Showing papers in "Counselor Education and Supervision in 2010"
TL;DR: In this paper, the authors used grounded theory methodology to describe the transformational tasks that are required for professional identity development, including finding a personal definition of counseling, internalizing responsibility for professional growth, and developing a systemic identity, all simultaneously manifesting as students progress from focus on experts to self-validation.
Abstract: Professional identity development is an important professional issue Examining the lived experiences of counselors-in-training (CITs), the authors used grounded theory methodology to describe the transformational tasks that are required for professional identity development Tasks include finding a personal definition of counseling, internalizing responsibility for professional growth, and developing a systemic identity—all simultaneously manifesting as students progress from focus on experts to self-validation Counselor educators can facilitate movement through these transformational tasks by helping CITs to increase self-evaluating, self-motivating, and self-locating within a professional community
277 citations
TL;DR: In this paper, the authors provide a brief history of the social justice movement within the Association for Counselor Education and Supervision and discuss the importance of addressing social justice issues in counselor education and supervision.
Abstract: In this introduction to the special issue of the Counselor Education and Supervision journal, the guest editors provide a brief history of the social justice movement within the Association for Counselor Education and Supervision and discuss the importance of addressing social justice issues in counselor education and supervision. The authors challenge all counselors to make social justice an integral part of their work.
81 citations
TL;DR: An emergent theory of Chi Sigma Iota chapter leadership and professional identity development in early career counselors is presented in this paper, with implications for counselor educators, CSI leaders, and counseling students and professionals.
Abstract: As the academic and professional honor society of counseling, Chi Sigma Iota (CSI) has been recognized in developing advocacy, leadership, and professional identity in student and professional members. A qualitative, grounded theory study was conducted to investigate experiences of 15 early career counselors who were CSI chapter leaders as graduate students. An emergent theory of CSI chapter leadership and professional identity development in early career counselors is presented. Implications are discussed for counselor educators, CSI leaders, and counseling students and professionals, with suggestions made for future research.
77 citations
TL;DR: In this article, the authors share a rationale for integrating a social justice advocacy orientation in supervision, discuss the connection between diversity and social justice counseling competence, address challenges faced by supervisors, and suggest specific strategies for use in supervision to prepare counselors to be social justice counselors advocates.
Abstract: Over the past several years, there has been an increased focus on integrating not only multiculturalism in the counseling profession, but also advocacy and social justice. Although the professional literature addresses the importance of cultural competence in supervision, there is a paucity of information about social justice advocacy in relation to the process of counseling supervision. In this article, the authors share a rationale for integrating a social justice advocacy orientation in supervision, discuss the connection between diversity and social justice advocacy counseling competence, address challenges faced by supervisors, and suggest specific strategies for use in supervision to prepare counselors to be social justice counseling advocates.
62 citations
TL;DR: In this article, an analysis of published regulations and telephone interviews with board administrators nationwide suggests that boards agree generally on 7 aspects of technology-assisted distance practice that need to be regulated, however, boards are disparate and often polarized in their views regarding the extent and type of regulation needed for each aspect.
Abstract: Counseling licensure boards report emerging needs to regulate technology-assisted distance counseling and supervision. An analysis of published regulations and telephone interviews with board administrators nationwide suggests that boards agree generally on 7 aspects of technology-assisted distance practice that need to be regulated. Nevertheless, boards are disparate and often polarized in their views regarding the extent and type of regulation needed for each aspect. Current trends may have important implications for counselor education, supervision, and practice.
62 citations
TL;DR: The authors investigated the effect of two counseling ethics courses on 64 master's-level counselor education students' levels of social-cognitive development, ethical and legal knowledge, and ethical decision making.
Abstract: Counselors are required to have high levels of social-cognitive development, significant knowledge regarding ethical and legal practice, and sound ethical decision-making processes to provide effective and ethical services to their clients. This study investigated the effect of two counseling ethics courses on 64 master's-level counselor education students' levels of social-cognitive development, ethical and legal knowledge, and ethical decision making. Students' ethical and legal knowledge scores increased significantly, and precourse social-cognitive maturity predicted postcourse ethical and legal knowledge scores. Implications for counselor education and development are discussed.
59 citations
TL;DR: A review of the empirical and theoretical literature on implicit bias as it relates to counselor education can be found in this article, where the authors discuss the integration of implicit bias into the concepts of multicultural knowledge, awareness, and skill.
Abstract: The author reviews the empirical and theoretical literature on implicit bias as it relates to counselor education. Counselor educators can integrate implicit bias into the concepts of multicultural knowledge, awareness, and skill. Knowledge about implicit bias includes its theoretical explanation, measurement, and impact on counseling. Awareness of implicit bias requires specialized assessment independent of self-reported bias. Skills related to implicit bias include intentionality in thought and behavior and long-term commitment to changing biased thought patterns.
59 citations
TL;DR: This article examined four counselor educators' process of integrating social justice constructs into their pedagogy and found four primary experiences that emerged in the participants' descriptions of their integration of social justice into their work.
Abstract: The topic of social justice has received considerable attention in the counseling literature; however, little empirical research exists. This grounded theory study examined 4 counselor educators' process of integrating social justice constructs into their pedagogy. Data analysis revealed 4 primary experiences that emerged in the participants' descriptions of their integration of social justice into their pedagogy. Implications for counselor educators and future research are presented.
