Counselor Education Research Research Articles

Counselor Education Doctoral Students’ Research Self-Efficacy: A Systemic Perspective

Research self-efficacy (RSE) has been mainly considered as an intrapersonal aspect of researcher identity development. Utilizing a systemic lens, we examined factors informing counselor education doctoral students’ RSE in CACREP-accredited doctoral programs. Concept mapping, a mixed-method design, yielded 17 clusters representing six regions describing the factors informing counselor education doctoral students’ RSE. We discussed the results with training and research implications, and limitations. What is the public significance of this article? The present study suggests that there are environmental and relational factors affecting doctoral student’s research self-efficacy (RSE) as well as the previously considered individual factors. Acknowledgement and intentional incorporation of all of these factors may be critical in the counselor education research training process.

Evidence-Based Relationship Factors: A New Focus for Mental Health Counseling Research, Practice, and Training

Counselor educators and mental health counselors often have a lukewarm attitude toward counseling research and evidence-based practice. This attitude may be because of a perceived mismatch between evidence-based technical procedures and the relational orientation that most counselors value. To warm up mental health counselors’ attitudes toward evidence-based research and practice, we propose a relationally oriented research agenda that focuses on integrating evidence-based relationship factors (EBRFs) into counselor training and practice. Eight EBRFs are defined and operationalized, and specific counselor behaviors are described. Reframing and refocusing counseling research on relational variables has the potential to support current counseling practices and inspire development of a counseling-specific research base. Recommendations for a rapprochement between counselor education research and mental health counseling practice are offered, including a list of brief measures that mental health counselors could introduce into their counseling practice.

A 17-Year Systematic Content Analysis of Social Class and Socioeconomic Status in Two Counseling Journals

We conducted a qualitative, systematic content analysis of articles from 2 counseling journals (N = 636), Counselor Education and Supervision and Counseling and Values, to understand social class and socioeconomic status (SES) term usage and operationalization. Through PRISMA procedures, electronic text data mining, and consensual coding processes, we found a high number of social class and SES terms (N = 537) present; however, terms were used infrequently and problematically, including term conflation and term misuse. Additionally, we uncovered high rates of problematic social class and SES term use and variable application (86.67%) in the empirical article subsample. Variable application issues in the empirical subsample were related to data analysis, data collection, data reporting, or term operationalization. Based on the study findings, we offer recommendations to counseling researchers to strengthen their social class and SES terminology usage and variable operationalization and suggest how such strengthening has the capacity to affect counselor education research and counseling practice.

Families With Children Diagnosed With Autism

This article explores struggles faced by parents with children diagnosed with autism (ASD). Experiences of parents are examined through identification of stressors, maladaptive coping, and negative emotions. Current counselor education research is presented on how counselors may work to help this population, including topics in supervision, multicultural and ethical competency, and need for integrative health care. Behavioral and supportive interventions used in working with children with ASD and their families are discussed.

Recurring Manuscript Problems: Recommendations for Writing, Training, and Research

Manuscripts submitted to Counselor Education and Supervision (CES) over a 1-year period demonstrated recurring problems. These problems resulted in delays in the processing of manuscripts, rejection of manuscripts, or the need for authors to revise manuscripts. To address these persistently observed problems, the authors make recommendations to individuals who prepare manuscripts for submission to CES. Tentative recommendations are offered for training counselor educators and for conducting counselor education research.

Using Markov Chain Analyses in Counselor Education Research

This study examined the efficacy of an infrequently used statistical analysis in counselor education research. A Markov chain analysis was used to examine hypothesized differences between students' use of counseling skills in an introductory course. Thirty graduate students participated in the study. Independent raters identified the microskills students used and the effectiveness of participants' counseling sessions. Significant differences were found in the counseling processes of students who were rated as effective and ineffective using a Markov chain analysis. Implications for future research using Markovian analyses in counselor education research are explored.

Establishing an Alcohol and Other Drug Assessment and Intervention Program Within an On‐Site Counselor Education Research and Training Clinic

The authors describe the Substance Information Program, a university alcohol and other drug (AOD) assessment and intervention program. The Substance Information Program is housed in a counseling department's on‐site training and research clinic and gives counselors‐in‐training an opportunity to gain practical addictions training.

Power Analysis of Research in Counselor Education

Statistical power analysis as a necessary and desirable activity in counselor education research is reviewed and discussed. Power of counseling research is discussed with respect to alpha levels, sample size, and size of effect. Four years of counselor education research are reviewed and analyzed according to the criteria of statistical power. Recommendations for increasing the power of research in counselor education are made.