The growing number of literature on the experiences of international graduate students (Interiano & Lim, 2018; Joshi et al., 2021; Lertora & Croffie, 2019; Seyeneh, 2018; Woo et al., 2015) have not only highlighted the emergence of 'Internationalism' within the profession of counseling and counselor education, it has also shed light on…

A strong sense of community is linked to higher levels of student retention, wellness and quality of education in counselor education doctoral programs. This is particularly true for marginalized students (e.g., race/ethnicity, gender, motherhood status, and international students). Strong, positive faculty relationships with students as well as…

Counselor educators and supervisors (CES), as gatekeepers for the counseling profession, have an ethical responsibility to prepare students to be competent to counsel through training, evaluation and supervision. In addition, CES have an ethical obligation to protect the public and the integrity of the profession by remediating or dismissing…

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…

Grounded theory methodology was employed to explore the experiences of counseling professionals as they work to develop a higher level of cultural competence. Three key findings support the core theme, navigating change toward cultural competent practices: (1) environmental awareness; (2) dispositions toward the development in cultural competency…

In recent years, counselor educators have begun to incorporate the use of the reflecting team process with the training of counselors. Specifically, the reflecting team has been used in didactic courses (Cox, 2003; Landis & Young, 1994; Harrawood, Wilde & Parmanand, 2011) and in supervision (Cox, 1997; Prest, Darden, & Keller, 1990;…

Social work educators have an ethical responsibility to graduate students who are academically, behaviorally and professionally prepared for entry into the social work profession. Although a student's suitability to the profession is not necessarily hindered because of the effects of a psychiatric disability, sometimes it is. When this occurs,…