Professional Identity Development of Counselor Education Doctoral Students

The authors used grounded theory to explore professional identity transitions for 23 counselor education doctoral students in a cross‐section sample based on nodal points in their programs. The transformational tasks that doctoral students face involve integration of multiple identities, evolution of confidence and legitimacy, and acceptance of responsibility as the source of knowledge about the profession. The authors offer implications for training doctoral students.     

Perceptions Regarding the Professional Identity of Counselor Education Doctoral Graduates in Private Practice: A Qualitative Study

Ten doctoral graduates of counselor education programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) who were engaged in full-time private practice were interviewed for this qualitative study to determine how they viewed professional identity.     

Professional Development of Counselor Education Students: An Exploratory Study of Professional Performance Indicators for Assessment

Although training standards for counseling students emphasize the importance of student evaluation, there is a lack of research that specifically describes how counselor educators may systematically assess the professional development of counselors-in-training. This exploratory study sought to determine a set of performance indicators for each of five identified components of professional development to provide counselor educators with an initial framework for assessing the professional growth of master's-level counseling students.     

Counseling Athletes: A New Specialty in Counselor Education

A master's-level specialization in athletic counseling is described. Development of the program, course work, student recruitment, and program evaluation are discussed.     

Conflicts in Counselor Preparation and Professional Practice: An Analysis

The sharp contrast between counselor preparation and professional practice is one of the most perplexing problems in the counseling profession. Most counselor preparation programs attempt to help prospective counselors acquire the skills, the attitude, and the commitment necessary to be helping persons. Too often, however, when the counselor takes a job in a school, he is unable to establish and maintain his helping position. Further, his effectiveness as a helping person may in fact diminish with time on the job. Some possible reasons for this condition include: (a) lack of a systematic approach, (b) regression to attitudes and concerns held prior to entering the profession, (c) conflict between needs of students and institutional demands, and (d) the tendency to set unattainable goals. These conditions contain several implications for the profession and suggest a reexamination of traditional emphases in counselor preparation.     

Counselor Education Program Development: A Communication-Information Model

The common core concept was presented as the vehicle for developing a more adaptive educational program for the counseling profession. The communication model developed was based on the assumption of common elements of role behavior for counselors across agency settings. The model also depends upon the explication of communication and information needs necessary for adequate functioning of the counselor across as well as within settings as the basis for curriculum content. An organizational structure for implementing the communication model was explicated in a training program setting to facilitate the implementation of the model.     

Advancing Counselor Education in Evidence-Based Practice

Evidence-based practice (EBP) is a core priority in counselor education. This paper details one United States’ counselor education program’s self-assessment of its EBP curriculum. Faculty members collaborated to identify challenges and generate solutions to strengthen the EBP emphasis within the program. This paper is intended as a resource for programs working to improve their own training in EBP.     

基于职业发展的高校辅导员职业化建设

辅导员队伍建设的问题已经引起各高校的高度重视.运用职业发展的理念研究高校辅导员职业化,有助于提高辅导员的职业技能、职业道德以及职业意识,有效地促进高校辅导员的职业化进程.文章提出了职业发展和职业化的内涵,分析了高校辅导员发展的现状,并围绕辅导员职业化,从职业发展的角度提出了辅导员职业化的措施.     

Cybercounseling: A New Modality for Counselor Training and Practice

The practice of professional career counseling has evolved to include various computer technologies and services including the Internet. Due to the Internet becoming a pervasive part of society, increasing numbers of mental health practitioners around the world are incorporating the electronic medium into their service delivery. As increasing numbers of counselors use the Internet, professional organizations are developing ethical guidelines for practitioners to follow. This paper discusses ethical considerations related to cybercounseling and provides implications that practitioners should consider when evaluating the medium.     

高校德育工作新路径：职业生涯规划教育

当前高校德育工作实效不高有很多原因。以职业生涯规划教育为德育工作的抓手,可以使德育工作突出“以学生为本”的教育理念,与大学生的发展紧密相联,推动高校德育工作形成合力,使大学生学会自我教育,树立起正确的职业理想和信念。开展职业生涯规划教育,要求高校德育在观念上形成共识,在行动上指向明确、协调一致,从体制、机制上加以改革。     

教师教育新范式：在线专业发展

现代信息技术促发了教师教育的新范式--在线专业发展.教师在线专业发展以现代网络技术为基础,通过构建集阅读、讨论、交流、实践反思于一体的在线学习者共同体来帮助教师学习,以最大程度地促进教师的自主学习和个性化的专业发展;其特点是自主性、交互性、个性化、体验性和经济性;其价值主要体现为有利于激发教师自主的专业发展意识,形成教师的合作学习精神,提高教师的信息化教学能力.     

Restructuring the On-Campus Counselor Education Laboratory: Contemporary Professional Issues

An accountability model for addressing contemporary issues in the development and operation of on-campus practicum laboratories is presented. A case illustration provides an example of the model's potential use. Implications for counselor education programs are discussed.     

Measuring Professional Identity Development Among Counselor Trainees

This study examined the differences in professional identity development between novice and advanced counselor trainees (N = 161). Multivariate analyses of variance indicated significant differences between groups. Specifically, advanced counselor trainees demonstrated greater professional development compared with novice counselor trainees. No differences existed between groups with understanding of professional orientation and values. Implications are presented.     

Interpreting a Community of Practice Perspective in Discipline-Specific Professional Development in Higher Education

Through this study we explored a community of practice framework applied to faculty professional development at a mid-size state university in order to examine the issues unique to discipline-specific professional development in higher education. Through content-focused professional development activities conducted by the authors, several key areas were identified that point to challenges in building a faculty community of teaching practice: (a) the need for a culture of professional development, (b) developing old-timers and recruiting newcomers, (c) the need for teaching scholars to coordinate professional development, (d) challenging the “culture of service”, and (e) the need for a language to mediate thinking about practice. Maria Blanton  received a Ph.D. in Mathematics Education from North Carolina State University. She is currently a Senior Executive Research Associate in the Kaput Center and an Associate Professor in the Science, Technology, Engineering and Mathematics Dept at the University of Massachusetts Dartmouth. Her research interests focus on applications of sociocultural theory in understanding teaching and learning mathematics in both elementary grades and higher education. Despina Stylianou  received an Ed.D. in mathematics education from the University of Pittsburgh. She is Associate Professor in the Department of Secondary Education at the City College of New York. Her research interests are in the area of mathematical cognition; her work explores the mathematical skills, sensibilities, and habits of mind and action that are critical to doing, learning, and using mathematics proficiently.     

Salient Effects of Practice Poster Sessions on Counselor Development: Implications for Research Training and Professional Identification

This study examined the effects of a 2-step practice poster session on first-year doctoral students' self-efficacy beliefs about making professional presentations, and evaluated the usefulness of an active-learning teaching assignment. Quantitative and qualitative data were collected from participants after each of 2 practice poster sessions. The results (a) suggest that the relatively brief training exercise significantly increased participants' self-efficacy to give scholarly presentations, and (b) replicate earlier reports about the usefulness of the learning assignment.     

Clinical Practice in Master's Level Rehabilitation Counselor Education

Clinical practice in rehabilitation education represents an essential component in the graduate student's course of study and serves as a transition between the didactic learning of the classroom and the employment of the student as a professional counselor. Although the value of clinical practice is well established in master's level rehabilitation education, a number of potential problems currently exist. The author examines several issues related to supervision in clinical practice and provides suggestions for clarification.     

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.