Research Training in Doctoral Programs Accredited by the Council for Accreditation of Counseling and Related Educational Programs

Abstract

Faculty in 38 doctoral counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs identified the quantitative and qualitative designs and other research topics that were covered in required and elective course work, discipline of course instructors, and opportunities for doctoral students' hands-on research experience. Results indicated a wide range of research training offerings and modest faculty satisfaction.

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“…The ACA (2014) Despite the emphasis on the scientist-practitioner model, the limited research competency among counselors is a persistent issue in the counseling profession (Borders, Wester, Fickling, & Adamson, 2014;Generali et al, 2011;Murray, 2009;Okech, Astramovich, Johnson, Hoskins, & Rubel, 2006;Wester, Borders, Boul, & Horton, 2013 Borders et al (2014) reported that there is a wide range of variation in terms of level, intensity, and quality of research training doctoral students receive. For example, Borders et al (2014) found that among the 60.5% of programs sampled, counselor educators did not teach qualitative research methods content.…”

“…This means that different treatments for similar issues may differ drastically depending on a person's cultural milieu. This requires counseling professionals to be versatile in the approaches utilized to treat individuals, which further complicates matters in regard to how to best train counseling students to be competent consumers and producers of research (Dukic, 2015;Generali, Foss-Kelly, & McNamara, 2011;Wester & Borders, 2014).…”

Experiential Learning: Teaching Research Methods with PhotoVoice

“…Despite the emphasis on the scientist-practitioner model, the limited research competency among counselors is a persistent issue in the counseling profession (Borders, Wester, Fickling, & Adamson, 2014;Generali et al, 2011;Murray, 2009;Okech, Astramovich, Johnson, Hoskins, & Rubel, 2006;Wester, Borders, Boul, & Horton, 2013). For example, Okech et al (2006) found that counselor educators in CACREP-accredited doctoral counselor education programs possessed varying levels of research training competence, which likely reflects the inconsistent and varied research training doctoral students receive.…”

“…For example, Okech et al (2006) found that counselor educators in CACREP-accredited doctoral counselor education programs possessed varying levels of research training competence, which likely reflects the inconsistent and varied research training doctoral students receive. More recently, Borders et al (2014) reported that there is a wide range of variation in terms of level, intensity, and quality of research training doctoral students receive. For example, Borders et al (2014) found that among the 60.5% of programs sampled, counselor educators did not teach qualitative research methods content.…”

“…More recently, Borders et al (2014) reported that there is a wide range of variation in terms of level, intensity, and quality of research training doctoral students receive. For example, Borders et al (2014) found that among the 60.5% of programs sampled, counselor educators did not teach qualitative research methods content. Also the content focused more on historical methods instead of newer approaches to qualitative research.…”