This study explored the lived experiences of 21 graduate students in counselor education programs in talking about race, racism, oppression, and privilege in the classroom. We identified four themes from the data that will be shared in the study findings with implications for counselor education, counselor training, and research.

This study investigated the relationships between counselors-in-training (CITs)'s social resources, burnout, engagement, and professional identity, using structural equation modeling. Results showed that CITs' professional identity partially mediated the relationships between social resources and burnout/engagement. Implications for counselor…

Awareness of intersectional privilege is a theme woven throughout the Multicultural and Social Justice Counseling Competencies (MSJCC). However, a paucity of resources exists to guide counselor educators and supervisors in helping counselors-in-training (CITs) examine personal positions of privilege embedded within the MSJCC framework. The…

The purpose of this study was to investigate the professional identity, post-degree experience, and journal article publication counts of 798 editorial board members who served on 22 counseling journals. Implications of these findings for counselor education and editorial board membership are discussed.

School counseling graduate programs can fall short of preparing students with authentic and systems-focused skills in classroom instruction. We offer three problem-based learning assignments for counselor educators to help school counselors-in-training develop pedagogical skills and deliver lessons that address authentic problems facing students…

Using a thematic analysis, we examined the reflections of N = 14 counselors-in-training (CIT) who co-led groups with Afghan refugees. Five themes related to cultural humility emerged from the data. Implications for counselor educators leading community engaged programs that build cultural humility are discussed.

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…

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…

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.

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…

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…

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.

Our study examines the differential item functioning of the Counselor Competencies Scale--Revised (CCS-R) scores due to respondents' gender, the type of evaluation, and a combination of these two variables using a large sample (N = 1614). Implications of the findings are offered to inform counselor educators and supervisors using the CCS-R and…

Counselor trainees in recovery from substance use often have a foundational recovery identity; they also develop a professional counselor identity through their training. This study utilized narrative inquiry to explore the integration of professional identity and recovery identity. Resonant threads and narrative tensions emerged from the storied…

In this constructivist grounded theory study, 12 White mental health counselors committed to antiracism were interviewed to explore their professional identity development. The emergent theoretical model of antiracist counseling identity development is a multifaceted lifelong developmental process that manifests through personal and professional…