Counselor Preparation Research Articles

Current Expectations and Existing Deficits among Addiction Specialists

Expectations of addiction counselors have changed over the past decade; however, preparation of addiction counselors has not kept pace, creating a deficit between the knowledge and skills required of today's addiction counselors and a workforce possessing such knowledge and skills.

Grief and Loss Education: Recommendations for Curricular Inclusion

Currently, the Council for Accreditation of Counseling and Related Educational Programs (2009) does not require course work on grief and loss, and it is possible for counselors to practice without any formal training in the area. The purpose of this article is to highlight the need for additional grief and loss education in the curriculum, provide a brief overview of the current literature surrounding grief and loss, and suggest pedagogical strategies for counselor preparation.

Journal of Counselor Preparation and Supervision Volume 5, Number 2

Journal of Counselor Preparation and Supervision Volume 5, Number 2

The Journal of Counselor Preparation and Supervision Volume 5, Number 1

The Journal of Counselor Preparation and Supervision Volume 5, Number 1

The Foundation of Counseling in the Republic of Ecuador

Counseling is at an early stage of development in the Republic of Ecuador. A turbulent history, poverty, and unemployment have affected the growth of mental health services and counselor preparation programs. Yet, this country experiences problems of addictions, domestic violence, depression, suicide, gender inequity, and drug trafficking. The future of counseling will be influenced by economic conditions and leadership provided from within and outside the Republic of Ecuador.

The Perceived Value of Counselor Preparation for Student Affairs Professionals

The Perceived Value of Counselor Preparation for Student Affairs Professionals

Clinical Supervision of Counselors-in-Training Working with Suicidal Clients: A Grounded Theory Investigation

The purpose of the current study was to generate an emergent theory of the process of counselor supervision for counselor trainees who work with suicidal clients. The researchers explored perspectives of five counselor supervisors, each of whom served as director of the counseling clinic/practicum training lab at his or her respective counselor preparation program. The emergent theory was titled Supervision for Suicidal Clients as an Immediate, Versatile Collaboration Between Counselor Trainees and Counselor Supervisors and captured participants' experiences of supervision as a complex, evolving process focused on client welfare and promoting counselor trainee growth.

The Council for Accreditation of Counseling and Related Educational Programs: Promoting Quality in Counselor Education

Much has changed for the counseling profession in the 30 years since the founding of the Council for Accreditation of Counseling and Related Educational Programs (CACREP). CACREP, the primary specialized accreditor for the counseling profession, has been an influential participant in the growing recognition and professionalization of counseling. This article offers an overview of CACREP and accreditation and addresses some primary issues confronting CACREP, counselor preparation programs, and, in some instances, overall U.S. higher education.

The Perceived Value of Counselor Preparation for Student Affairs Professionals

Student affairs programs share a common goal of developing master’s level professionals for employment in higher education. Approximately one-third of student affairs training programs are counseling-based and half of those programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). However, there is a lack of literature regarding the preparation of student affairs professionals trained in counseling programs and the importance of counselor training to the student affairs profession. Based upon a review of the Council for the Advancement of Standards in Higher Education Professional Standards, CACREP standards, and other related research, this article will discuss the perceived value of counselor preparation to the functional areas within student affairs and categorize the specific student affairs functional areas based upon the perceived value of counselor training.

Professional Bereavement: A Qualitative Examination of Rehabilitation Counselors in Grief

This article describes qualitative research related to rehabilitation counselor bereavement. Nine rehabilitation counselors who had experienced the death of a client volunteered to participate in structured interviews. The results were transcribed, analyzed, and found to contain six major themes. The themes were (a) profound impact, (b) self-questioning, (c) need for support, (d) questions regarding etiquette, (e) counselor preparation for the death of a client, and (f) need for self-care. Participants also offered suggestions for rehabilitation educators and administrators of State-Federal vocational rehabilitation programs.

Urban High School Students’ Experiences in an Afterschool College Readiness Program

This transcendental phenomenological investigation examined urban students’ experiences in Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), an afterschool college readiness program. The federally funded program provides low-income and minority students information and access to services that lead to increased opportunities for post-secondary education. Interviews with 10 participants revealed that (a) navigating the college system; (b) expansion of career options; (c) counseling relationship; (d) personal insight; and (e) future orientation were major themes. Implications for school counselor preparation and practice are discussed.

Mindfulness Competencies for Counselors and Psychotherapists

This article examines the results of a survey about mindfulness competencies in the area of counseling and psychotherapy; it specifically addresses competencies needed for training clients in the use of mindfulness methods. The study investigated whether experts on mindfulness (N = 52) agreed with a proposed set of 16 competency statements. It also asked about recommended levels of personal mindfulness practice for those new to the specialty. In general, participants agreed on the proposed 16 competencies. Here we offer recommendations about mindfulness practice for counselor preparation, cultural competency, continuing education, and clinical applications, and suggest questions for future research.

