Level Counseling Programs Research Articles

Master's‐Level Counseling Students of Color in Personal Growth Groups: A Phenomenological Study of Congruence

This study investigated the phenomenon of congruence for students of color (N = 6) in master’s‐level counseling programs using interpretive phenomenological analysis. The authors identified 3 main themes: (a) congruence‐facilitating experiences (safety and necessity), (b) congruence‐inhibiting experiences (micro‐ and macroaggressions and risks and consequences), and (c) personal and professional influences (microaggressive stress and interpersonal awareness and empathy).

The Lived Experiences of Men in a Master's Counseling Program

Using phenomenological methodology, the authors explored the experiences of 11 men in a master's‐level counseling program. Participants described the challenges and advantages of being a minority in number, being in a relational environment, and having an awareness of a patriarchal system. These findings suggest the importance of counselor educator awareness of the unique barriers male students face.

Confluent Education in a Counseling Psychology Program

This study examined the effectiveness of using a humanistic teaching model in a graduate level counseling program. Specifically, the Confluent Education model was implemented in a Master’s level, psychological assessment course. The results of a knowledge test suggested only marginally significant differences between the experimental and traditionally taught (control) groups. However, the results from student feedback clearly showed that the students in the experimental group preferred Confluent Education over the traditional model, which suggests that Confluent Education is more engaging and increases the student’s confidence in their counseling and critical thinking skills.

Motivational Interviewing Training: A Pilot Study in a Master's Level Counseling Program

ABSTRACTWe examined student outcomes following a semester-length course in Motivational Interviewing (MI) through 2 different pilot studies. Through Study 1 we examined within-group differences, whereas Study 2 allowed us to examine between-group differences. Both studies revealed gains in counselors'-in-training knowledge, attitudes, and empathic helping responses following participation in a semester-long course in MI.

Gatekeeping Practices of Counselor Educators in Master's Level Counseling Programs

Gatekeeping Practices of Counselor Educators in Master's Level Counseling Programs

Examining the Practicum Experience to Increase Counseling Students’ Self-Efficacy

Master's level counseling programs accredited by the Council for Accreditation of Counseling and Related Education Programs (CACREP, 2016) require students to complete practicum and internship courses that involve group and individual or triadic supervision. Although clinical supervision provides students with effective skill development (Bernard & Goodyear, 2004), counseling students may begin practicum with low self-efficacy regarding their counseling abilities and skills. Given the importance of clinical supervision and counselor self-efficacy, it is surprising that there are limited studies that have examined the impact of supervision and practicum experience from the perspectives of supervisees. Almost all studies within this domain are qualitative and involve personal interviews with supervisees or supervisors (e.g., Hein & Lawson, 2008). In order to fill a gap in the literature and document the impact of the practicum experience, this study examined the effectiveness of the practicum experience encompassing direct counseling services, group supervision and triadic supervision to increase counseling students' self-efficacy. First, we provide a literature review regarding group supervision, triadic supervision and counselor self-efficacy. Next, we present findings from a study with 11 counseling practicum students. Finally, we provide a discussion regarding the importance of these findings as well as implications for counseling practice and research.Supervision in Counselor Education CourseworkCACREP requires an average of one and a half hours of weekly group supervision in practicum courses that involves an instructor with up to six counseling graduate students (Degges-White, Colon, & Borzumato-Gainey, 2012). Borders et al. (2012) identified that group supervisors use leadership skills, facilitate and monitor peer feedback, and encourage supervisees to take ownership of group process in group supervision. Borders and colleagues (2012) identified several benefits in group supervision, including exposure to multiple counselor styles and ability to learn about various educational issues. There also were challenges such as limited helpful feedback, brevity of case presentations, timing of group meetings and lack of educational opportunities. In another study, Conn, Roberts, and Powell (2009) compared hybrid and face-to-face supervision among school counseling interns. There were similarities in perceptions of quality of supervision, suggesting that distance learning can provide effective group supervision. CACREP counseling programs also require students to receive one hour of weekly supervision from a faculty member or doctoral student supervisor. Triadic is one form of supervision that involves a process whereby one supervisor meets and provides feedback with two supervisees (Hein & Lawson, 2008). Hein and Lawson (2008) explored supervisors' perspectives on triadic supervision and found increased demands on the role of the supervisor. For example, supervisors felt additional pressure to support both supervisees in supervision. Additionally, Lawson, Hein, and Stuart (2009) investigated supervisees' perspectives of triadic supervision. Noteworthy findings included: some students perceived less time and attention to their needs; importance of compatibility between supervisees; and careful attention must be given when communicating feedback, particularly if negative feedback must be given.Finally, Borders et al. (2012) explored supervisors' and supervisees' perceptions of individual, triadic and group supervision. Benefits included vicarious learning experiences, peer-learning opportunities, and better supervisor feedback, while challenges included peer mismatch and difficulty keeping both supervisees involved.Counselor Self-EfficacyOne of the most important outcome variables in counseling is self-efficacy. Bandura (1986) defined self-efficacy as individuals' confidence in their ability to perform courses of action or achieve a desired outcome. …

