COUNSELOR EDUCATION AND SUPERVISION最新文献

A Phenomenological Study of Lived Experiences of International Counseling Students in Multicultural Counseling Courses 多元文化咨询课程中国际咨询学生生活体验的现象学研究

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-09-04 Epub Date: 2026-04-08 DOI: 10.1002/ceas.70027

Anqi Yu, Susannah M. Wood

引用次数: 0

An Interpretative Phenomenological Analysis of Counselor Educators’ Experiences of Using Artificial Intelligence in Their Teaching 辅导员教育工作者在教学中运用人工智能经验的解释性现象学分析

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-09-04 Epub Date: 2026-03-31 DOI: 10.1002/ceas.70026

Phillip L. Waalkes, Jacqueline M. Swank Fastenow, Daniel A. DeCino, Daisy Zhaoxuan Zhou, Jaimie Stickl Haugen, Daniel P. Hall

{"title":"An Interpretative Phenomenological Analysis of Counselor Educators’ Experiences of Using Artificial Intelligence in Their Teaching","authors":"Phillip L. Waalkes, Jacqueline M. Swank Fastenow, Daniel A. DeCino, Daisy Zhaoxuan Zhou, Jaimie Stickl Haugen, Daniel P. Hall","doi":"10.1002/ceas.70026","DOIUrl":"https://doi.org/10.1002/ceas.70026","url":null,"abstract":"<div>\u0000 \u0000 <p>Over the last few years, AI integration has rapidly increased in counseling and counselor education. Given its prevalence, counselor educators have a responsibility to consider AI in their teaching to prepare students to intentionally and critically use AI in their careers. Yet, limited research exists to understand counselor educators’ decisions and meaning making regarding AI in teaching. In this Interpretative Phenomenological Analysis study, we conducted individual interviews and a focus group interview and collected documents (e.g., syllabus statements, assignments) to examine counselor educators’ experiences using AI in their teaching and promote intentional and reflective use of AI. The resulting themes of our data analysis were (a) concerns and risks, (b) navigating complex emotions, (c) responsibility to students and the profession, (d) influence of systems, and (e) application of AI in teaching. Participants shared engaging in a trial-and-error process of experimenting with AI in their teaching considering the lack of policies and resources from institutions and counseling organizations which could cause feelings of shame and fear resulting from the lack of open dialogue about AI in counselor education. Implications for counselor educators and institutions include creating continuously updated AI policies and resources and offering spaces where counselor educators can discuss challenges, successes, and feelings and share resources regarding AI in teaching.</p>\u0000 </div>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"65 3","pages":"251-262"},"PeriodicalIF":1.6,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148904320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Experiential Andragogy Within a Supervision-Focused Doctoral Internship: A Collaborative Autoethnography 以监督为中心的博士实习中的经验性学：合作的自我民族志

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-09-04 Epub Date: 2026-04-21 DOI: 10.1002/ceas.70025

Sarah J. Litt, Xihe Tian, Kahyen Shin, Melissa Luke

引用次数: 0

“It's Like Learning a Whole New Language”: Bilingual Counselors-in-Training in a Spanish Internship Course “这就像学习一门全新的语言”：西班牙语实习课程中的双语培训辅导员

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-09-04 Epub Date: 2026-07-06 DOI: 10.1002/ceas.70031

Claudia G. Interiano-Shiverdecker, Derek L. Robertson, Krystal E. Lázaro

{"title":"“It's Like Learning a Whole New Language”: Bilingual Counselors-in-Training in a Spanish Internship Course","authors":"Claudia G. Interiano-Shiverdecker, Derek L. Robertson, Krystal E. Lázaro","doi":"10.1002/ceas.70031","DOIUrl":"https://doi.org/10.1002/ceas.70031","url":null,"abstract":"<p>This phenomenological study explored the lived experiences of bilingual Spanish-speaking counselors-in-training (BS-CITs) enrolled in a Spanish internship course within a Bilingual Counseling Certificate program. Participants included nine master's-level counseling students who completed individual, semi-structured interviews. Using Moustakas's modification of Van Kaam's phenomenological method, we present three themes: (a) linguistic and cultural responsibilities in bilingual counseling, (b) experiences in the Spanish internship course, and (c) growth and constraints throughout internship experiences (a) <i>linguistic and cultural responsibilities in bilingual counseling</i>, (b) <i>supportive learning in a fully immersive Spanish internship course</i>, and (c) <i>growth and constraints throughout the internship experience</i>. Findings highlighted persistent language anxiety, challenges in translating clinical terminology, and navigating cultural nuances in counseling. Participants identified Spanish-language clinical assignments, bilingual supervision, and peer support as critical facilitators of development. Results underscore the importance of intentional, programmatic bilingual training that integrates direct clinical practice in Spanish, culturally responsive pedagogy, and bilingual supervision. Implications for counselor educators and supervisors include developing structured Spanish-language clinical opportunities, expanding bilingual supervision capacity, and explicitly addressing language anxiety and advocacy in training to better prepare counselors to serve Spanish-speaking communities.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"65 3","pages":"202-214"},"PeriodicalIF":1.6,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ceas.70031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148903993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Self-Care in Graduate Counseling Students: Examining Personal and Academic Predictors Through the Job Demands–Resources Model 研究生辅导学生的自我照顾：通过工作需求-资源模型检验个人和学业预测因素

