Relationship Between Wellness and Age, Matriculation, and Relationship Status of Counselor Education Doctoral Students

2010 ◽  
Vol 49 (2) ◽  
pp. 203-216 ◽  
Author(s):  
MICHELLE PEREPICZKA ◽  
RICHARD S. BALKIN
Keyword(s):  
Counselor Education ◽  
Doctoral Students ◽  
Relationship Status

Advising Doctoral Students Seeking Counselor Education Faculty Positions

1999 ◽  
Vol 38 (3) ◽  
pp. 177-190 ◽  
Author(s):  
MELANIE A. WARNKE ◽  
RAMONA L. BETHANY ◽  
SUZANNE M. HEDSTROM
Keyword(s):  
Counselor Education ◽  
Doctoral Students ◽  
Education Faculty ◽  
Faculty Positions

scholarly journals Professional Identity Development of Counselor Education Doctoral Students: A Qualitative Investigation

2013 ◽  
Vol 3 (1) ◽  
pp. 40-53 ◽  
Author(s):  
Dodie Limberg ◽  
Hope Bell ◽  
John T. Super ◽  
Lamerial Jacobson ◽  
Jesse Fox ◽  
...  
Keyword(s):  
Identity Development ◽  
Counselor Education ◽  
Professional Identity ◽  
Doctoral Students ◽  
Qualitative Investigation ◽  
Professional Identity Development

Black female doctoral students’ mentorship experiences in counselor education

2021 ◽  
pp. 1-13
Author(s):  
Angie D. Cartwright ◽  
Marcella D. Stark ◽  
Jennifer N. Boswell ◽  
Marianna L. Oller
Keyword(s):  
Counselor Education ◽  
Doctoral Students ◽  
Black Female

scholarly journals Counselor Education Doctoral Students' Experiences With Multiple Roles and Relationships

2016 ◽  
Vol 55 (4) ◽  
pp. 234-249 ◽  
Author(s):  
Kristen N. Dickens ◽  
Christine H. Ebrahim ◽  
Barbara Herlihy
Keyword(s):  
Counselor Education ◽  
Doctoral Students ◽  
Multiple Roles

Experiences of underrepresented doctoral students in counselor education

2015 ◽  
Vol 9 (2) ◽  
pp. 68-84 ◽  
Author(s):  
Caroline A. Baker ◽  
James L. Moore, III
Keyword(s):  
Critical Race Theory ◽  
Counselor Education ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Underrepresented Students ◽  
Individual Characteristics ◽  
White Female ◽  
Education Programs ◽  
Doctoral Study ◽  
Content Type

Purpose – This study aimed to qualitatively examine the perceived cultural competence of counselor education doctoral programs through narratives of 19 racially or ethnically underrepresented students using Critical Race Theory as a theoretical framework. Design/methodology/approach – The authors used a qualitative study of 19 racially or ethnically underrepresented students. Findings – Six major themes were identified: playing the game; individual characteristics and attributes; intersectionality; support; voice; and talk the talk, walk the walk. Research limitations/implications – The limitations of the study included the identity of the primary researcher being a White female in a PhD program during the collection of data. While this was disclosed to the participants, it meant that they made decisions about what or how much to share about their experiences regarding race or doctoral study. The findings are only transferable to the reader’s experiences and interpretation and not generalizable to all counselor education programs. Practical implications – Practical and social implications for counselor education programs are discussed in the paper, including measures to enhance program climate and proactive behaviors that may contribute to student success. Originality/value – The study represents one of few that explore the cultural climate of counselor education programs for underrepresented students.

Counseling Students' Attribution of Diagnostic Credibility to Clinical Supervisors

1998 ◽  
Vol 82 (3) ◽  
pp. 727-734
Author(s):  
Jane J. Carroll
Keyword(s):  
Clinical Practice ◽  
Counselor Education ◽  
Doctoral Students ◽  
Clinical Diagnosis ◽  
Counseling Students ◽  
Point Scale ◽  
Education Faculty ◽  
Master's Degrees ◽  
Clinical Supervisors ◽  
Factors Influencing

Research on factors influencing diagnostic credibility has not been widespread. In this study, agreement ratings for a clinical diagnosis were compared for two groups of students receiving supervision from differently credentialed hypothetical supervisors. Implications of these findings are discussed relative to preparation practices and improving clinical practice. As 190 students who had completed either less than one-half ( n = 112) or more than one-half ( n = 78) of their programs in 9 institutions gave mean ratings of about 5 on a 10-point scale, they did not differentially rate diagnostic credibility of the hypothetical supervisors having credentials as psychiatrists, doctorate-holding counselor education faculty, doctorate-holding psychologists, and doctoral students holding master's degrees in counselor education.

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