism with a focus on the Black community. Her professional contributions reflect numerous examples of how she provides healing spaces for underrepresented groups to connect, share experiences, and challenge and resist oppressive systems. For these and other impactful efforts, we believe that Ms. Bellamy is well-deserving of this distinguished award and recognition. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

"There's no real roadmap that I know of": Experiences of transgender and nonbinary graduate students in counseling psychology programs.

Minimal research has examined the experiences of transgender and nonbinary (TNB) people in graduate school with no studies to date examining the experiences of TNB students in psychology graduate programs. The purpose of this study was to utilize a critical-ideological paradigm to identify recruitment, retention, and attrition factors for TNB people in counseling psychology (CP) programs with the aim of providing specific recommendations to CP programs. Individual interviews (between 35 and 70 min) were conducted with a sample of 16 TNB graduate students, aged 23-37-years old (M = 26.9, SD = 3.84), in masters (n = 6) and doctoral (n = 10) CP programs. Participants were nonbinary (n = 13) and trans men (n = 3), the majority were White (n = 10), and all were sexual minorities. Participants were recruited online through email listservs and on social media posts on Facebook and Twitter. Reflexive thematic analysis revealed themes related to challenges experienced in CP programs (systemic/structural challenges, interpersonal challenges, individual/internal challenges) and strengths of or recommendations for CP programs (transaffirming resources/policies, supporting TNB competence and expertise, being a TNB accomplice). Several unique subthemes emerged across the seven themes. Findings may be applied by CP programs to more effectively recruit and retain TNB people, and collectively contribute to an increasing number of TNB people within this field. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Supplemental Material for “There’s No Real Roadmap That I Know of”: Experiences of Transgender and Nonbinary Graduate Students in Counseling Psychology Programs

Supplemental Material for “There’s No Real Roadmap That I Know of”: Experiences of Transgender and Nonbinary Graduate Students in Counseling Psychology Programs

The Good, the Bad, and the Ugly: Experiences, Barriers, and Self-Efficacy Enhancement for Social Justice-Oriented Faculty

Although a commitment to social justice is central to the identity of counseling psychologists, little is known about how faculty contribute to a culture of social justice. The current study aims to explore engagement in social justice by answering six questions: 1) how do faculty define social justice, 2) how do they engage in social justice with students, 3) what barriers exist in relation to their engagement, 4) how often do faculty engage in social justice with students, 5) how supported do faculty feel in relation to their social justice efforts, and 6) what impact does training have on social justice self-efficacy and subsequent engagement? To examine these questions, a nationwide sample of 72 faculty from APA-accredited counseling psychology programs completed an online survey. Findings from thematic analysis revealed several themes across faculty definitions of, and engagement in, social justice, despite a number of barriers they also identified. Results from quantitative analyses suggested that most faculty engage in social justice. However, many are operating with little support. Several barriers to engagement exist, but graduate school training in social justice may help to eradicate those barriers. Faculty members who received training in social justice as students reported significantly more social justice self-efficacy now. Additionally, faculty with more social justice self-efficacy reported greater engagement in social justice in their professional and personal lives. Implications for promoting social justice among faculty are discussed, including practical suggestions for fostering self-efficacy, building a strong community, promoting adequate training, accessing role models, and engaging in self-care.

2022 Report: Student Affiliates of Seventeen (SAS)

The counseling psychology program at the University of Missouri-Columbia was selected to host the Student Affiliates of Seventeen (SAS) Executive Board from 2019 to 2022 and will complete its tenure at the conclusion of the 2022 APA Convention. This report outlines the work of the SAS Executive Board from 2021 through 2022, while also reflecting on three themes that have emerged over the course of our 3-year term: 1) Fostering Connections, 2) Social Justice and Advocacy, and 3) Organizational Development. A description and rationale for each theme will be provided in addition to a review of the activities that align with each theme. The SAS tri-chairs also provide a reflection on the challenges of leading amidst a pandemic and the potential impact of the pandemic on student engagement.

