The aim of this study was to develop an understanding of the research scholarship focused on doctoral-level counselor education. Using the 2016 Council for Accreditation of Counseling and Related Educational Programs (CACREP) doctoral standards as a frame to understand coverage of the research, we employed a scoping review methodology across four databases: ERIC, GaleOneFile, PsycINFO, and PubMed. Research between 2005 and 2019 was examined which resulted in identification of 39 articles covering at least one of the 2016 CACREP doctoral core areas. Implications for counseling researchers and counselor educators are discussed. This scoping research demonstrates the limited corpus of research on doctoral-level counselor education and highlights the need for future, organized scholarship.
Trauma is pervasive in the clinical world of counseling. The current literature indicates adverse effects for survivors of a traumatic event and the counselors listening to the details of traumatic events, but there is a gap in research on the adverse effects trauma in counseling has on supervisors. This study aims to understand the lived experiences of supervisors who have dealt with traumatic experiences in clinical work through interviews with current supervisors of those who work with trauma. The results indicate trauma-informed supervision consists of trauma taking many forms, supervisors (and counselors) using the self in their work, supervisors knowing their stance, and developing a “third eye” as a new way of seeing.
The counseling profession may be considered well established in some parts of the world; however, in most countries it remains non-existent or a nascent profession. For the internationalization of counseling to take place, leading to establishment and advancement, the counseling profession needs to engage in interdisciplinary collaboration. Such a process enables a meaningful inclusion of counselors in professional spaces to allow them to meet the socio-emotional needs of clients and communities. In this article, the authors examine the challenges and barriers counselors experience when participating in interdisciplinary professional environments, specifically in places where the counseling profession is a nascent field. We also recommend strategies for counselor educators, supervisors, trainees, practitioners, and professional organization leaders to employ in efforts to address and overcome some of the challenges and barriers and advocate for the inclusion of counselors as valued members in interdisciplinary settings.
This article addresses the need for culturally adaptive frameworks for evidence-based interventions for eating disorders (EDs). EDs impact culturally diverse populations. Limits to current research and clinical practice are examined, which include the misguided presumption that EDs predominantly impact primarily young, White, female clients. This article explores the manifestation of EDs and disordered eating symptoms among men, while noting the systemic underrepresentation of men in ED research. Implications of this review highlight the need for evidence-based care for men and boys with EDs and the role of cultural adaptation frameworks in developing an evidence-based dialectical behavior therapy intervention for male clients with bulimia nervosa.
In this autoethnography inquiry, seven counselor educators from diverse intersectionalities discuss how they leverage their selfhood to promote antiracist counselor education. Based on two cycles of pattern coding, the authors identified themes of perceiving, experiencing, creating, and facilitating. Implications for future research and practice are offered. K E Y W O R D S antiracist teaching, antiracism, autoethnography, counselor education, self as instrumentRacism is endemic in societies (Cole, 2016;Feagin & Ducey, 2018). It is systemic, pervasive, and persistent in all aspects of society and human lived experiences (Thompson & Neville, 1999). Racism results in myriads of social injustices such as genocides, economic segregation, and disparities in health care and access. Research has shown that the main reasons for the lack of access to care are associated with discriminatory and racist attitudes and practices of helping professionals (Cénat, 2020;Paul et al., 2022). Research has also demonstrated the physical and mental health consequences of race-based oppression on oppressed communities (Williams & Elkins, 2021). Antiracist education represents a critical task for educators and learners to equip themselves with transformative and action-oriented awareness, knowledge, and skills to eradicate racism and mitigate its impacts (Dei, 2014). ANTIRACIST COUNSELOR EDUCATIONScholars contend that it is a moral imperative for the helping fields to teach about racism and antiracism strategies and disrupt current colorblind ideology-reinforced training models (e.g., Gon-
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