Cluster Analysis of Impaired Counseling Students: A Survey of Master's Level CACREP-Accredited Programs

Gatekeeping Ourselves: Counselor Educators' Knowledge of Colleagues' Problematic Behaviors

“…A distinction needs to be made between impairment and PPC because of the specific legal meaning of the term impairment established by the Americans With Disabilities Act (ADA) Amendments Act of 2008 (Brown‐Rice, ; Falender, Collins, & Shafranske, ). Although the literature is replete with studies using the word impairment (e.g., Crawford & Gilroy, ; Li, Lampe, Trusty, &Lin, ; Parker et al, ; Wilkerson, ), Elman and Forrest () and Falender et al () called for a change in terminology to focus more on professional behavior and performance. However, this process of changing terminology may be difficult given that this term is also used by the ACA Code of Ethics (ACA, ).…”

“…Given that there is no previous research in counseling related to educators' PPC and that the Council for Accreditation of Counseling and Related Educational Programs (CACREP; ) emphasizes professional competency among counselor educators, the purpose of this study was to answer the following research questions: (a) What types of PPC do CACREP counselor educators observe in their colleagues? (b) What do CACREP counselor educators believe is the impact of working with a colleague with PPC?…”

Assessing Student-Learning Outcomes Within a Counselor Education Program

“…Henderson and Dufrene (2012) identified, in a content analysis, multiple domains of problematic student issues that included unethical behaviors, weak counseling skills, procedural noncompliance, personal characteristics, poor responsiveness to feedback, self-reflection limitations, life issues, and deficient documentation. Likewise, Li, Lampe, Trusty, and Lin (2009) documented three clusters of student impairment. The first cluster included student deficiencies in interpersonal functioning, problems with boundaries, and issues with receptivity to supervision.…”

School Counselor Professional Identity in Relation to Post-Master’s Supervision

“…The Professional Engagement factor of the SCPIM is based on findings from multiple studies that outline factors consistent with a strong school counseling professional identity (Puglia, 2008;Upton, 2013;Walsh-Rock, 2018). School counselors who score high on the Professional Engagement subscale of the SCPIS hold active membership in school counseling professional organizations, engage in mentorship opportunities, and pursue supervision (Jurekovic, 2019).…”