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Asynchronous LGBTQ+ Affirming Counseling Training With Early Career Counselors: A Mixed Methods Program Evaluation 早期职业咨询师的异步LGBTQ+确认咨询培训：混合方法项目评估

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-06-07 Epub Date: 2026-02-01 DOI: 10.1002/ceas.70020

Amber L. Pope, Kelli Hartzell, Matt B. Siroty, Jeff Moe, Noelle St. Germain-Sehr, Bianca R. Augustine, Amanda St. Germain-Sehr, Tai Lexumé

{"title":"Asynchronous LGBTQ+ Affirming Counseling Training With Early Career Counselors: A Mixed Methods Program Evaluation","authors":"Amber L. Pope, Kelli Hartzell, Matt B. Siroty, Jeff Moe, Noelle St. Germain-Sehr, Bianca R. Augustine, Amanda St. Germain-Sehr, Tai Lexumé","doi":"10.1002/ceas.70020","DOIUrl":"https://doi.org/10.1002/ceas.70020","url":null,"abstract":"<p>A growing body of research shows that training in LGBTQ+ affirming counseling (LGBTQ+ AC) positively impacts counselors’ perceived knowledge and skills in providing mental health services to LGBTQ+ communities. Existing program evaluations of LGBTQ+ AC, however, have primarily used synchronous delivery formats and cultural competency models for the training design. This study is part of an action research agenda to develop an introductory training in LGBTQ+ AC, using asynchronous online delivery and cultural humility as the conceptual framework for the training design. We used a fixed convergent parallel mixed methods quasi-experimental design to examine the impact of our LGBTQ+ AC training on perceived LGBTQ+ clinical skills and cultural humility. Participants were 136 early-career counselors, with 65 in the training group and 71 in the no-training group. Quantitative results showed significant improvements in the training group's LGBTQ+ clinical preparedness posttraining, and content analysis identified three primary themes of <i>Expanding Knowledge and Perspectives</i>, <i>Clinical Practice Reflection</i>, and <i>Community and Sociocultural Impact</i>. Integrated findings show the impact of the training on LGBTQ+ clinical self-assessment, cultural humility development, and limitations of current instrumentation. Our findings show LGBTQ+ clinical preparedness outcomes similar to those reported in evaluations of synchronous LGBTQ+ AC trainings. Additional implications include that LGBTQ+ AC training can foster key attributes of cultural humility and underscore the pivotal role of advocacy within LGBTQ+ AC.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"65 2","pages":"114-128"},"PeriodicalIF":1.6,"publicationDate":"2026-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ceas.70020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148193929","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

A Narrative Inquiry on the Teaching Development of Adjunct Faculty in Counselor Education 辅导员教育辅助教师教学发展的叙事探究

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-06-07 Epub Date: 2026-02-01 DOI: 10.1002/ceas.70018

Phillip L. Waalkes, Daniel P. Hall, Jason M. Thompson, Ron Ray, Jaimie Stickl Haugen

{"title":"A Narrative Inquiry on the Teaching Development of Adjunct Faculty in Counselor Education","authors":"Phillip L. Waalkes, Daniel P. Hall, Jason M. Thompson, Ron Ray, Jaimie Stickl Haugen","doi":"10.1002/ceas.70018","DOIUrl":"https://doi.org/10.1002/ceas.70018","url":null,"abstract":"<div>\u0000 \u0000 <p>Adjunct faculty in counselor education (AFCE) can experience barriers in their teaching development, such as role confusion, isolation, low self-efficacy, and limited mentorship. Yet, limited research exists about how AFCE navigate these barriers to make meaning of their teaching and grow over time. In this narrative inquiry study, we used interviews and photo elicitation with 13 AFCE to elicit their stories of teaching development. We used thematic analysis to analyze the data, and the resulting themes were <i>teaching identity definition and evolution</i>, <i>student relationships motivate growth</i>, and <i>program and institutional support</i>. These findings highlight AFCE's agency in seeking meaning in relationships with students and in preparing students as future counselors, as well as in how AFCE sought support for their teaching development with other faculty in the face of unsupportive institutional systems. Implications for counseling programs and institutions include development of flexible, accessible, and continuous mentoring programs for AFCE and engagement of AFCE in programmatic and institutional decision-making to promote a greater sense of belonging. Implications for AFCE include reflecting on motivation for teaching and areas of meaning in their teaching through reflective journaling.</p>\u0000 </div>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"65 2","pages":"151-162"},"PeriodicalIF":1.6,"publicationDate":"2026-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148193985","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