Examining How the Adlerian Life Tasks Predict Anxiety in First-Year Counseling Students

The authors examined how the five life tasks of Adlerian theory predicted anxiety in 183 entry-level counseling students using the Five Factor Wellness Inventory (5F-Wel). Data was collected on beginning counseling students for three years from four separate master’s-level counseling programs across three different regions in the continental United States. Results found four significant predictors of anxiety. Suggestions for academic interventions and implications for future research are discussed.

Insights Gained From a Cultural Contexts Counseling Course in a Rural Setting

The intention of this study was to explore the ways in which graduates of a master’s level counseling program reflect their knowledge and experiences gained during a required course entitled, “Cultural Contexts in Counseling.” Seven graduates of the counseling program participated in the study. The study took place at a state university located in a rural, racially homogenous region of the northeast. Using a qualitative design, the researcher, who was also the course instructor, solicited feedback from her former students who had taken the course at least one year prior to the time of the study. Participants responded via email, answering questions regarding their level of cultural competency before and after taking this class, whether there were any activities and/or experiences that the participants feel changed the way they view and/or interact with people unlike themselves and what were they, and were there any aspects of this course that participants feel impact them on a regular basis? The responses were then coded for themes and gleaned for similarities in opinion regarding the course’s strong points. The findings indicate that all participants felt strongly about the long-term impact of a couple of the course activities in regard to their cultural competence as counselors. The implications of these findings contribute to the field of best practices in multicultural education, particularly for universities in rural settings.

An Exploration of Substance Abuse Course Offerings for Students in Counseling and Social Work Programs

ABSTRACTBackground: Counseling and social work programs educate future practitioners who are likely to be engaged in direct practice with individuals impacted by substance use disorders. Recent changes to policy and practice, including the Affordable Health Care Act and DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, 5th Edition), contribute to the ongoing need to develop substance abuse competencies among mental health professionals at all educational levels and across multiple disciplines. Methods: The authors reviewed programs of study and course catalogs identified and accessed online for counselor education, Bachelor of Social Work, and Master of Social Work programs to identify offered and required courses focused on substance abuse, as determined by course title and description. Results: Of the 97 master's-level counseling programs reviewed, 67 required at least 1 course in substance abuse and 12 offered at least 1 elective in substance abuse. Of the 89 Bachelor of Social Work programs reviewed, 3 required at least 1 course in substance abuse and 40 offered at least 1 elective in substance abuse. Of the 58 Master of Social Work programs reviewed, 1 program required at least 1 course in substance abuse and 37 offered at least 1 elective. Conclusion: The continual need to advocate for education and development of substance abuse practitioners across professions is discussed, and directions for future research are described.

The Experiences of Black Master's Counseling Students: A Phenomenological Inquiry

This phenomenological study investigated the experiences of 8 Black students enrolled in a master's‐level counseling program. Five themes central to participant experiences were identified: (a) isolation as a Black student, (b) tokenization as a Black student, (c) lack of inclusion of Black counselor perspectives within course work, (d) differences between support received by faculty of color and support received by White faculty, and (e) access to support from people of color and White peers. Implications for counselor educators and study limitations are discussed.

Teaching a Course on Creativity in Counseling: Ideas for Counselor Educators

This column is designed to underscore relationally based creative teaching practices used by counselor educators in the classroom. Our intention is to provide examples of novel, innovative ways for counselor educators and students to deepen their learning while collaborating toward a spirit of connection and cooperation. If you have implemented a creative teaching method or if you have adapted an existing method that you would like to share with readers, please follow submission guidelines in the author information packet available at http://www.creativecounselor.org/Journal.html The benefits of creativity in counseling have been proclaimed by authors; however, training on creativity is sparse. Some literature exists on ways to implement a course on creativity in counseling, and certain counseling programs have incorporated classes and workshops on creativity in master's-level counseling programs. Still, there has been a call for more detailed descriptions for teaching the arts in counseling. In addition, bridging the gap between academia and creativity has been cited as an important consideration for educators interested in creativity in counseling (Carson & Becker, 2004). This article is an answer to the call for more detailed descriptions for teaching creativity in counselor education. As well, it details how to bridge the gap between academia and creativity.

