Counselor Education Research Articles

From Big Data to Intelligent Tutoring: Exploring the Application of Big Data Technology in the Ideological and Political Education for College Counselors

This paper explores the application of big data technology in ideological and political education for college counselors. Big data-driven personalized counseling for students, social network analysis, and public opinion monitoring can optimize the efficiency of counselor work. However, there are still challenges concerning data privacy protection, technical support, and training. By scientifically evaluating and addressing these challenges, big data technology is expected to enhance the effectiveness of college counselors and improve the quality of ideological and political education. In the future, with technological advancements, big data technology will become an essential tool for higher education management.

Clinician’s Beliefs, Practices, and Attitudes Regarding Emotional Support Animal Recommendations

ABSTRACT The landscape regarding the public’s use and mental health professionals’ recommendation of emotional support animals has recently undergone significant changes. This study analyzes current practices for emotional support animal (ESA) recommendations among mental health professionals and aims to explore best practices for compliance with ethical and legal standards when using emotional support animals in treatment. The researchers surveyed 106 mental health professionals using a Likert-style questionnaire to determine their beliefs, practices, and attitudes regarding ESAs. Participants included LPCs/LMHCs, LMFTs, social workers, psychologists, and student interns. Results showed that most participants believed in the healing power of human-animal interactions and were well versed in legal requirements regarding ESAs. Results also indicated that many mental health professionals recommend ESAs without appropriate continuing education or coursework. Results also showed discrepancies between practitioners’ purported knowledge about ESAs and actual procedures regarding ESA recommendations. These findings yield important information for clinicians, counselor educators, and clinical supervisors who are likely to face inquiries about ESAs.

Developmental Trajectory of Teachers: A Theoretical Synthesis and Application to Counselor Education

Teaching is an important component of counselor education. However, there is a lack of literature exploring the developmental progress of counselor educators as teachers. In the following article, we review the research on doctoral-level teaching preparation in counselor education, present a synthesized model of teacher development informed from thirteen historic teacher developmental models, discuss our model in the context of counselor education, and provide limitations and recommendations for future research. Through this manuscript, counselor educators will learn the developmental trajectory of doctoral students and counselor educators. This will lead to a better understanding of the ways we facilitate and strengthen counselor educators development as teachers.

Addressing social determinants of health: Supporting ex‐offenders’ employment through use of the Systems Theory Framework

AbstractThere remains a need for counselors well‐prepared to work with ex‐offenders. As counselors aim to meet ethical obligations toward advocacy, they often seek to address social determinants of health (SDOH) challenges. Those working with ex‐offenders should be aware of unique employment challenges ex‐offenders may face and possess a baseline knowledge of the justice system for pertinent collaboration. This paper provides an explanation of how the Systems Theory Framework may be used to address ex‐offenders’ employment‐related needs through addressing SDOH challenges and collaborating with the justice system. Implications for employment counselors, counselor educators, and supervisors and steps for future research conclude.

A Scoping Review of Experiential Learning in Counselor Education

The purpose of this scoping review was to identify, review, and map the concept of experiential learning in counselor education. The review provides an overview of the types of studies, the theoretical positioning, definitions, and positionality of experiential learning in counselor education. The study includes an overview of N = 38 studies that met the inclusion criteria. After coding each qualifying study, the resulting data was combined to provide an overview of how the literature of experiential learning is situated in the broader field of counselor education. Despite the lack of parity in how experiential learning is defined, there is increasing evidence that counseling education views experiential learning as a signature pedagogy that supports learner self-efficacy and identity as well as a means to complement counseling curricular content.

Examining a Cohesion-Focused Model in Experiential Growth Groups: A Single Case Research Design

ABSTRACTUtilizing single-case research design, we examined the efficacy of a cohesion-focused intervention model specifically designed for the context of the experiential growth group (EGG). We implemented the intervention protocol with two EGG groups conveniently sampled from a counselor education program. We gathered quantitative data based on the participants’ weekly survey responses to the Group Questionnaire, a measure of group cohesion. While both groups reported increasing group cohesion over the course of the EGG experience, we found that the two groups responded to our phase-based intervention model in distinct patterns. We discussed possible reasons for the distinct responses that we observed as well as implications for practice, training, and future research.