Faculty Hiring Trends in Counselor Education: An 11-Year Content Analysis of 1514 Job Postings 咨询师教育中的教师招聘趋势：对1514份招聘信息的11年内容分析

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-06-07 Epub Date: 2026-02-15 DOI: 10.1002/ceas.70023

Chi Li, Regina Moro, Jennifer Kiehl, Jackie Bicas, Kelly Knox, Erin McBride, Margaret Lamar, Megan Speciale, Tameeka Hunter

{"title":"Faculty Hiring Trends in Counselor Education: An 11-Year Content Analysis of 1514 Job Postings","authors":"Chi Li, Regina Moro, Jennifer Kiehl, Jackie Bicas, Kelly Knox, Erin McBride, Margaret Lamar, Megan Speciale, Tameeka Hunter","doi":"10.1002/ceas.70023","DOIUrl":"https://doi.org/10.1002/ceas.70023","url":null,"abstract":"<div>\u0000 \u0000 <p>This study presents an 11-year content analysis of 1514 counseling faculty job postings advertised on the Counselor Education and Supervision Network (CESNET) from 2014 to 2024. Using a deductive content analysis design, we systematically examined trends across six dimensions: annual volume, academic rank, position type, geographic region, Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation status, and work modality. Overall, the counseling faculty job market demonstrated marked volatility, with an early surge likely tied to the implementation of the CACREP 2016 standards, followed by pandemic-related contraction in 2020 and partially recovered thereafter. Assistant professor roles consistently dominated, while senior-level positions were sparse and often absent in recent years. Tenure-track positions remained the primary hiring pathway, though non-tenure track and clinical roles grew substantially. Geographic hiring was heavily concentrated in the Southern and North Central Association for Counselor Education and Supervision (ACES) regions, and the Rocky Mountain region remained consistently underrepresented. The majority of the postings originated from CACREP-accredited programs, and transparency in reporting accreditation status increased over time. Explicit in-person postings rose over the past decade, while flexible in-person and/or remote roles peaked in 2021. The proportion of postings omitting modality declined. Collectively, these trends reflect a faculty labor market that remains anchored in traditional hiring yet is increasingly diversified, raising implications for counselor education practice and research.</p>\u0000 </div>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"65 2","pages":"141-150"},"PeriodicalIF":1.6,"publicationDate":"2026-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148194145","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

Teaching Counselors-in-Training to Broach Race: An Interpretative Phenomenological Analysis of Black Counselor Educators’ Experiences 在训辅导员提出种族问题：黑人辅导员教育经验的解释性现象学分析

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-06-07 Epub Date: 2026-02-15 DOI: 10.1002/ceas.70022

Jacoby Loury, Tameka Grimes, Laura Welfare

引用次数: 0

“You Don't Belong Here”: Lived Experiences of Marginalization and Discrimination among International Counseling Students “你不属于这里”：国际咨询学生的边缘化和歧视的生活经历

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-06-07 Epub Date: 2026-02-06 DOI: 10.1002/ceas.70021

Hyemi Jang, Marc Anderson Grimmett

{"title":"“You Don't Belong Here”: Lived Experiences of Marginalization and Discrimination among International Counseling Students","authors":"Hyemi Jang, Marc Anderson Grimmett","doi":"10.1002/ceas.70021","DOIUrl":"https://doi.org/10.1002/ceas.70021","url":null,"abstract":"<div>\u0000 \u0000 <p>An interpretive phenomenological analysis was conducted to explore the marginalization and discrimination experienced by 10 international counseling students (3 master's and 7 doctoral) in CACREP-accredited programs. Five master themes were identified from semi-structured interview data. Participants’ experiences revealed <i>subtle and covert marginalization</i>, <i>institutional invisibility of international identity</i>, and <i>interlocking systems of oppression</i>, while responding to these challenges through <i>acculturation and self-advocacy</i>, and building <i>supportive networks</i>. Moving beyond the traditional acculturation-focused research on international students, the current findings highlight how relational, institutional, and systemic barriers create inequitable learning environments for international counseling students. Implications address the need for tailored support for international counseling students and call for systemic changes among faculty, programs, and the field of counselor education. By centering on the marginalization and discrimination faced by international counseling students, this study seeks to promote belonging, systemic inclusion, and equitable professional development environments.</p>\u0000 </div>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"65 2","pages":"186-198"},"PeriodicalIF":1.6,"publicationDate":"2026-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148193935","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

