Educating Future Counselor Educators

The literature in Counselor Education and Supervision has had a variety of focuses, ranging from humanistic counselor education (Chenault 1968) to systems technique in training (Canada & Lynch 1975) and from Arbuckle (1974) to Ellis (1974) and back (Arbuckle 1975). However, there has been a scarcity of articles directed toward the education of future counselor educators who will lead the way in innovation, training, and research. I gather that this group has not been intentionally disregarded but that, through various counselor education programs, graduate students are given the opportunity to emerge as counselor educators. This process must vary with each institution. I would like to share one avenue that is being taken to help future counselor educators develop competencies in professional writing and convention program presentations.     

Characteristics of Counselor Educators

Counselor educators of 1964 are described comparatively through use of data obtained from a U.S. Office of Education directory of counselor educators and membership directories of APGA and APA. Highest degree groups were used for most comparisons, but ACES regional and professional membership groups were also used. PhDs outnumbered EdDs appreciably and Masters plus Others fell far behind both. Three ACES regions outranked the two others significantly on proposition of PhDs. APGA membership was higher than APA with EdDs ranking first on the former and PhDs on the latter. Employment, certification, and licensure and professional interest data showed PhDs more psychologically oriented than EdDs. Overall, the group represented education more than psychology and limited commitment to and interest in counseling and counselor education.     

Counselor Educators: Comparing NDEA and Non-NDEA Participants

This study examines the impact of National Defense Education Act (NDEA)-sponsored programs on current counselor educators. Questionnaires were sent to half of all counselor educators listed as teaching three-fourths time or more in a counselor education program. NDEA- and non-NDEA-sponsored respondents are compared in terms of demographic variables, professional productivity leadership measures, and perception of NDEA impact.     

Ethical Concerns for Counselor Educators

This article identifies four areas of ethical concern in counselor education. Counselor educators in the Southern Association for Counselor Education and Supervision (SACES) region were surveyed regarding their attitudes and practices concerning these four areas. Survey results with conclusions and recommendations are given. Vignette 1: J. Jones, a single counselor education professor, is told by K. Adams, a single female graduate student in one of his classes, that she finds him very attractive. She then invites him to her home for dinner. Vignette 2: J. Smith, a student and advisee of counselor educator M. Thompson, is taking a group dynamics course from her this semester. He believes that participation in the course has triggered his desire to work on some issues in his personal life. He approaches Dr. Thompson to be his counselor. Vignette 3: Counselor educator F. Rogers suggests an idea for a research study to graduate student P. Collins. Ms. Collins carries out the study and submits a paper describing it in order to meet a requirement in Dr. Rogers's class. Dr. Rogers later decides that with some revision this paper could be publishable. He spends many hours revising the paper so that it is suitable for publication. When he submits it, he lists himself as first author. Vignette 4: Counselor educator A. Johnson is serving on C. Young's dissertation committee. Ms. Young, who is a training director at a major business in the community, offers Dr. Johnson a lucrative consulting contract with her company.     

Ward v. Wilbanks: Counselor Educators Respond

This article investigated 71 counselor educators' perspectives and pedagogical practices related to Ward v. Wilbanks (2009) and the American Counseling Association (ACA) response to the case. The authors used qualitative content analysis to identify 6 themes from survey data: (a) views on gatekeeping and student training; (b) perceptions of Julea Ward and Eastern Michigan University; (c) values, skills, and competency; (d) reactions to ACA policy on referral; (e) initiation of ethical responsibility to client; and (f) Ward v. Wilbanks: impact on the profession.     

Wellness of Minority Female Counselor Educators

Minority female counselor educators are faced with numerous challenges. This qualitative study revealed that for female minority counselor educators, these challenges continue to negatively affect their professional and personal experiences. It is through operational wellness practices and optimal balance and functioning that minority female counselor educators have often prevailed. Implications for minority female counselor educators, university administrators, and counselor educators from the majority population are provided.     

Counselor Educators and Qualitative Research: Affirming a Research Identity

The lack of enthusiastic research activity among counseling professionals has been a subject of professional concern for the last 2 decades. Many graduates of counselor education programs are not connected to academic research and do not establish a research identity. Qualitative research methods have the potential for creating this connection for some students. To increase understanding of the nature and potential usefulness of this paradigm for increasing counselors' connection to academic research, the authors conducted a phenomenological study to investigate the experiences of counselor education doctoral students as they encountered qualitative research. Students' positive responses were summarized as they reflected 4 themes: worldview congruence, theory and skills congruence, research identity and professional viability, and holistic nature of perceptions and experiences.     