Eating Issues in Schools: Detection, Management, and Consultation With Allied Professionals

It is well documented that eating disorders tend to emerge in adolescence and young adulthood. Recent epidemiological research indicates that the highest incidence (new cases) of anorexia nervosa occurs in young females between the ages of 15 and 19 (Keski-Rahkonen et al., 2007), whereas the highest incidence of bulimia nervosa occurs in young females between the ages of 16 and 20 (Keski-Rahkonen et al., 2009). Because of this age of onset, many individuals who develop eating disorders are students who spend a significant amount of time at school around their peers and school faculty. School counselors, therefore, are in a unique and important position to detect student eating issues in the early stages and to take steps to ensure that student needs are being met. The prevalence of eating-related problems in the schools is difficult to pinpoint. Although anorexia and bulimia are relatively rare in the general population, the most often diagnosed eating disorder is eating disorder not otherwise specified (EDNOS), the category researchers know the least about (Striegel-Moore & Bulik, 2007). In addition, many adolescents struggle with potentially serious eating issues that do not meet the diagnostic criteria for an eating disorder. A recent nationally representative sample of American high school students revealed that a staggering 59.3% of girls and 30.5% of boys were trying to lose weight (Centers for Disease Control and Prevention [CDC], 2010). Nearly 15% of girls and 7% of boys acknowledged having engaged in unhealthy dieting behaviors within the past month (CDC, 2010). Subclinical eating problems such as these can lead to the development of various mental health problems in young adulthood, including depression, anxiety, and substance abuse disorders (Lewinsohn, Striegel-Moore, & Seeley, 2000). Finally, eating disorder statistics do not account for adolescents who in some way are dissatisfied about their body size or shape. Research indicates that between 40% and 70% of adolescent girls are dissatisfied with two or more aspects of their bodies (Levine & Smolak, 2004). Body dissatisfaction is so widespread among adolescent girls that it could be considered a normative discontent (Levine & Smolak, 2004, p. 74). The American School Counselor Association (ASCA) promotes the school counselor's understanding of the continuum of mental health services, including prevention and intervention strategies for addressing academic personal/ social and career development to enhance student success in school counselor preparation programs (ASCA, 2008, p. 39). However, school counseling students are not required to take courses in psychopathology (Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2009). This gap in training could lead school counselors to believe that they cannot adequately manage eating issues in the school setting. This is not necessarily the case. Although it is outside the school counselor's scope to diagnose students with specific mental disorders, they have a critical role to play in assessment, support, referral, and follow-up services (Geroski, Rodgers, & Breen, 1997). Consultation can enhance this role, and counselors can benefit from the existing knowledge base on consultation (Zins, 2002). In alignment with the ASCA National Model, consultation with parents or guardians, teachers, and community agencies to meet student needs is a key element of the delivery system (ASCA, 2005). ASCA (2005) promotes the delivery of responsive services in the schools to address the wide range of needs and concerns of students through counseling, consultation, and referral. It is possible for school counselors, therefore, to take on an expanded role with regard to eating-related problems in schools that encompasses assessment, consultation, and ongoing case management. Thus, the purpose of this article is to provide school counselors with a resource for assessing and managing eating issues in the schools, including when and how to consult with other human service professionals. …

Counselor Preparation in England and Ireland: A Look at Six Programs

Counselor Preparation in England and Ireland: A Look at Six Programs

Identifying Curriculum Components for Classroom Management Training for School Counselors: A Delphi Study

The Delphi Study was conducted to determine recommended curriculum components to be used in training school counselors to be effective classroom managers when conducting (large-group counseling) classroom guidance. Thirty-five participants, including nationally certified school counselor practitioners and prominent school counselor educators, were the two expert groups in the study. Eighty-nine initial curriculum items were identified, both knowledge and skill items included. After three rounds of the survey, the 40 items that remained were the final recommendations of the expert panel. In further analyses, no statistically significant differences were found when examining responses by expert group, gender, years of experience, or educational level. Specific recommendations are made to incorporate the findings into school counselor preparation programs.

The Journal of Counselor Preparation and Supervision Volume 4, Number 1

The Journal of Counselor Preparation and Supervision Volume 4, Number 1

Current and Emerging Ethical Issues in Counseling: A Delphi Study of Expert Opinions

A Delphi study was conducted to ascertain the opinions of panel experts regarding the most important current and emerging ethical issues facing the counseling profession. Expert opinions on ethical issues in counselor preparation also were sought. Eighteen panelists responded to 3 rounds of data collection interspersed with feedback. Themes that emerged as important ethical issues were ensuring that counselors practice ethically and abide by the American Counseling Association (2005) ACA Code of Ethics, dealing with social justice and diversity issues, strengthening the professional identity of counselors, and ensuring competence in providing services within a climate of change.

Enhancing Role-Play Activities With Pocket Camcorder Technology: Strategies for Counselor-Educators

Counselor-educators can benefit from specific guidelines and creative suggestions when implementing role-play and technology-related teaching strategies in counseling training programs. Therefore, the purpose of this article is to: (a) discuss the use of role-play and video recording in counselor education; (b) introduce counselor-educators to pocket camcorders, which are portable, user-friendly digital video cameras that can be used to create and immediately view video footage in the classroom with students; (c) describe specific role-playing strategies that can be enhanced through the use of pocket camcorders and implemented in a variety of counseling courses; and (d) discuss potential ethical issues that may arise when integrating role-play and video-recording techniques into the counselor preparation curriculum.

Attitudes Regarding Career Counseling: Perceptions and Experiences of Counselors‐in‐Training

The authors explored attitudes regarding career counseling. Interview data were analyzed and conceptualized using grounded theory methods. Peers, faculty, and programs influenced participants' attitudes. Participants' observations regarding instruction and developed understanding of their own career development figured into favorable attitudes regarding career counseling. Data revealed that students did not perceive that they were competent or confident conducting career counseling. Implications for counselor education are discussed.

Preparing International Counselor Educators Through Online Distance Learning

Online learning has emerged as a significant teaching medium, influencing how higher education is conducted in the U.S. and globally. While widely accepted in select disciplines, distance learning as the method for counselor preparation is often met with skepticism or resistance in the counseling profession. The purpose of this paper is to argue for the confluence of distance and global training in counselor education and training, and to illustrate that confluence through examining the teaching and learning process of doctoral students in a distance PhD program accredited by the U.S. Council for Accreditation of Counseling and Related Educational Programs.