The Professional Identity of Contributors to the <i>Journal of Counseling &amp; Development</i>: Does It Matter?

Weinrach, Stephen G.; Thomas, Kenneth R.; Chan, Fong

doi:10.1002/j.1556-6676.2001.tb01956.x

Cited by 32 publications

(24 citation statements)

References 17 publications

(26 reference statements)

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“…The extent to which counseling psychology and counseling are the same or different fields is debatable (cf., Goodyear, 2000;Thomas, 1991;Weinrach, Thomas, & Chan, 2001). However, a substantial number of Division 17 members also belong to ACA.…”

mentioning

confidence: 95%

Scholarly Productivity of Editorial Board Members of Three American Counseling and Counseling Psychology Journals

Weinrach

Thomas

Pruett

et al. 2006

Int J Adv Counselling

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The scholarly journals in professional and scientific fields serve the function of communicating new knowledge and informed discourse on the major issues affecting the field of counseling, and editorial board members (EBMs) serve as gatekeepers of what information will be communicated. The ability of EBMs to make sound judgments directly affects the quality of research and scholarship published. This study analyzed one important EBM qualification, the scholarly productivity of the editorial board members of three major American counseling journals (The Counseling Psychologist [TCP], the Journal of Counseling Psychology [JCP], and the Journal of Counseling and Development [JCD]). An analysis of the productivity rates of editorial board members on these journals was conducted using the PsycINFO database. The results indicated that editorial board members of JCP have significantly more experience publishing than members of TCP and JCD. The differential publication rates of editorial board members suggest that these three journals place different emphasis on scholarly productivity as part of their selection criteria for editorial board membership and may reflect that the three journals have different missions and serve different clientele. These findings have implications, not only for the profession 1 This article is dedicated to our esteemed colleague, Stephen G. Weinrach, who died after a long and courageous battle with leukemia on April 24, 2004. This article was the last that Steve was working on prior to his death. It was his brainchild. The contributions that Steve made to the counseling profession over the years are inestimable. He was truly through his numerous writings and professional association activities the "conscience of the couseling profession." He is dearly missed.

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confidence: 95%

Scholarly Productivity of Editorial Board Members of Three American Counseling and Counseling Psychology Journals

Weinrach

Thomas

Pruett

et al. 2006

Int J Adv Counselling

Self Cite

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“…For some time, scholars within the U.S. have debated whether there are differences between counselor educators and counseling psychologists related to research skills and job placement (Goodyear 2000;Weinrach et al 1998;Weinrach et al 2001). In three studies exploring post-graduate occupations, professional behavior, and salary among counselor education and psychology doctoral graduates, Zimpfer (1993Zimpfer ( , 1996 and Zimpfer and DeTrude 1990 found that across most outcomes (i.e., salary, professional activities, and future goals) counselor education and counseling psychology graduates were more similar than different.…”

Section: Extant Literaturementioning

confidence: 99%

“…Research that examines professional identity for counselors in the U.S., and its perceived association with terminal degrees, has received some attention in the literature (Goodyear 2000;Weinrach et al 1998;Weinrach et al 2001), yet little research has explored the actual process of doctoral education in general (Haworth and Bair 2000) and in counselor education specifically (Zimpfer et al 1997). Moreover, there is no information in the counseling literature about how doctoral programs within and outside the United States individually tailor their degree process.…”

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confidence: 96%

The Doctorate in Counselor Education

Goodrich

Shin

Smith

2011

Int J Adv Counselling

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The doctorate in Counselor Education and Supervision is the terminal degree in the field of counselor education within the U.S. The authors surveyed CACREP-accredited doctoral programs to assess department characteristics, clinical experience and credentials, research experience, and the admission, retention, and evaluation of students. Results indicated that the PhD was a preferable degree to other degree offerings. Programs were found to be diverse in their policies and procedures relating to admissions and retention, time to complete the program, and student expectations. International students and faculty representation was found to be sparse in CACREP-doctoral programs. Implications for future research and practice are offered.

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“…Professional identity has been defined as the possession of a core set of values, beliefs, and assumptions about the distinctive characteristics of one's selected career that differentiates it from other careers (Weinrach, Thomas, & Chan, 2001). Identity formation is influenced by the importance and connection that individuals attach to their background and how they interpret their experiences.…”

Section: Sotl Identity Formation: Differences Among Faculty Staff Amentioning

confidence: 99%

Exploring the Role of the Scholarship of Teaching and Learning in the Context of the Professional Identities of Faculty, Graduate Students, and Staff in Higher Education

2017

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Developing an identity as a Scholarship of Teaching and Learning (SoTL) researcher is associated with tensions of expanding on one’s disciplinary identity and often traversing the liminal space between disciplines that result in a newfound perception of professional self. This study explores the differences that emerged in SoTL identity formation among three different groups of researchers. Focus groups of faculty, graduate students, and professional staff who identified as SoTL researchers were conducted at one comprehensive research institution. Using thematic analysis, the differences and similarities for each of these groups in terms of barriers to SoTL identity formation and motivations for developing a SoTL identity are shared. Reflecting on these barriers and opportunities, a variety of implications for practice for Educational Developers are suggested as they look to support the SoTL identity development of researchers at their institutions. Le développement d’une identité en tant que chercheur en avancement des connaissances en enseignement et en apprentissage (ACEA) est associé à des tensions d’expansion de l’identité disciplinaire et consiste souvent à traverser l’espace liminal entre les disciplines qui aboutit à une perception nouvelle de son soi professionnel. Cette étude explore les différences qui émergent lors de la formation de l’identité en ACEA parmi trois groupes différents de chercheurs. Des groupes de discussion de professeurs, d’étudiants de cycle supérieur et de personnel professionnel qui s’identifient comme chercheurs en ACEA ont été organisés dans un établissement de recherche complète. L’analyse thématique a permis de mettre à jour les différences et les similarités parmi chacun de ces groupes en termes d’entraves à la formation d’une identité en ACEA, ainsi que les motivations nécessaires au développement d’une identité en ACEA. La réflexion sur ces entraves et sur les opportunités permet de suggérer une variété d’implications pour la pratique des conseillers pédagogiques quand ceux-ci sont à la recherche de soutien pour le développement de l’identité en ACEA des chercheurs dans leurs établissements respectifs.

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The Professional Identity of Contributors to the Journal of Counseling & Development: Does It Matter?

Cited by 32 publications

References 17 publications

Scholarly Productivity of Editorial Board Members of Three American Counseling and Counseling Psychology Journals

Scholarly Productivity of Editorial Board Members of Three American Counseling and Counseling Psychology Journals

The Doctorate in Counselor Education

Exploring the Role of the Scholarship of Teaching and Learning in the Context of the Professional Identities of Faculty, Graduate Students, and Staff in Higher Education

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