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-09-04 Epub Date: 2026-07-03 DOI: 10.1002/ceas.70032

Sarah J. Litt, Kahyen Shin, Melissa Luke

{"title":"Self-Care in Graduate Counseling Students: Examining Personal and Academic Predictors Through the Job Demands–Resources Model","authors":"Sarah J. Litt, Kahyen Shin, Melissa Luke","doi":"10.1002/ceas.70032","DOIUrl":"https://doi.org/10.1002/ceas.70032","url":null,"abstract":"<p>Self-care is a critical competency for graduate counseling students (GCS), essential to their wellness and professional functioning. However, intensive academic and clinical demands often impede self-care engagement, elevating burnout risk. Using the job demands–resources model, this study examined how personal resources, academic environmental demands, and academic environmental resources predict GCS’ engagement in self-care. Ecological systems theory informed the hierarchical entry of variables into the regression analysis, which drew on survey data from 217 GCS enrolled in CACREP-accredited programs across the United States. Personal resources initially predicted self-care engagement; however, when burnout, an indicator of the cumulative impact of academic demands, was included in the model, personal resources were no longer significant, and burnout negatively predicted self-care engagement. Burnout emerged as the strongest negative predictor of self-care. Findings highlight the persistence of burnout despite the presence of resources, underscoring the need for early interventions and structural changes in counselor education programs to alleviate systemic pressures and promote sustainable self-care practices.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"65 3","pages":"240-250"},"PeriodicalIF":1.6,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ceas.70032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148904034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supervision Experiences of Black Counselors-in-Training With Multiple Minoritized Identities 具有多重少数民族身份的黑人在职辅导员监督经验

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-09-04 Epub Date: 2026-04-15 DOI: 10.1002/ceas.70028

Babatola Arogundade

{"title":"Supervision Experiences of Black Counselors-in-Training With Multiple Minoritized Identities","authors":"Babatola Arogundade","doi":"10.1002/ceas.70028","DOIUrl":"https://doi.org/10.1002/ceas.70028","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explored how Black counselors-in-training with multiple minoritized identities experience clinical supervision. Using interpretive phenomenological analysis, I interviewed 12 Black counselors-in-training with intersecting identities, including gender, sexual orientation, disability status, and international status. Six themes emerged, revealing experiences of cultural mismatch, the burden of cultural translation, racial identity overshadowing other identities, creation of alternative support networks, visions for effective supervision, and navigation of intersecting identities beyond race. Two key concepts captured participants’ experiences: (a) double labor, developing clinical skills while educating supervisors about cultural contexts, and (b) double protection, shielding themselves and clients from culturally incompetent supervision. The findings suggest supervisors should view culturally informed approaches as strengths rather than deficits, actively broach multiple identity dimensions, and create relational safety. Thus, counselor education programs should center intersectionality in supervision training and diversify supervisor pools.</p>\u0000 </div>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"65 3","pages":"274-282"},"PeriodicalIF":1.6,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148903710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dispositional Predictors of Counselor Impostor Phenomenon: Vulnerability Traits and Coping Resources Among Counselors-in-Training 咨询师冒名顶替现象的性格预测因素：培训咨询师的脆弱性特征与应对资源

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-09-04 Epub Date: 2026-07-07 DOI: 10.1002/ceas.70034

