A Content Analysis of CSI Chapter Efforts to Promote Counselor Leadership Development

Transformational leadership and the big five personality traits of counselor educators

“…Leadership has become a topic of great importance as the Council for Accreditation and Related Educational Programs (CACREP) and scholars in the field have underscored counselor educators' responsibility to lead the profession (Chang et al, 2012;Wahesh et al, 2018). Proposed avenues of leadership include advocacy and social justice (Ratts & Greenleaf, 2017), school counseling (Dollarhide, 2003), curriculum development (Lopez & Mason, 2017), professional identity and professional advocacy (Lewis, 2012;Myers et al, 2002), and the counseling relationship (Jacob et al, 2013).…”

A Grounded Theory of Counselor Educators' Academic Leadership Development

“…Furthermore, engagement in professional organizations and community groups at the trainee and professional levels can support academic leadership development and engagement. For example, CSI chapter involvement can foster long‐term leadership development (Meany‐Walen et al, 2013; Wahesh et al, 2018), including social advocacy skills (Storlie & Wood, 2014a, 2014b). Wahesh et al (2018) identified several leadership‐building strategies among 138 CSI local chapters that clustered into three primary areas: receiving and providing mentorship within and outside of the CSI chapter, participating in professional development opportunities within and outside of the CSI chapter, and encountering a CSI leadership structure that encouraged member participation in planned activities and decision‐making as well as recognized member achievements.…”

“…The Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016) calls for doctoral programs to prepare graduates with awareness, knowledge, and skills to lead and advocate within professional organizations, counseling and consulting settings, and counselor education programs. Counseling scholarship, however, has primarily focused on leadership within practice settings (see McKibben et al, 2017) or professional organizations (Gibson et al, 2018; Meany‐Walen et al, 2013; Storlie & Wood, 2014a, 2014b; Wahesh et al, 2018). Within these settings, literature has increasingly identified counseling leadership qualities and outcomes (e.g., Chang et al, 2012; Gibson et al, 2018; McKibben, 2016; McKibben et al, 2017; Myers et al, 2002; Storlie & Wood, 2014a, 2014b).…”

“…Leadership development scholarship in counselor education has grown substantially from the addition of qualitative approaches such as grounded theory (e.g., Gibson et al, 2015Gibson et al, , 2018, phenomenology (Storlie & Wood, 2014a, 2014b, and content analysis (McKibben et al, 2017;Wahesh et al, 2018). Given its unique methodological features for theory construction and theoretical sampling, a grounded theory tradition guided this study to generate data that are based or grounded in participant experiences and perspectives to develop theory regarding academic leadership (Hays & Wood, 2011).…”

Emerging leaders: Leadership development experiences of counselor education doctoral students

“…For counselor educators, early career leadership participation experiences inform and shape identity in leadership that fosters potential for later pursuit of leadership in academia (Hays et al., 2021). Professional organizations often create leadership development programs (LDPs) to foster leadership through engagement in professional experiences and mentorship (Wahesh et al., 2018). These LDPs offered through counseling organizations (e.g., Emerging Leaders) are growing in popularity, and serve the purpose of providing CES students with experience and mentorship in leadership of professional counseling organizations.…”