Mentoring Counselor Education Students: A Delphi Study with Leaders in the Field

Purgason, Lucy L.; Lloyd-Hazlett, Jessica; Harris, Janeé R. Avent

doi:10.1080/2326716x.2018.1452080

Cited by 7 publications

(2 citation statements)

References 20 publications

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“…After training as a doctoral student, leadership often becomes a part of professional identity and service as a counselor educator (McKibben et al., 2017; Woo et al., 2016), even if only through mentorship of CES students (Purgason et al., 2018). Doctoral students experience a sense of responsibility for shaping the knowledge and advancement of the counseling field in the transition to counselor educators (Dollarhide et al., 2013).…”

Section: Leadership In Counselor Educationmentioning

confidence: 99%

Emerging leaders: Leadership development experiences of counselor education doctoral students

DeDiego

Chan

Basma

2022

Couns Edu & Supervision

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Counselor educators often serve in leadership roles in professional organizations. These leadership activities often begin as graduate students through leadership development programs (e.g., Emerging Leaders) within professional counseling organizations. This basic interpretive qualitative study explored leadership development experiences of 24 counselor education doctoral students yielding themes informing leadership development. K E Y W O R D S counselor education, doctoral students, inclusion, leadershipIn order for the counseling profession to survive, counselors and counselor educators must actively shape the roles and functions of counselors through strong professional leadership (Donigian, 1974). In response to this need, to facilitate leadership development, counselor education (CES) doctoral programs train doctoral students in leadership models and leadership development related to professional organizations (CACREP, 2016) and require that students must demonstrate ability to navigate various professional roles effectively and ethically (CACREP, 2016). Counselor educators often serve in leadership roles in the counseling community through involvement in professional organizations, or community advocacy. These leadership activities begin during graduate programs and develop further throughout a career (Hays et al., 2021;Woo et al., 2016). Despite this expectation, there is a lack of continuity in best practices around leadership training within the field (Lockard et al., 2014).Current literature suggests professional identity development connects with leadership development for counselors and counselor educators (Gibson, 2016;Luke & Goodrich, 2010;Woo et al., 2016). Sweeney (2012) emphasized that counselors have the capacity for leadership development in all settings and at all levels, defining leadership in counseling as "actions by individuals in professional counseling that contribute to the realization of our individual and collective capacity to serve others competently, ethically, and justly as helping professionals" (p.5). For doctoral

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Section: Leadership In Counselor Educationmentioning

confidence: 99%

Emerging leaders: Leadership development experiences of counselor education doctoral students

DeDiego

Chan

Basma

2022

Couns Edu & Supervision

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“…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).…”

Section: Professional Issuesmentioning

confidence: 99%

Counselor Education and Supervision: 2018 Annual Review

Minton

Hightower

2020

Couns Edu & Supervision

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The authors reviewed 114 articles regarding counselor education and supervision published in professional counseling journals during 2018. The articles represented a range of methodologies, providing insight into current supervision, teaching and training, stakeholder experiences, and professional issues. Implications include a need for research regarding online teaching and learning as well as exploring supervision’s influence on counseling skill and effectiveness.

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The women’s inclusive mentoring framework: developing strong female leaders in counselor education

Maccombs

Bhat

2020

Journal of Counselor Leadership and Advocacy

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Mentoring Counselor Education Students: A Delphi Study with Leaders in the Field

Cited by 7 publications

References 20 publications

Emerging leaders: Leadership development experiences of counselor education doctoral students

Emerging leaders: Leadership development experiences of counselor education doctoral students

Counselor Education and Supervision: 2018 Annual Review

The women’s inclusive mentoring framework: developing strong female leaders in counselor education

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