African American Students in Counselor Education Programs: Perceptions of Their Experiences

The authors explored 11 African American doctoral students' perceptions of their experiences in counselor education programs, and their findings are presented. Using a phenomenological methodological framework, the authors investigated the various systems of support that students use as they navigate their respective programs. Human agency was the theoretical framework for this study, and 4 themes emerged from the data: assertiveness, more experienced African American students, race‐based organizations, and personal and professional care from advisors. Implications for students and counselor education programs are discussed.     

Social Justice and Resilience for African American Male Counselor Educators: A Phenomenological Study

In this phenomenological study, the authors interviewed 4 African American male counselor educators about their social justice efforts. Resulting themes were lifelong commitment to social justice, reaction to resistance, professional and personal support, and the meaning of social justice work. Findings suggest that social justice work can increase professional resilience for African American male counselor educators.     

Foreign-born Counselor Educators: Strengths,Challenges, and Areas of Support

International Journal for the Advancement of Counselling - This article features strengths and challenges indicated by foreign-born counselor educators in programs accredited by the Council for...     

A Phenomenological Investigation of African American Counselor Education Students' Challenging Experiences

This study explored 11 African American doctoral students’ perceptions of challenging experiences in counselor education programs. The authors identified the following themes using critical race theory: feelings of isolation, peer disconnection, and faculty misunderstandings and disrespect. Implications for counselor education programs and policies are discussed.     

Counselor Educators’ Perceptions of and Experiences with International Students

Thirty-six counselor educators’ perceptions and experiences with international student trainees were examined in this online survey research. Findings support the issues identified in the literature as confronting international students and also surface some issues specific to students in counselor training. International counselor education students tend to experience more difficulties in areas related to language, clinical training, adjustment, and cultural differences. Similarities and differences were also found within international student categories involving western and non-western countries and between international and domestic students. Counselor educators in general reported favorably on working with international students. Findings support attention being given to further examine the specific training and supervisory needs of international counseling students.Portions of this article were presented at the 2003 Southern Association of Counselor Education and Supervision Conference, Chattanooga, U.S.A. and at the 2004 American Counseling Association Convention, Kansas City, Missouri, U.S.A.     

Orwell: 1984 and Counselor Educators

In 1949, Eric Blair, the English Socialist, wrote his powerful novel, 1984, under the pen name of George Orwell. The novel depicted a world in the year 1984 where the masses would be controlled by technology masterfully manipulated by “Big Brother.” The Ministry of Truth would provide such slogans as “War is Peace,” “Freedom is Slavery,” and “Ignorance is Strength.” The old languages of the world would be replaced by the official language of 1984, Newspeak. This article discusses how close we are, in 1984, to an Orwellian world and what the role of counselor educators is in combating an Orwellian philosophy. How can we use the knowledge, skills, and technologies we possess to assist ourselves and our fellow human beings in reaching higher levels of personal, intellectual, and social development and awareness? What changes are needed in counselor education to prepare counselors for the rest of this century and the first quarter of the 21st century?     

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.     

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.     

Help-Seeking Experiences and Attitudes among African American, Asian American, and European American College Students

The study examined African American, Asian American, and European American college students’ previous direct and indirect experiences of seeking professional psychological services and related attitudes. Survey data were collected from 254 European American, 182 African American and 82 Asian American college students. Results revealed that fewer African American and Asian American college students had sought professional psychological services, knew someone who had sought psychological services, and knew a close person who was diagnosed with a psychological disorder, relative to European American students. Furthermore, African American and Asian American participants showed less favorable attitudes on a variety of help-seeking attitudes, compared to the European American group.     

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.     

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.     

The Intersectionality of African American Mothers in Counselor Education: A Phenomenological Examination

Using phenomenological inquiry, this study explored the lived experiences and intersecting identities of 8 African American counselor educators who are mothers. Six themes were identified: race, professional strain, work–life balance, support, internalized success, and mothering pedagogy.     

Assessing the Impact of Counselor Licensure in Ohio as Perceived by Counselors,Counselor Educators,and Legislators

This study investigates the perceptions of counselors, counselor educators, and legislators regarding the impact of counselor licensure in Ohio.     

No Parent Left Behind: Strengthening Ties Between Educators and African American Parents/Guardians

This study used regression analyses to identify variables predicting the six most frequently cited problems that concerned 129 African-American parents and guardians of children who were primarily enrolled in urban schools. The findings indicate that in order to increase African-American parents' and guardians' satisfaction with the public school system, the racial climate in schools must be improved; unfair disciplinary practices must be eradicated; and curricula and instructional practices must be reformed specifically in areas that result in the strengthening of African-American students' math and reading-comprehension skills.     

African American Counselor Educators' Job Satisfaction and Perceptions of Departmental Racial Climate

Forty‐eight African American counselor educators completed the Minnesota Satisfaction Questionnaire‐Short Form (D. J. Weiss, R. V. Dawis, G. W. England, & L. H. Lofquist, 1967), the Racial Climate Scale (R. J. Watts & R. T. Carter, 1991), and a biodata questionnaire. Results indicated that African American counselor educators' perceptions of departmental racial climate predicted their level of job satisfaction. However, African American counselor educators' job satisfaction was not related to their academic rank and tenure status. Implications for counselor education and future research are discussed.