화상상담 내담자의 상담 성과 탐색을 위한 합의적 질적 연구

Objectives The purpose of this study is to explore counseling outcomes and related factors of clients, focusing on university counseling centers that actively operated video counseling, which emerged as a new counseling operation method.
 Methods To this purpose, individual interviews were conducted from September to October 2022 with a total of 10 college students who experienced video counseling, The research team organized all the data collected based on the interview questions into verbatim, and conducted the analysis and conducted a rating process of analysis using the Consensus Qualitative Analysis (CQR) method.
 Results As a result of the analysis, 6 areas, 14 categories and 36 subcategories were derived. First, the experiences of the video counseling clients were expressed as environmental and process factors and were divided into comfort and discomfort in the counseling environment, and satisfaction and dissatisfaction in the counseling process. Second, the counseling outcomes of video counseling were identified as cognitive, behavioral, and emotional changes, and the factors related to counseling outcomes were identified as counselor factors and client factors. Third, factors for selecting future video counseling were ease of access, risk of COVID infection, and personal characteristics. In addition, suggestion for the development of video counseling were presented.
 Conclusions This study in-depth were explored counseling outcomes and related factors of the university counseling center clients who actually experienced video counseling. Based on this, effective counseling strategies using video counseling and implications for counselor education were discussed.

Developing an Ethical Mindset: The Ethics Grand Jury Mock Trial for Graduate Students

Counselor Educators providing instruction to counselors-in-training need to have a variety of activities and assignments to support the development of an ethical mindset. Because counselors face ethical dilemmas regularly, it is important that graduate programs provide a strong foundation for new counselors to identify ethical issues and take appropriate action. There are no uniform or standard approaches for teaching counseling graduate students how and when to apply ethical codes and related principles, however, they are expected to be competent in the subject matter upon graduation. This article outlines a method for increasing participation in ethics courses and enhancing sensitivity to ethical issues through the grand jury mock trial classroom activity. To encourage classroom implementation, step-by-step instructions are provided.

Intersectionality in CACREP-Accredited Rehabilitation Counselor Education: An Analysis of Multicultural Counseling Course Syllabi

Though the importance of the inclusion of multicultural and social justice competencies in rehabilitation counselor education has been attended to for years, we know little about the content, concepts, activities, and assignments included in multicultural counseling courses. This mixed-methods study analyzed 25 multicultural counseling syllabi from CACREP-accredited rehabilitation counseling programs. Results indicated that nearly half of the multicultural counseling syllabi analyzed took an essentialist approach to educate future rehabilitation counselors. Very few syllabi mentioned the immigrant and refugee experience, and no syllabi exploredsize diversity and/or anti-fat bias. Class assignments and activities assigned exercises focused largely on students’ racial and ethnic identities. Additionally, results showed a common theme of ethnographic interviews, cultural site visits, and cultural immersion exercises. A call to action for counselor educators is included.

Pedagogical Technologies for Remote Learning in Counselor Education: HyFlex Course Design

This article discusses a model of teaching called HyFlex, or ‘hybrid’ and ‘flexible,’ which is primarily for programs teaching both in-person and online. It discusses how the HyFlex model works, including initial development, with guidance on language to help students understand its application. During and after the COVID-19 pandemic, some programs were forced to provide online options, and then transition back to classrooms. This article discusses curricular design strategies for student engagement and technology options for facilitating HyFlex teaching in a way that allows people to attend in person and online still. Important descriptions of accessibility options are included, as well, to meet the needs to students with disabilities. Finally, discussions of potential value to institutions for the purposes of enrollment and faculty critiques of the model will also be included.

Experiences of diversity, equity, and inclusion for doctoral students and new faculty in leadership development programs

ABSTRACT Leadership development programs (e.g. Emerging Leaders) are growing in popularity among professional counseling organizations. Using basic interpretive design, the current qualitative study included 24 counselor education doctoral students who had participated in leadership development programs. Findings address issues of diversity, equity, and inclusion in leadership experiences. Themes derived through multiple rounds of coding describe lack of representation in leadership, imposter phenomenon experienced by students with marginalized identities, and barriers to leadership opportunities.

The state of motivational interviewing training in school counseling graduate programs

AbstractMotivational interviewing (MI) is a brief, evidence‐based counseling style that helps people make positive behavior changes. Scholars have advocated for MI's use by school counselors (SCs), and research lends evidence to MI's effectiveness in schools. However, there are little data focused on how SCs are trained to utilize MI. Researchers investigated MI training in school counseling graduate programs from the perspective of SCs and counselor educators (CEs). The article presents two qualitative studies that discussed the importance of MI training in graduate programs. Researchers identified six themes and discussed their implications for graduate programs.