58 citations
TL;DR: The effectiveness of multicultural training among a sample of predominately Hispanic counseling students was examined in this article, and the results of a series of 2-factor repeated measures analysis of variance and follow-up paired-samples t tests suggest that multicultural training was effective in increasing students' multicultural competencies and in improving their cognitive racial attitudes.
Abstract: The effectiveness of multicultural training among a sample of predominately Hispanic counseling students was examined. The results of a series of 2-factor repeated measures analysis of variance and follow-up paired-samples t tests suggest that multicultural training was effective in increasing students' multicultural competencies and in improving their cognitive racial attitudes. Students' affective racial attitudes were not changed. Students' perceptions of their multicultural training suggest that students from diverse racial/ethnic backgrounds may experience multicultural training differently and unique life experiences may help explain this difference. Counselor educators may wish to use a variety of training experiences to provide multicultural training that is effective across diverse student populations.
54 citations
TL;DR: In this article, the authors describe the intentional preparation of school counselors to be social justice advocates in schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for school Counseling Programs and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards.
Abstract: Social justice in the education of all K-12 students begins with school counselors; preparing school counselors as advocates and leaders who can implement these principles in U.S. schools begins with counselor educators. Suggestions for intentional preparation of school counselors to be social justice advocates in schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for School Counseling Programs (2005) and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards are described. Ideas for educating school counselors as effective advocates in the context of specific training experiences throughout counselor training programs are provided.
53 citations
TL;DR: In this paper, the authors discuss how incorporating emancipatory communitarianism and values discussions into counseling theories pedagogy can enhance critical thinking and self-exploration among developing students.
Abstract: As they explore counseling theories, students are encouraged to examine their own values, attitudes, and beliefs to find congruence with these theories. This traditional approach inadequately addresses the social injustices that may be perpetuated by selecting theories that further oppress clients and other marginalized communities. Prilleltensky (1997) introduced a social justice paradigm, emancipatory communitarianism, to address the limitations of existing theories on the basis of their underlying values. The authors discuss how incorporating emancipatory communitarianism and values discussions into counseling theories pedagogy can enhance critical thinking and self-exploration among developing students. Implications for counseling pedagogy, practices, and research are discussed.
TL;DR: In this article, Loevinger et al. explored the nature of general and domain-specific cognitive complexity of counselors and identified counseling experience, supervisory experience, counselor education experience, and highest counseling degree completed as significant predictors of counselor cognitive complexity.
Abstract: Counselor cognitive complexity is an important factor in counseling efficacy. The Counselor Cognitions Questionnaire (L. E. Welfare, 2006) and the Washington University Sentence Completion Test (J. Loevinger & R. Wessler, 1970) were used to explore the nature of general and domain-specific cognitive complexity. Counseling experience, supervisory experience, counselor education experience, and highest counseling degree completed were identified as significant predictors of counselor cognitive complexity. Implications for counselor education are discussed.
TL;DR: In this article, the authors present a case study and suggestions for implementation in counselor education, including benefits, specific details, and pitfalls related to conducting single-case research with children.
Abstract: Counselor education programs are ethically bound to teach methods of research and evaluation so counselors may identify counseling methods that have a reasonable probability of success. Single-case design represents rigorous research practice, is amenable to practice, and allows the practitioner the opportunity to explore interventions from quantitative and qualitative perspectives. Key elements of single-case methodology are reviewed, including benefits, specific details, and pitfalls related to conducting single-case research with children. A case study and suggestions for implementation in counselor education are provided.
TL;DR: In this paper, the authors of articles accepted for publication in Counselor Education and Supervision from the past 25 years were reviewed in a meta-study to identify trends over time in author characteristics and article characteristics (article type, research design, sample, sample size, types of participants, and statistical procedures and sophistication).
Abstract: Patterns of articles accepted for publication in Counselor Education and Supervision from the past 25 years were reviewed in this meta-study. Results were described and statistically analyzed to identify trends over time in author characteristics (sex, institutional classifications, employment setting, domicile) and article characteristics (article type, research design, sample, sample size, types of participants, and statistical procedures and sophistication).
TL;DR: In this paper, a 6-step process for conducting research with the data sets is explicated: determining research questions, accessing the data set, understanding the study's sample design, determining an analytic sample, considering pertinent data analysis issues, and understanding the limitations of using the dataset.
Abstract: National longitudinal databases hold much promise for school counseling researchers. Several of the more frequently used data sets, possible professional implications, and strategies for acquiring training in the use of large-scale national data sets are described. A 6-step process for conducting research with the data sets is explicated: determining research questions, accessing the data set, understanding the study's sample design, determining an analytic sample, considering pertinent data analysis issues, and understanding the limitations of using the data sets. Suggestions for preparing school counseling researchers and potential themes for future research are outlined.
TL;DR: In this paper, a quantitative study of counseling educators at research institutions found that a greater likelihood of deviation from acceptable research practices than did tenured faculty members participated in responsible conduct of research.
Abstract: In this quantitative study, 187 counselor educators at research institutions
reported engaging in responsible conduct of research (RCR),
with a few individuals reporting deviations from ethical behavior.
Tenure-seeking faculty members indicated a greater likelihood of
deviating from acceptable research practices than did tenured faculty
members. The psychological meaningfulness of one's department and
research ethics training positively related to engagement in RCR,
explaining 18% of the variance. Implications for training of research
ethics are discussed, along with suggestions for environmental needs
within counseling departments to potentially increase psychological
meaningfulness for faculty members.