Counselor Educators’ Teaching Mentorship Styles: A Q Methodology Study

Abstract

Intimate partner violence (IPV) is a public health concern that affects millions of people. Physical violence is one type of IPV and has myriad consequences for survivors, including traumatic brain injury (TBI) and post-traumatic stress disorder (PTSD). It is estimated that as many as 23,000,000 women in the United States who have experienced IPV live with brain injury. This article overviews the intersection of TBI and PTSD as a result of IPV. Implications for counselors treating women impacted by IPV suggest counselors incorporate an initial screening for TBI and consider TBI-and PTSD-specific trauma-informed approaches within therapy to ensure best practices. A case study demonstrating the importance of the awareness of the potential for TBI in clients who experience IPV is included.

The Impact of Teaching Preparation Practices on Self‐Efficacy Toward Teaching

“…Junior counselor education faculty members have identified their supervised teaching experiences as the most valuable in strengthening their identity as counselor educators (Waalkes et al, 2018). Supervision or mentoring of teaching includes the provision of feedback and support by a counselor education faculty member to a CES doctoral student for the purpose of strengthening the student's competency in teaching (Baltrinic, Moate, Hinkle, Jencius, & Taylor, 2018;Suddeath, 2018). Research in CES also supports the use of this aspect of teacher preparation for fostering CES doctoral students' development of teaching skills (Baltrinic et al, 2016;Orr et al, 2008) and teacher identity (Waalkes et al, 2018).…”

Counselor Education and Supervision: 2018 Annual Review

“…In 2018, the profession saw the emergence of articles on teaching preparation, mentorship of doctoral students, and preparation of supervisors (e.g., Harris et al, 2018; Herbert et al, 2018; Merlin‐Knoblich et al, 2018; Rapp et al, 2018; Waalkes et al, 2018), all areas notably lacking in previous literature. A growing cluster of mentorship articles often cut across counselor educators’ most common roles; for example, examinations of research mentorship (Anekstein & Vereen, 2018a, 2018b) and teaching mentorship (Baltrinic et al, 2018). When these articles are considered alongside contributions related to broader program development and context, it appears counselor educators recognize how much development happens outside formal curricula.…”

“…Less common subthemes included attention to mentorship, remediation, and topics that could not be classified elsewhere. Mentorship literature included a review of the literature regarding research mentorship (Anekstein & Vereen, 2018b), a Delphi study regarding mentorship components (Purgason, Lloyd-Hazlett, & Avent Harris, 2018), the research mentoring experiences of doctoral students (Anekstein & Vereen, 2018a), and a Q-sort study of counselor educators' teaching mentorship styles (Baltrinic, Moate, Hinkle, Jencius, & Taylor, 2018). Retention, remediation, and dismissal literature featured emerging evidence regarding effectiveness of a program to boost retention in a master's program (Jensen, Midgett, & Doumas, 2018), investigation of collaborative gatekeeping between site supervisors and faculty members (Dean, Stewart-Spencer, Cabanilla, Wayman, & Heher, 2018), and a qualitative investigation of counselor educators' perceptions of gatekeeping (Schuermann, Harris, & Lloyd-Hazlett, 2018).…”

Counselor Education Doctoral Students' Lived Experiences With Supervision of Teaching

“…The importance of preparing counseling program doctoral students to become teachers, and the need to implement best practices when doing so, has been acknowledged by the Association for Counselor Education and Supervision (ACES) in its best practices for counselor education (ACES Teaching Initiative Taskforce, 2016). Counselor education programs prepare doctoral students to teach using a variety of methods, including supervision of teaching (SupT), formal coursework, opportunities for guest lecturing, teaching mentorships, and coteaching (ACES Teaching Initiative Taskforce, 2016; Baltrinic et al, 2016Baltrinic et al, , 2018Waalkes et al, 2018). SupT is a commonly accepted approach to helping students develop teaching competencies (Hall & Hulse-Killacky, 2010;Orr et al, 2008).…”

“…Recently, Swank and Houseknecht (2019) identified specific teaching competencies that teaching supervisors can use to provide feedback, clarify expectations, and promote consistency in evaluation. Although researchers have provided the counseling profession with a general understanding of structured (Orr et al, 2008), coteaching (Baltrinic et al, 2016), and mentoring (Baltrinic et al, 2018) approaches to providing SupT, as well as specific competencies with which to evaluate doctoral students' learning (Swank & Houseknecht, 2019), the profession's understanding of how SupT is experienced by counselor education doctoral students remains limited. The purpose of the current study was to increase understanding of how SupT as a teaching preparation practice is experienced.…”