Brian J. Clarke, Melissa Witter, Katherine Isaacson

{"title":"Dispositional Predictors of Counselor Impostor Phenomenon: Vulnerability Traits and Coping Resources Among Counselors-in-Training","authors":"Brian J. Clarke, Melissa Witter, Katherine Isaacson","doi":"10.1002/ceas.70034","DOIUrl":"https://doi.org/10.1002/ceas.70034","url":null,"abstract":"<div>\u0000 \u0000 <p>Counselor impostor phenomenon (CIP) is characterized by persistent self-doubt and the dismissal of evidence of competence and is prevalent among counselors-in-training (CITs). Although prior research has examined individual correlates of CIP, no study has examined the relative contributions of vulnerability traits, broad personality dimensions, and coping resources within a single model, or whether CIP and its dispositional correlates differ across training stages. This cross-sectional study examined relationships between CIP and dispositional traits among 172 CITs enrolled in CACREP-accredited counseling programs. A three-step hierarchical regression entered evaluative concerns, striving, and procrastination in the first block, the Big Five personality traits in the second block, and self-compassion and grit in the third block. Evaluative concerns was the strongest predictor in the first block. Among the Big Five, only openness contributed unique variance. In the full model, self-compassion and evaluative concerns were the strongest predictors, contributing nearly identical unique variance in opposing directions, followed by openness and striving, which emerged as a negative predictor once self-critical evaluation was held constant. Procrastination, neuroticism, extraversion, agreeableness, conscientiousness, and grit did not contribute unique variance. A one-way MANOVA found no significant differences in CIP or dispositional traits across pre-practicum, practicum, and internship stages. Implications for counselor education and supervision are discussed.</p>\u0000 </div>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"65 3","pages":"228-239"},"PeriodicalIF":1.6,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148903659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Grief Documentation in CACREP Master's Programs: A Curricular Audit CACREP硕士课程中的悲伤文件：课程审核

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-09-04 Epub Date: 2026-07-05 DOI: 10.1002/ceas.70033

Jennifer Slawson, Katherine M. Atkins, Sonya Lorelle

引用次数: 0

Preparation of Medicare-Enrolled Mental Health Counselors: Descriptions of Training Experiences and Predictors of Attitudes and Competencies 参加医疗保险的心理健康咨询师的准备：培训经历的描述和态度和能力的预测因素

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-06-07 Epub Date: 2026-04-22 DOI: 10.1002/ceas.70029

Jordan B. Westcott, Zeming Wang, L. Eliza Stanley, Matthew C. Fullen, Alexis J. Isaac, Anna Moncada

{"title":"Preparation of Medicare-Enrolled Mental Health Counselors: Descriptions of Training Experiences and Predictors of Attitudes and Competencies","authors":"Jordan B. Westcott, Zeming Wang, L. Eliza Stanley, Matthew C. Fullen, Alexis J. Isaac, Anna Moncada","doi":"10.1002/ceas.70029","DOIUrl":"https://doi.org/10.1002/ceas.70029","url":null,"abstract":"<p>Counselors are newly eligible to enroll as providers in the Medicare program as of January 1, 2024, yet little is known about their preparedness to work with Medicare beneficiaries and related training experiences. This gap in the literature inhibits our understanding of historical and current counselor education practice, thereby preventing us from identifying strengths and weaknesses in counselor training practices and preparation among current Medicare-enrolled mental health counselors (MEMHCs). Participants were recruited from a publicly available database of MEMHCs in conjunction with contact information from state licensure boards. This study examined training experiences of 333 MEMHCs who enrolled during the first year of Medicare eligibility. Using hierarchical multiple regression, we also explored whether graduating from a CACREP-accredited program, time since graduation, and perceived preparedness to work with older adults or people with disabilities at the time of graduation predicted gerontological counseling competency and attitudes toward practice with people with disabilities. Time since graduation predicted gerontological counseling competency and perceived preparedness at the time of graduation predicted gerontological counseling competency with a moderate effect size (<i>f</i><sup>2</sup> = 0.171). Only perceived preparedness at the time of graduation predicted attitudes toward practice with people with disabilities with a small effect size (<i>f</i><sup>2</sup> = 0.107). Our results suggest that perceived preparedness at the time of graduation may be especially salient in MEMHCs’ perceived competencies and attitudes toward practice later in their careers. Counselor education programs may therefore need to more intentionally integrate these topics into their curricula. However, more information is needed about current practices.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"65 2","pages":"129-140"},"PeriodicalIF":1.6,"publicationDate":"2026-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ceas.70029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148194157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intersectional Factors Contributing to Racial and Professional Identity Development of Black Entry-Level Counseling Students 影响黑人入门级咨询专业学生种族和职业认同发展的交叉因素

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-06-07 Epub Date: 2026-02-10 DOI: 10.1002/ceas.70019

Donna M. Gibson, Colette T. Dollarhide, Tanya Middleton, Jessica Fort, Audia Fraley, Brittany Glover, Ila Cartwright

引用次数: 0