The authors utilized the consensual qualitative research method (Hill, Thompson, & Williams, 1997) to explore beginning counselor educators' (N = 9) experiences of doctoral teaching preparation, including helpful and missing components. Emerging themes included a lack of intentionality in teaching-related program design and a need for stronger preparation in pedagogy and content delivery methods.
Doctoral research training and faculty departmental research culture were explored in relation to research interest, self‐efficacy, and productivity among 49 counselor education assistant professors. Doctoral research training environment consistently held strong positive relationships with research interest and self‐efficacy, suggesting that a solid foundation in research at the doctoral level is imperative for initial research productivity.
We conducted a qualitative content analysis on counseling dissertations (N = 250) completed between 2017 and 2018. Identified categories included (a) paradigms, philosophies of science, and theories; (b) research methodologies; and (c) trustworthiness. The results indicated an infrequent use of paradigmatic frameworks and a distinct pattern of trustworthiness strategies.
We examined school counselors’ experiences with student’s suicide. Our quantitative findings identified that encountering the death of a student by suicide is common for school counselors during their careers. School counselors reported a range of personal and professional reactions and relied on different sources of support following students’ deaths. School counselors who experienced student’s death by suicide had higher self-efficacy scores related to suicide interventions than those who had not experienced a student’s suicide.
Principals have power to delegate job responsibilities to school counselors, and this may impact principal–school counselor relationship quality. In a study grounded in leader–member exchange theory, we surveyed 167 school counselors about the relationship between their job roles, gender, and years of experience and the quality of their principal–school counselor relationship. Results indicated that relationship quality was positively related to curriculum activity and consultation activity and negatively related to other activity and gender. We discuss implications for school counseling practice and research.
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