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ERIC Number: ED555937
Record Type: Non-Journal
Publication Date: 2013
Pages: 173
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-1679-5
ISSN: N/A
The Scholarly Process: A Grounded Theory Exploring How Counselor Educators Promote Scholarship of Counselors-in-Training
Michalak, Megan B.
ProQuest LLC, Ph.D. Dissertation, Idaho State University
The demand for master's level counseling scholarship is on the rise as a call for evidenced based practices persist (Benishek, 1998; Briggs & Pehrsson, 2008; Huber & Savage, 2009). Although there is a demand to increase the amount of counseling produced scholarship, little examination exists regarding how the profession can begin to influence the degree of scholarship. With the demand for more counseling produced scholarship also comes a need for greater involvement of counselor educators to prepare and support counselors-in-training in this endeavor. As this demand for scholarship by master's level counselors increases, counselor educators must be prepared to not only meet the need for training, but also begin to outline how the counselor education profession may encourage and support scholarly pursuits by master's level counselors (Benishek, 1998; Huber & Savage, 2009; Reisetter, et al., 2004). Charmaz's (2006) constructivist grounded theory was used to explore how counselor educators promote scholarship among counselors-in-training. The data was co-constructed with participants and utilized to develop an emergent theory of how these educators influence scholarship within counselor training. Interviews and interpretive dialogue sessions were utilized to collect data, which was then explored to construct several themes, which were endorsed by the participants in a final member check. The final list of constructed themes includes: defining scholarship, unpacking and repacking the bag, use of self, and intervening systemically. From these four categories and the constructed sub-categories, a grounded theory was constructed. The results of this research express the multiple processes these counselor educators experience in promoting scholarship among their counseling students. This research has implications for counselor educators, counselors and supervisors in regards to personal practice as well as professional advocacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A