Only Human: Mental-Health Difficulties Among Clinical, Counseling, and School Psychology Faculty and Trainees

How common are mental-health difficulties among applied psychologists? This question is paradoxically neglected, perhaps because disclosure and discussion of these experiences remain taboo within the field. This study documented high rates of mental-health difficulties (both diagnosed and undiagnosed) among faculty, graduate students, and others affiliated with accredited doctoral and internship programs in clinical, counseling, and school psychology. More than 80% of respondents (n = 1,395 of 1,692) reported a lifetime history mental-health difficulties, and nearly half (48%) reported a diagnosed mental disorder. Among those with diagnosed and undiagnosed mental-health difficulties, the most common reported concerns were depression, generalized anxiety disorder, and suicidal thoughts or behaviors. Participants who reported diagnosed mental disorders endorsed, on average, more specific mental-health difficulties and were more likely to report current difficulties than were undiagnosed participants. Graduate students were more likely to endorse both diagnosed and undiagnosed mental-health difficulties than were faculty, and they were more likely to report ongoing difficulties. Overall, rates of mental disorders within clinical, counseling, and school-psychology faculty and trainees were similar to or greater than those observed in the general population. We discuss the implications of these results and suggest specific directions for future research on this heretofore neglected topic.

The Cross-Cultural Practicum Training Experiences of Asian International Counseling Students

Despite the call to internationalize counseling psychology and calls for improved mentoring to Asian international students enrolled in counseling psychology training programs, there is a dearth of literature to help trainers understand this population’s clinical training experiences. The present study explored the practicum experiences of Asian international students ( N = 10) in counseling psychology programs using the consensual qualitative research method. Data analysis yielded five domains: Learning Outcomes, Challenges, Resources, Behavioral Strategies, and Suggestions. Participants described how they navigated their cross-cultural practicum training in the face of unique challenges and how they adapted, as well as relied on support systems. As our participants reflected on their cross-cultural clinical training experiences, they shared the lessons they learned and provided suggestions for current and future international students, supervisors, and programs. Scholarly and practical implications for this population are discussed.

Career Barriers and Coping Efficacy with International Students in Counseling Psychology Programs.

This study uses Lent et al.'s (1994) social cognitive career theory (SCCT) as a framework for understanding the career barriers and coping efficacy experienced by international master's of counseling psychology students. Grounded in SCCT, we described coping efficacy as international students' perceived capability to navigate career barriers. Using Braun and Clarke's (2006) thematic analysis, we explored the career barriers and coping efficacy of 12 international master's of counseling psychology students. The first focus area, International Journey with Multiple Barriers, included five themes: Interpersonal Stress, Language Barriers, Financial Pressures, Advising Concerns, and Visa and Immigration-Related Stress. The second focus area, Agents of Change in the Midst of Barriers, included five themes: Self-Regulating, Stepping into Discomfort, Cognitive Reappraising, Becoming a Change Agent, and Social Support Seeking. Findings demonstrated participants' coping efficacy and perceptions of themselves as agents of change. This study deepens the field's understanding of career development among international master's of counseling psychology students.

Collective Program Social Justice Identity and Perceived Norms on Promoting Student Advocacy

A growing body of research suggests that graduate psychology training programs with a stronger collective social justice identity are likely to provide more support for students’ advocacy engagements than those with discrepant views among members. We conducted response surface analyses ( N = 178 PhD students; across 16 counseling psychology programs) to examine whether the degree of congruence and discrepancy in social justice attitudes and perceptions of training program norms (perceived social justice norms among students and faculty) between the individual student and other students in their program would be associated with students’ social justice advocacy intentions and behaviors. Higher congruence in attitudes and perceived norms (among students and faculty) were significantly associated with advocacy intentions. For advocacy behaviors, only congruently higher perceptions of faculty were significantly associated. Discrepant attitudes and perceived norms were not significantly related to students’ advocacy intentions and behaviors. Recommendations for training and research are discussed.