The Impact of a Mind/Body Medicine Class on Counselor Training

This first-person narrative explores the impact of mindfulness training in the form of qigong, yoga, and meditation on the developing clinical skills of a student in the master's-level counseling program at Montana State University. It explores the ways in which mindfulness helped the author to be more fully present in session and to tolerate both her own internal distress and the distress of her clients.

Critical Incidents Among Novice Counselor Trainees

The authors attempted to gain an understanding of critical incidents (CIs) from the perspective of novice counselor trainees during their 1st year of supervised clinical practicum. Journals kept by 9 trainees in master's-level counseling programs were qualitatively analyzed using the discovery-oriented research methodology (A. Mahrer, 1988). One hundred fifty-seven CIs emerged in 5 major categories: (a) professional identity, (b) personal reactions, (c) competence, (d) supervision, and (e) philosophy of counseling. Implications of the findings are discussed for counselor development theory and research, as well as counselor training.

Reflecting Teams and Microcounseling in Beginning Counselor Training: Practice in Collaboration

This study examined the integration of the Reflecting Team Method (T. Andersen, 1991) and the Microcounseling Model (A. E. Ivey & M. B. Ivey, 2003) as a collaborative counselor training option. Reflecting team reflections, client–counselor role plays, and feedback from master's‐level students were transcribed and analyzed for themes; 10 themes were identified.

Trainee Competence in Master's‐Level Counseling Programs: A Comparison of Counselor Educators' and Students' Views

Forty‐five counselor educators and 62 master's‐level counseling students were surveyed to compare faculty members' perceptions of trainee competence with students' own views. As anticipated, students reported higher deficiency rates than did their faculty. Combined with the intervention rates reported by corresponding faculty, students' reports suggested that as many as 21% of their peers may be professionally deficient and that the majority of these may progress through their training without remediation. Together with students' anticipated reactions to their own identification for remediation or dismissal, these findings underscore the importance of implementing effective procedures for reviewing the professional fitness of counselors‐in‐training.

Spirituality in Counseling: What Do Counseling Students Think About It?

The author discusses students' reactions to 4 seminars. 1‐hour each, on the topic of spirituality in counseling. Students were enrolled in a master's‐level counseling program, Several issues emerged that have implications for the training of counselors on spiritual issues, including students' level of comfort with discussing spiritual issues, the difficulty of defining spirituality, client and counselor readiness to explore spirituality, and training issues in the area of spirituality.

An Examination of Final Evaluation Methods Used in Master's Level Counseling Programs

This article reports the findings of a national study examining methods used for final evaluation in master's level counseling programs.

DSM-III—R Training in Master's-Level Counseling Programs

The DSM-III--R is used by the subdisciplines of mental health including psychiatry, psychology, and social work. Yet, of all subdisciplines, it has historically met the most resistance from the counseling profession. Until the early 1980s, discussion of the DSM in the counseling literature was taboo. It has only been in the last 10 years that counselors have begun to discuss the role of the DSM in counseling. The purpose of this investigation was to examine the actual extent of DSM-III--R training in counseling programs. Analysis suggested that the counseling programs have included training in psychiatric diagnosis, but this training continues to meet resistance as it is inconsistent within the curricula of such programs.

Conceptual level and therapeutic responsiveness among counselor trainees

This study examined the relationship between conceptual level (CL) and therapeutic responsiveness (TR) among counselor trainees. It was hypothesized that trainees with high CL’s would be more able to formulate clinical impressions, be aware of their affective states, and make more effective verbal explorations to challenging and provocative client statements than their low CL counterparts. Additionally, it was hypothesized that empathy (EU) could be predicted from TR. Sixty-nine trainees from two master’s level counseling programs were assessed for CL (using the “This I Believe” Test) and for TR (using the Therapeutic Response Measure), and empathy (using the Emphathic Understanding Scale). Consistent with the literature the high CL participants functioned better as counselors on the TR task, although contrary to prediction, neither the high nor the low CL groups functioned well on this task. Significant differences between high CL and low CL’s were found for: awareness of affect p<.05; ability to respond effectively p<.01, and for overall TR, p<.001. Findings support the hypothesis that there is a relationship between CL and TR, and that TR is a predictor of empathic responding p<.05.