This qualitative study delved into the lived experiences of individuals who identify as Black, Indigenous, and people of color (BIPOC). Specifically, the study investigated encounters with racial microaggressions among BIPOC counselor education faculty and doctoral students through a qualitative research approach. The research question was,…

This study served as an initial investigation into necessary components of successful mentorship at the doctoral level within Counselor Education and Supervision (CES). This study utilized Q methodology to explore the perceptions of thirteen doctoral students who identified as having a CES faculty mentor. Mentorship is a vital component of…

Despite the increasing presence of international students in U.S. counseling programs and a growing body of literature addressing the varied challenges encountered by international counseling students, there is no literature and research in counselor education concerning the unique experiences of international students enrolled in U.S. school…

The counseling field is predicated on seeing a need and striving to fill it, and in so doing ensure that individuals are given proper mental health care, are aided in their educational process, or assisted in their journey toward a more fulfilling life. One issue that inhibits counselors from serving in this capacity is problematic values among…

This transcendental phenomenological study sought to understand the experiences of graduate counselor students during the development of their ethnic and racial identity (ERI). The research questions for the study were: How do counseling students experience ethnic and racial identity development during their graduate program and what is the…

The supervisory working alliance helps counselors-in-training (CITs) develop into licensed professionals. During supervision, CITs encounter challenges that lead to feelings of shame. This shame left unaddressed can lead to ruptures in the supervisory alliance. The experience of CITs feeling shame in supervision has been given little attention in…

In order to maintain the integrity of the counseling profession and protect clients from potential harm, counselor educators must engage in appropriate gatekeeping practices. While remediation remains an essential component of counselor educators? gatekeeping responsibilities, counselor education lacks consensus on the best way to approach the…

Despite the increased need for counselor educators, less than half of graduates of counselor education and supervision (CES) programs enter into faculty positions after graduation. There is also a significant lack of diversity among counselor educators. Some researchers found that the quality of a mentoring relationship influences the mentee's…

Millions of individuals in the United States experience problematic substance use that progresses to Substance Use Disorder (SUD). Many people who eventually achieve remission of their SUD symptoms seek vocational and personal fulfillment through pursuing a career in behavioral health counseling with a specific focus in counseling for addictions.…

Supervision aims to protect clients and continue the development of supervisees. After graduation from formal counseling programs, supervision becomes the primary teaching, learning, and evaluative setting. Supervisors are tasked with monitoring and advancing their supervisees' skills and abilities, including multicultural competence and cultural…

As the counseling profession continues to evolve and change, there is a growing need for more professional counselors who are appropriately trained. Research indicated that a high percentage of prospective and current counseling graduate students lacked awareness of the Council for Accreditation of Counseling and Related Educational Programs…

The goal of counselor training programs is to equip graduates to work with a wide variety of clients with diverse backgrounds, cultures, and identities. Multicultural competence is a required part of the 2016 CACREP (Council for the Accreditation of Counseling and Related Educational Programs) Standards, but disability lacks equitable inclusion in…

The Council for Accreditation of Counseling and Related Education Programs (CACREP) specifically addresses the need for counselor preparation programs to integrate diversity throughout their entry-level instruction (CACREP, 2015). For instance, Section 2.F.2. of the CACREP's standards includes several considerations regarding diversity and…

Using a basic qualitative research design, this author interviewed eight Latino doctoral students in counseling programs about their professional identity development experiences. The author analyzed the data from a Latino Critical Race theoretical perspective to explore the ways in which power and privilege played a role in the participants'…

This study focused on the preparation of doctoral students enrolled in counselor education and supervision (CES) programs for their future responsibilities as teachers. Specifically, this study examined the relationship between CES doctoral students' self-efficacy toward teaching, as measured by the Self-Efficacy toward Teaching Inventory (SETI),…