This phenomenological study explored 10 counselor education doctoral students' coteaching experiences with faculty members. Three coteaching structures identified from the data were relational, operational, and developmental. A definition of coteaching supported by the findings is presented. Implications for counselor education programs, limitations, and directions for future research are discussed.

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We investigated the relationships between individual and occupational demographic variables, professional quality of life (i.e., compassion satisfaction, burnout, and secondary traumatic stress), and affective distress (i.e., depression, anxiety, and stress) in a sample of 524 prelicensed counselors. Using structural equation analysis, we found statistically significant relationships between the professional quality of life and affective distress latent variables. Implications for supporting the needs of prelicensed counselors in supervision are discussed. Study limitations and suggestions for future research are offered.

Coursework in teaching, fieldwork, and supervised teaching experiences were examined as predictors of counselor education doctoral students’ (N = 149) self‐efficacy toward teaching. Results revealed that all 3 variables related significantly to self‐efficacy toward teaching. Results suggested that students’ satisfaction with supervision of teaching was particularly important in strengthening self‐efficacy.

The authors investigated the relationship between perceived American School Counselor Association (ASCA) National Model implementation, supervision satisfaction, and burnout in a sample of 208 practicing school counselors, of whom all were members of ASCA. After school district type, grade level, and consultation hours were controlled, results showed that increases in perceived ASCA National Model implementation and supervision satisfaction were related to decreases in burnout. Implications for the school counseling profession are discussed.

The perceptions of professional identity development from 10 counseling leaders were examined through consensual qualitative research methodology. Themes and implications include the (a) intersection of being counselor educators and leaders in the counseling field and (b) the development and strengthening of professional identity over time.

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This study explored the self-reported symptoms of burnout in a sample of 246 novice professional counselors. The authors inductively analyzed 1,205 discrete units using content analysis, yielding 12 categories and related subcategories. Many emergent categories aligned with existing conceptualizations of burnout, while other categories offered new insights into how burnout manifested for novice professional counselors. Informed by these findings, the authors implore counseling scholars to consider, in their conceptualization of counselor burnout, a wide range of burnout symptoms, including those that were frequently endorsed symptoms (e.g., negative emotional experience, fatigue and tiredness, unfulfilled in counseling work) as well as less commonly endorsed symptoms (e.g., negative coping strategies, questions of one’s career choice, psychological distress). Implications for novice professional counselors and supervisors are offered, including a discussion about counselors’ experiences of burnout to ensure they are providing ethical services to their clients.