Counselor Education Research Articles

Infertility Among Counselor Education and Supervision Doctoral Students: Expectations, Experiences, and Knowledge

Females are disproportionately affected by infertility, and Counselor Education and Supervision (CES) doctoral students are predominantly female. Using phenomenological approach female CES doctoral students with infertility diagnoses were interviewed. Six themes emerged from the interviews: younger is better for conception; familial and societal messages; infertility knowledge; triggers; academics and infertility; something wrong with me, regret, and others don’t understand. Clinical implications and future directions are provided to promote social justice by bringing awareness and amplifying the voices of people suffering from a disability and a disease that is rarely recognized as either.

Black AF: An autoethnography of how six ethnically diverse counselor educators used community as a tool of decolonizing the academy

AbstractIn this autoethnographic heuristic inquiry, six ethnically diverse Black counselor educators examined their experiences and identities in historically white spaces, including clinical settings and academia. Findings included three themes: Black community as anchor, navigating the weight of oppression, and Black is not monolithic. Implications for the counseling profession are discussed.

Creating Inclusive Syllabi: Recommendations From the Field

Attrition is a persistent concern across online campuses. Because online programs often attract greater numbers of nontraditional, diverse students, attrition issues can especially impact learners from underrepresented groups. Modifications in language and communication, starting with the course syllabus, can create a foundation for an inclusive and supportive learning community. We describe our own process of revising the syllabus template within a counselor education program at a large, online university, via the Student Experience Project (SEP). We offer recommendations for current and future practice and concrete suggestions for higher education faculty members across disciplines.

Opening the door to a person-centered experiential training group: a thematic analysis

ABSTRACT Person-centered experiential growth groups can promote self-awareness, increased authenticity, and improve interpersonal skills. Many counselor training programs require counselor trainees to participate in groups as a member as a form of experiential learning when preparing to be a group leader. However, the literature examining the experiences of counselor trainees in a person-centered experiential growth group is scarce, and little information on how to prepare and implement such a group exists. The purpose of this thematic analysis was to explore the narratives of counselor trainees during a person-centered experiential growth group. A constructivist paradigm guided our inquiry. Participants included six master’s level counselor trainees who attended nine weekly group sessions. We identified three emergent themes through our thematic analysis: prior life experiences, therapeutic factors, and challenges. Findings inform counselor educators and group therapists about the unique learning and personal needs of counselor trainees in a person-centered growth group. Limitations are discussed.

Counselor educators’ views on cognitively complex trainees: A Q method study

AbstractOur Q method exploration of counselor educators’ perspectives of minimally acceptable cognitive complexity (CC) in trainees at the end of internship yielded two factors: Trainee's Conceptual Integration Ability and Trainee's Ability to Apply Integrated Knowledge. Implications for teaching, supervision, and research pertinent to assessment of and enhancement of CC conclude.

A Multicultural, Social Justice, and Peace Intervention for Interpersonal Violence

The Creative and Expressive Arts Personal Growth Group [CAPG] is a manualized intervention for interpersonal violence related to diversity factors [IV-D]. This article presents a Trinitarian-informed adaption of CAPG for Christians impacted by IV-D [CCAPG]. A pilot study exploring CCAPG’s potential to promote peace in the clinical setting and peace education in the research environment follows. Sixteen culturally diverse Christian psychotherapists and emerging counselor educators with a history of IV-D participated in the study. Qualitative data assessed with transcendental and heuristic phenomenological analyses informed by constructivist grounded theory resulted in a preliminary understanding of how CCAPG may promote Trinitarian-based peace and peace education. Thematic findings for the clinical setting included the salience of Incarnational Leadership, Trinitarian-Based Components, and Christian Community to receiving the Peace of God. In the research setting, themes were Valuing Social Justice, Multiculturalism, and Peace and Becoming an Instrument of Peace. The paper closes with discussion, implications, and recommendations for the field.

Coffee and conversation: A genuine dialogue on authentic professional learning between genetic counselor educators.

Lifelong learning is a term frequently referred to in the training and continuing professional development of genetic counselors. It implies the ability to continuously engage in self-motivated reflection to identify knowledge gaps and develop a learning plan to address identified needs or interests. In contrast to this definition, the path to continuing professional development for most genetic counselors involves attendance at conferences; yet much data suggest that other forms of learning are more effective at leading to practice change and improved patient or quality outcomes. These conflicting ideas beg the question: what is professional learning? A dialogue between two genetic counselor educators, both with advanced training in health professional education, shares personal beliefs regarding lifelong learning in the genetic counseling profession. This discourse represents an authentic conversation that was audio-recorded and transcribed with minimal editing to improve clarity and readability. The views presented in this dialogue are highly personal, yet grounded in educational theory. References are provided to those that desire further reading on the topics discussed. Several authentic learning strategies are described, including communities of practice, peer supervision, and personal learning projects. The authors consider ways to increase knowledge acquisition from conference attendance and discuss how learning on the job becomes embedded in practice. As a result of this discourse, the authors hope to inspire genetic counselors to reflect over their continuing professional development and consider their job as a learning environment that presents rich, ongoing, and unique opportunities for growth. The authors invite and challenge readers to identify learning needs and set goals for themselves to address those needs. For those with interest in education, it is hoped that the conversation sparks new or invigorated interest that will lead to novel or more effective learning opportunities with improved outcomes for patients, students, and colleagues alike.

