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 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.

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.

This paper offers some insights into the anxieties graduate students bring into the classroom about academic or technical writing. In this qualitative study, a focus group of graduate students was utilized to describe the specific negative feelings, attitudes and experiences held about writing. Findings suggest that students were able to identify three main reasons or causes of writing anxiety: (1) lack of confidence in writing ability (2) lack of time to devote to writing activities and (3) lack of skills in utilizing scholarly resources. Participants also suggest that colleges and universities take more proactive steps in implementing strategies early in the matriculation process to support graduate students in acquiring writing competency. This exploration suggests that there is still much to be learned from graduate students about what colleges and universities can do to improve writing literacy, help graduate students acquire writing self-efficacy and create a culture of writing expectations.

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