Development and Assessment of Counselor Dispositions in Online Counselor Education

Development and Assessment of Counselor Dispositions in Online Counselor Education

Humanistic Pedagogy in Online Counselor Education

Humanistic Pedagogy in Online Counselor Education

Educating professional counselors about the social determinants of mental health

AbstractThe social determinants of health (access to quality health care; economic stability; high‐impact educational opportunities; community safety and support; and connected social networks) play a central role in individual health and wellness. These determinants and others also impact individual mental health and wellness. A shift is required in the preparation of counselors toward training students and current practitioners to assess, diagnose, and treat mental health issues through a social determinants’ lens. While the Council for the Accreditation of Counseling and Related Educational Programs and counseling ethics require that counseling training focus on diversity, equity, inclusion, and belonging, there is no mention of the social determinants in any guidelines. We present a rationale for including the social determinants as a core component of counselor preparation and provide examples to facilitate the incorporation of the social determinants into counselor education curriculum and continuing education efforts.

Incidence of client‐initiated workplace violence among counselors: A national study

AbstractWorkplace violence (WPV) is a global concern and consists of psychological and physical threats or acts. To date, limited data exist to document client‐initiated WPV experienced by professional counselors. Survey results from 2616 counselors in 12 states indicate that most counselors have no memory of WPV training from their counselor education programs. Over 75% of the sample experienced WPV. Counselors experience psychological forms of WPV at greater rates than physical forms. Over half of WPV experiences occurred during participants’ graduate training and in the first 4 years of their professional practice. WPV occurs in all locations where counselors work. WPV's consequences differ, ranging from none to career ending disruptions. Counselors’ responses varied, including no action or responses, seeking support from supervisors, professional peers, and family members, and engaging in medical and/or mental health services. Suggestions for practice, training, and future research are offered.

“It's like losing a family member”: School counselors’ experience with student suicide

AbstractGiven the prevalence of suicide among school‐aged children and youth, school counselors may experience a student death by suicide in their careers. Yet, there is little empirical research exploring the nuances and depth of school counselors’ experiences with student suicide. In this study, the authors employed consensual qualitative research to explore the experience of 12 school counselors who encountered student death by suicide. Three domains emerged consisting of five general, four typical, and four variant categories highlighting school counselors’ experiences learning about the student suicide, the long‐term impact of the student death on school counselors’ personal and professional lives, and their advice for school counselors who experience a student suicide at some point in their careers. Findings have implications for school counseling practice, counselor educators, and future research.

Confidential grief: How counselors cope with client suicide

AbstractWe engaged in this study to better understand how counselors cope with and process client suicide. A researcher who also experienced a client suicide conducted interviews with licensed professional counselors (N = 7). Using interpretive phenomenological analysis, we identified eight superordinate themes: (a) professional counseling culture, (b) intense emotional reaction, (c) processing loss, (d) supports, (e) barriers, (f) impairment, (g) disillusionment, and (h) finding meaning. Findings have implications for the counseling profession, counselor educators, agencies and supervisors, counselors, and counselors‐in‐training.

Infusing Military Culture in Multicultural Counseling Frameworks: A Phenomenological Study

This descriptive phenomenological study focused on counselor educators’ (CESs) experiences infusing military culture into counseling curriculum. Specifically, this study sought to learn what counseling programs can do to best prepare counselors-in-training to work with military families. The researchers used the McCracken (1988) method to interview ten participants who had terminal degrees in counselor education or a highly related field, experience providing services to military-connected clients, and were aware of military cultural facets (e.g., implicit and explicit expectations, rules, and ways of being). The findings support the need to redefine multiculturalism and intentional infusion of military culture in counseling curriculum to increase counselors’ awareness of military culture to provide more effective services.

Meaning making as a moderator in international students' acculturative experience

AbstractInternational students (IS) face unique challenges when attending higher education institutions in the United States that derive from acculturative stress and contribute to feelings of loneliness and depressive symptoms. This study examined the sense of meaning as a moderator in the relationship between acculturative stress, loneliness, and depressive symptoms in IS. A quantitative research design using a linear multiple regression model was employed to investigate the interplay between the variables. The findings of 80 participants indicated that there is a significant relationship between acculturative stress, loneliness, and depressive symptoms. The results also indicate that a sense of meaning moderated the relationship between acculturative stress and depressive symptoms. These results may assist counselor educators, mental health clinicians, and higher education administrators to better serve the IS population.