Counselor Education and Supervision

doi: 10.1002/ceas.12202pmid: N/A

Moran, David; Brookover, Dana L.; Goodman‐Scott, Emily

doi: 10.1002/ceas.12257pmid: N/A

Annually, there are school counseling specific counselor educator positions that remain unfilled. There is a need for more counselor educators with school counseling backgrounds. This grounded theory provides a model of the process by which school counselor educators decide to enter academia and what keeps them in their positions, based on focus groups with 32 participants. Results showed the reasons for leaving school counseling, what factors promote entry into school counselor education, and what keeps school counselor educators in that role. Implications for counselor education are provided.

Gantt‐Howrey, Alexandra; Becnel, Alexander; Shi, Yun; Lau, Jared

doi: 10.1002/ceas.12259pmid: N/A

Using quantitative content analysis, we examined the prevalence and use of the Multicultural Social Justice Counseling Competencies (MSJCC) in 21 ACA journals between June 2015 and July 2021. We found that only 7.62% of the articles (n = 2860) referenced the MSJCC. Implications for counselor educators are discussed.

Waalkes, Phillip L.; DeCino, Daniel Andrew; LeBlanc, Joe; Phelps‐Pineda, Monica Maria; Somerville, Tiffany; Flynn, Stephen V.

doi: 10.1002/ceas.12261pmid: N/A

We conducted a content analysis of generic qualitative counseling dissertations (GQR; N = 70), examining their methodological justifications, coherence, and trustworthiness. Dissertations authors often presented vague methodological justifications. Findings have implications for constructing methodological justifications, integrating relevant literature, and awareness of how GQR compares to other qualitative methodologies.

Cook, Ryan M.; Crabtree, Rachel; Sackett, Corrine R.; Baylin, Andrea; Sharma, Jyotsana

doi: 10.1002/ceas.12265pmid: N/A

We examined doctoral students’ experiences of nondisclosure with their dissertation chairs. Using a hermeneutic phenomenology design, we analyzed two individual interviews of 10 doctoral students. We identified the following three themes: (a) the professional dynamics in the relationship, (b) the interpersonal and cultural dynamics in the relationship, and (c) prioritization of completing the dissertation. Implications for doctoral students and dissertation chairs are discussed.

Li, Chi; Zhu, Peitao; Loveless, Courtney

doi: 10.1002/ceas.12258pmid: N/A

Using a consensual qualitative research method, we interviewed 16 counselors on the challenges that they experienced when working in integrated behavioral healthcare settings. We identified five domains and 13 core ideas among all domains. We also discussed the implications for future counselor training and research.

Fickling, Melissa J.

doi: 10.1002/ceas.12266pmid: N/A

Clarifying counselor education's status as a discipline carries implications for pedagogy, researcher identity development, and knowledge production. In this manuscript, these implications are discussed within a historical context and with attention to the successful career transitions for new counselor educators, as well as those pursuing promotion and tenure in academia.