Trickster Discourse and American Indian Identity in Counselor Education: A Critical Phenomenological Inquiry.

In this qualitative phenomenological study, authors explored an American Indian student's experiences of colonization within a master's counselor education program. Interviews were conducted with one participant that met criterion sampling. Findings outlined counselor education's assimilative capacity and Indigenous resistance to assimilation. Themes included Confronting the Threat and Being Too Indian. Authors discussed implications for counselor educators and multicultural education specifically.

The influence of anxiety in supervision toward trainee counselors’ competencies in Malaysia

The purpose of this study is to investigate the association between anxiety and counseling competencies among Malaysian trainee counselors within supervision. Recently, counseling competencies have been highlighted in counselor education and training as it is one of the professional ethics to be obliged. However, there were a limited number of studies on how anxiety was affecting the competencies of counselors-in-training. Previous literature shows that most of the studies regarding this topic have been conducted more in Western countries than in Malaysia. Therefore, this study was implemented in public universities that offer bachelor counseling programs all across Malaysia. The respondents comprising n=204 final year trainee counselors undergo internship and n=62 counseling lecturers are supervisors. The result proves that anxiety has a negative significant correlation with counselor trainees’ competencies r=-.399**. The result indicated that the anxiety in the model was a significant predictor of counseling competencies, R2=.159, F (1, 202)=38.180**, p<.000. The results also reported that anxiety had contributed significantly (β=-.285**, p<.000) on the Malaysian novice counselors’ competency. This study provided supervisors and counselor educators with empirical data on the factor that may affect trainee counselors’ competencies during the training. In contrast, this study only focuses on anxiety. There might be other factors that need to be considered in future studies. All these findings bring new perspectives in response to issues regarding trainee counselors to enable them to grow and remain responsive and beneficial to the educational needs of novice counselors.

Microaggressions, mentoring, and connectedness: Doctoral students’ experiences in counselor education

AbstractThis descriptive, correlational research study examined the prevalence of racial microaggressions among doctoral students of color in counselor education, and the relationships between experiences of racial microaggressions, relational mentoring, and social connectedness. Implications and future directions are provided based on the results.

Using the Theory of Planned Behavior to Understand Dispositional Gatekeeping Behaviors Among Rehabilitation Counselor Educators

Rehabilitation counselor educators (RCEs) in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) are mandated to assess student professional dispositions as part of the gatekeeping process. This study utilized the theory of planned behavior (TPB) to explore the factors that influence RCE dispositional gatekeeping behaviors. The study includes a sample of 52 RCEs across the United States. Results obtained using a multiple linear regression model indicate that participants generally have positive attitudes toward their role as dispositional gatekeepers and their behaviors. As hypothesized by TPB, both beliefs and perceived norms relating to dispositional gatekeeping predicted dispositional gatekeeping behaviors, with the model accounting for approximately 57% of the variance. Lastly, implications and recommendations are included as they relate to gatekeeping in master’s-level rehabilitation counseling programs.

Code‐switching 101: Black women counselor educators’ personal and professional identity development

AbstractThe perceptions of personal and professional identity development from four Black women counselor educators were examined through a collaborative autoethnography methodology. Themes identified include (a) intentionality of code‐switching, (b) inextricable identities, (c) fight for and with authenticity, and (d) mutual development of personal and professional identities.

Antiracist pedagogy in counselor education and supervision

Antiracist pedagogy in counselor education and supervision

Assistive technology services for adults with disabilities in state-federal vocational rehabilitation programs

Purpose Prior research indicates that the provision of assistive technology (AT) services positively predicts successful employment outcomes in vocational rehabilitation (VR) programs. While AT services can be promising, they are underutilized overall, and there are apparent disparities in AT service utilization. The purpose of this study was to identify sociodemographic factors which may act as barriers to receiving AT services in VR programs. Recognizing potential disparities is the first step in improving equity in access to beneficial services. Materials and methods This study is a retrospective analysis of national data collected by the Rehabilitation Service Administration’s Case Service Report from fiscal years 2017–2019. The sample included 788,173 cases that reported having a disability, were aged ≥18 years old, was deemed eligible for VR services, and had a complete set of data. Results Less than 9% of VR clients received AT services. We ran a multiple logistic regression analysis to examine the independent effects of various sociodemographic variables on the likelihood of receiving AT services through VR programs. The following client characteristics were associated with a lower likelihood of receiving AT services: men, unemployed, minority, low income, significant disability, non-enrolled in post-secondary education, mental or cognitive disability, less education, and younger age (all p < .001). Conclusion The findings emphasize the need for more research to identify underlying mechanisms and potential solutions to these apparent disparities in access to AT services for adults with disabilities. Future research and implications are provided. IMPLICATIONS FOR REHABILITATION Increasing assistive technology (AT) training in counsellor education and offering more AT training for in-service rehabilitation counsellors to increase their competence to serve individuals with diverse disabilities, particularly those with cognitive and mental disabilities. Counsellors should be encouraged to use a team approach to ensure the most effective AT solutions are provided, and improve access to age-appropriate AT for younger individuals. Counsellors should identify alternative funding sources and refine eligibility criteria for low-income individuals, and develop effective means for educating less-informed individuals about the benefits of AT, and recognise the limited access of minority groups to receive services within vocational rehabilitation programs.

