The counseling profession is quite unique. It is a profession that requires practitioners to employ interventions beyond learned knowledge or acquired skills. Counselors are also required to incorporate self into their counseling practice, a task not easily accomplished. Counselor educators have the difficult role of training individuals to become…

Professional identity development is an important professional issue. Examining the lived experiences of counselors-in-training (CITs), the authors used grounded theory methodology to describe the transformational tasks that are required for professional identity development. Tasks include finding a personal definition of counseling, internalizing…

This quantitative study provides a description of current and best practices for authorship determination in student-faculty collaborative research. Doctoral students and faculty (N = 1,009) in education-related disciplines indicated how authorship decisions are made in common practice, how authorship decisions should be made, and their levels of…

Professional development plans (PDPs) are contracts used to address problematic student behaviors in counselor education. The PDP can be used to systematically document and address (a) faculty expectations of the student, (b) specific behaviors required of the student, (c) tasks in which the student and faculty will engage to facilitate student…

Counselors encounter the needs of youth (3-17 years) in a variety of settings; however, outside of school counseling, the profession faces a lack of preparation, professional development, and research focused on mental health practice with youth. Using the Delphi method, 12 counselor educators and 15 practicing counselors were polled regarding…

Professional development in academia has multiple components, and new counselor educators are often not given clear directions for navigating these components. A model with both content and process components of successfully navigating the 1st year as an assistant professor is presented. In addition, the value of creating a portfolio is…

Focuses on the contributions of Merle Ohlsen to the development of the counseling profession and to the American Association for Counseling and Development. Interviews Ohlsen about his early work history; professional organizations; professional issues including training, mentoring, and individual and group counseling; and the enrichment between…

A conceptual matrix for the development of professional identity as a counselor educator is presented as a method of promoting self-management for doctoral-level counselor education students. Seven areas of intentionality are discussed, suggested activities are provided in each category for a 4-year program period, and implications for current and…

The theme for the Association for Counselor Education and Supervision (ACES) 1993-94 was to promote professionalism, collaboration, and advocacy. To facilitate these goals, the ACES president, Barbara Griffin, engaged the members in a dialogue about change--a change supportive of collaboration and advocacy, a change that called for a strong…

The authors present the results of a survey investigating ethics education practices in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs and counselor educators' beliefs regarding ethics education. Survey responses describe current curricular approaches to ethics education,…

Presents a format for case conceptualization to fill gaps in the literature on the preparation of counselors. The format fosters the systematic collection and integration of clinical data and is intended to complement training in counseling techniques. Model should aid counselors' collection and integration of data. (RJM)

The purpose of this study was to examine the extent to which the structure or patterning of supervisor and supervisee verbal interaction during supervision is enhanced or moderated by: (1) the problem severity (degree of impairment and level of distress of the client); (2) the anxiety of the supervisee and supervisor toward the client and toward…

Examines supervision in terms of social influences processes that result in attitude and behavior change in the trainee. Emphasizes attitude change, which both accompanies and mediates behavior change. Explores the implications of the social influence perspective for understanding supervision and for conducting research on supervision. (RJM)