Continuing Professional Development: Outlook for Counselor Educators and Supervisors

This discussion of continuing professional development for counselor educators and supervisors is based on a study of six professional organizations and their programs of continuing professional development. The study was conducted by ACES's Commission on Professional Development. The commission concluded that most organizations have established offices and committees of members at the national level that administer programs; provide activities directly or sponsor activities conducted by other groups, such as private institutes, universities, and professional organizations; and in some cases offer awards for meeting specific criteria. Recommendations for ACES are to continue conducting specific workshops on selected topics and offer Continuing Education Units for participants, determine the impact of these activities on participants, develop criteria for the ACES Recognition Award in consultation with other organizations that have a similar award, consider sponsoring activities conducted by other groups, and survey the difficulties that a continuing-professional-development program may cause for persons with multiple membership in professional organizations.     

Sabbaticals for Counselor Educators: Purposes,Benefits, and Outcomes

The authors investigated the purposes, benefits, and outcomes of sabbaticals for counselor educators. Forty‐five counselor educators who had taken sabbaticals within the previous 5 years completed an on‐line survey about aspects of their sabbatical leave. Sabbaticals were overwhelmingly reported to be positive and productive experiences that yielded personal and professional benefits.     

Familial and Institutional Factors: Job Satisfaction for Female Counselor Educators

Job satisfaction based on familial and institutional factors was explored for 157 female counselor educators. Results indicate that female associate professors had lower levels of intrinsic rewards domain after controlling for institutional type. Parental responsibility and partnership status were equivocal, with significant interaction effects after controlling for Carnegie Classification.     

Telling of Institutional Oppression: Voices of Minoritized Counselor Educators

The authors use the results of an intersectional critical qualitative inquiry to illustrate the encounters 6 minoritized counselor educators had with institutional forms of oppression. Their findings depict the insidious nature of institutional oppression and suggest that counselor educator experiences may be improved by peer mentorship programs and by the organizational advocacy and accountability efforts of bodies such as the Association for Counselor Education and Supervision.     

Making Our Way Through: Voices of Hispanic Counselor Educators

Through 23 open‐ended questionnaires and 8 individual interviews, this phenomenological study explored the experiences of Hispanic men and women (N = 23) who completed doctoral degrees in counselor education. Six themes were identified: family role models, educational support, parental expectations, ethnic identity, acculturation/cultural expectations, and intrinsic motivation.     

Systematic Training in Client Documentation: Strategies for Counselor Educators

Specific teaching strategies are identified that counselor educators can infuse into existing course work to provide a more systematized approach to training in client documentation.     

Personality and Functional Specialty Preference of Prospective Counselor Educators

This study examined the personality needs of doctoral students in counselor education who preferred functional specialties as administrators or practitioners. The sample consisted of doctoral students in counselor education at 20 southern universities. Achievement, dominance, order, and social recognition needs, as measured by the Personality Research Form (PRF), were found to differentiate between the groups.     

Mentoring Women Doctoral Students: What Counselor Educators and Supervisors Can Do

Based on the experiences of two women completing their university doctoral programs, these case studies offer information about the components of mentoring relationships that facilitate women's performance in higher education.     

Preparing International Counselor Educators Through Online Distance Learning

Online learning has emerged as a significant teaching medium, influencing how higher education is conducted in the U.S. and globally. While widely accepted in select disciplines, distance learning as the method for counselor preparation is often met with skepticism or resistance in the counseling profession. The purpose of this paper is to argue for the confluence of distance and global training in counselor education and training, and to illustrate that confluence through examining the teaching and learning process of doctoral students in a distance PhD program accredited by the U.S. Council for Accreditation of Counseling and Related Educational Programs.     

Publication Patterns of Counselor Educators at Comprehensive Universities

The authors examined the publication patterns of 821 counselor educators across 174 comprehensive universities for the years 2008 through 2017. Nearly half of the sample did not have any journal article publications, and the median number of publications was 1. Several institutional variables were useful for predicting article publication counts.