Introduction to the special issue

Counselor Education and SupervisionEarly View SPECIAL ISSUE ARTICLE Introduction to the special issue Donna M. Gibson, Corresponding Author Donna M. Gibson dgibson7@vcu.edu Correspondence Donna M. Gibson. Email: dgibson7@vcu.eduSearch for more papers by this authorColette T. Dollarhide, Colette T. DollarhideSearch for more papers by this author Donna M. Gibson, Corresponding Author Donna M. Gibson dgibson7@vcu.edu Correspondence Donna M. Gibson. Email: dgibson7@vcu.eduSearch for more papers by this authorColette T. Dollarhide, Colette T. DollarhideSearch for more papers by this author First published: 22 March 2023 https://doi.org/10.1002/ceas.12275Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Early ViewOnline Version of Record before inclusion in an issue RelatedInformation

Enhancing professional identity through scholarship: examining the publication of dissertations in counselor education and supervision in peer-reviewed journals

ABSTRACT Commitment to a professional identity in the counseling profession includes enhancing the research and scholarly development of the next generation of counselor educators and supervisors. We investigated the rate of publication of CES doctoral dissertations in peer-reviewed journals sponsored by professional counseling organizations. Of the 721 dissertations completed in 52 CACREP-accredited programs from 2007–2011, 26.4% of dissertations were published up to 7 years later. We describe these publications, address ethical considerations, and discuss implications for professional identity in doctoral research.

Unlocking learner potential: A course director's experience building an Educational Escape Room for Cancer Risk Assessment.

Using a traditional lecture format alone often limits students' opportunities to engage with and apply the concepts taught in a classroom. This report describes the design, curricular implementation, and application of an innovative educational escape room as an active learning tool for genetic counselor educators to teach cancer risk assessment skills. A Cancer Risk Assessment Escape Room is a novel way to offer experiential learning and to assess a learner's critical thinking and ability to apply cancer risk assessment models to evolving clinical scenarios. This successful implementation of an interactive escape room can be adapted to other genetic counseling competencies. The use of an escape room allows learners to actively engage in and apply content taught in lectures before entering clinical internships.

Understanding Parents’ Self-Awareness of Their Parenting Style(s) and Its Influences on Their Parenting Choices - A Grounded Theory Study

Parenting is a process made up of approaches, styles, and daily choices. Parents are often unaware of how much their parenting style can impact the choices they make each day related to parenting their children. This grounded theory study explored how parents’ self-awareness of their parenting styles influences parenting choices in a sample of parents with children ages birth-11. Seven main themes emerged from this study: (a) the role of comparison and impact of social media, (b) parents do the best they can based on what they have learned and experienced, (c) promoting mental health and wellbeing in what is typically an autopilot experience, (d) parenting is hard, and it can be lonely, (e) navigating the impact of childhood experiences, (f) pressure to be perfect; not enough time to get it all right, and (g) intentionality through self-awareness and reflection. Upon further reflection on the themes, the following theory emerged: Parenting is hard, and it can be a lonely journey. Parents do the best they can based on their experiences and comparing to others. However, when invited to reflect on their parenting choices, parents are more intentional through self-awareness and promoting their mental health and wellbeing. This study's findings offer implications for counselor education as they underscore the need for CACREP (2016) to implement a formal standard to guide counselor training programs to offer instruction relating to parenting styles.

Overcoming Barriers to Social Justice Learning in Multicultural Counselor Education

Overcoming Barriers to Social Justice Learning in Multicultural Counselor Education

Supporting the career development of Black adults during the COVID‐19 pandemic

AbstractIn this pilot study, Black adults (N = 15) in a large Midwestern city who were economically impacted by the pandemic completed three career development webinars. The study examined how completing three career development webinars improved participants’ perceptions of career search efficacy and helped participants progress toward their career development goals. Results of a linear regression indicated a significant positive increase in post‐test career search efficacy scores. Results of the thematic analysis revealed four themes: career development knowledge, career development confidence, entrepreneurship, and exploring career interests. Implications for counselors and counselor educators are discussed.