Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
Descriptor
| Counselor Educators | 2 |
| Advocacy | 1 |
| Counselor Attitudes | 1 |
| Counselor Training | 1 |
| Doctoral Students | 1 |
| Experiential Learning | 1 |
| Grounded Theory | 1 |
| Knowledge Level | 1 |
| Mentors | 1 |
| Modeling (Psychology) | 1 |
| Models | 1 |
| More ▼ | |
Author
| Limberg, Dodie | 2 |
| Gold, Joshua | 1 |
| Minton, Casey A. Barrio | 1 |
| Nelson, Kimberly | 1 |
| Newton, Therese | 1 |
| Ohrt, Jonathan | 1 |
| Super, John T. | 1 |
| Swartz, Melissa Robinson | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSwartz, Melissa Robinson; Limberg, Dodie; Gold, Joshua – Counselor Education and Supervision, 2018
The authors examined the experiences of 10 peer-nominated exemplar counselor advocates using grounded theory methodology (Strauss & Corbin, [Strauss, A., 1998]). Analysis by the authors yielded a model of how exemplar counselor advocates develop a social justice interest and provided key insights on how counselor educators can enhance social…
Descriptors: Qualitative Research, Advocacy, Grounded Theory, Models
Download full textLimberg, Dodie; Newton, Therese; Nelson, Kimberly; Minton, Casey A. Barrio; Super, John T.; Ohrt, Jonathan – Professional Counselor, 2020
We present a grounded theory based on interviews with 11 counselor education doctoral students (CEDS) regarding their research identity development. Findings reflect the process-oriented nature of research identity development and the influence of program design, research content knowledge, experiential learning, and self-efficacy on this process.…
Descriptors: Researchers, Professional Identity, Counselor Training, Counselor Educators