Tolerated or Celebrated? Black Men in Doctoral Counselor Education Programs 容忍还是赞美？博士咨询师教育项目中的黑人

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-03-07 Epub Date: 2025-12-01 DOI: 10.1002/ceas.70010

Demetrius Cofield, Sara Jean-Philippe, Brittany N. Glover

引用次数: 0

A Consensual Qualitative Research Study of School Counseling Site Supervisors' Group Work Supervision 学校辅导现场督导团体工作督导之共识性质性研究

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-03-07 Epub Date: 2025-12-18 DOI: 10.1002/ceas.70012

Lauren Moss, Sarah I. Springer, Clare Merlin-Knoblich, Erin C. M. Mason, Blaire Cholewa

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Is Supervisee Disclosure in Supervision Universal? Preliminary Cross-Cultural Evidence From US and Turkish Supervisee Samples 监管中被监管人披露是否具有普遍性？来自美国和土耳其监管样本的初步跨文化证据

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-03-07 Epub Date: 2026-01-25 DOI: 10.1002/ceas.70015

Chi Li, Ching-Chen Chen, Betül Meydan, Ali Serdar Sağkal, Gülşah Kemer

{"title":"Is Supervisee Disclosure in Supervision Universal? Preliminary Cross-Cultural Evidence From US and Turkish Supervisee Samples","authors":"Chi Li, Ching-Chen Chen, Betül Meydan, Ali Serdar Sağkal, Gülşah Kemer","doi":"10.1002/ceas.70015","DOIUrl":"https://doi.org/10.1002/ceas.70015","url":null,"abstract":"<div>\u0000 \u0000 <p>This study tested the measurement invariance (MI) of the Supervisee Disclosure in Supervision Scale (SDSS) between U.S. (<i>N </i>= 211) and Turkish (<i>N </i>= 168) counseling supervisees. The SDSS, originally developed and validated with predominantly U.S. supervisees, assesses the likelihood of supervisees' supervision-related and counseling-related disclosure in supervision. We conducted the Multi-Group Confirmatory Factor Analysis (MGCFA) to test its configural, metric, and scalar invariance. Unfortunately, the configural invariance, the prerequisite for cross-group comparison, was not supported. These findings provide preliminary evidence that the SDSS does not measure the same underlying construct equivalently across these two cultures. This lack of invariance suggests that supervisee disclosure in supervision may be culturally situated rather than universal. Our results caution against direct cross-cultural comparisons using the SDSS and underscore the need for culturally grounded scale development and rigorous cross-cultural validation in supervision research.</p>\u0000 </div>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"65 1","pages":"55-62"},"PeriodicalIF":1.6,"publicationDate":"2026-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147569045","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

Effect of a Virtual Breathwork Program on Wellness of Counselors-in-Training 虚拟呼吸练习对在职咨询师健康的影响

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-03-07 Epub Date: 2025-09-30 DOI: 10.1002/ceas.70007

Yangyang Liu, Ting-fen Lin, Dilian Rolins, Yasar Nur Dedeoglu

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Teaching the Body-as-Lived: Integrating Embodied Self-Awareness Into Counselor Education Through Phenomenology and Practice 身体作为生命的教学：从现象学和实践将具身自我意识融入辅导员教育

IF 1.6

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-03-07 Epub Date: 2026-01-21 DOI: 10.1002/ceas.70017

Monique N. Rodríguez, Brett Wilkinson

{"title":"Teaching the Body-as-Lived: Integrating Embodied Self-Awareness Into Counselor Education Through Phenomenology and Practice","authors":"Monique N. Rodríguez, Brett Wilkinson","doi":"10.1002/ceas.70017","DOIUrl":"https://doi.org/10.1002/ceas.70017","url":null,"abstract":"<div>\u0000 \u0000 <p>Embodied self-awareness (ESA) is a crucial yet often neglected aspect of counselor education that involves the skillful integration of present-moment somatic attunement in the therapeutic encounter. We examine embodiment in light of phenomenological philosophy, contemporary neuroscience, and critical pedagogy to distinguish ESA from conceptual thought and to clarify the difference between having a body and being a body. We suggest that cultivating an ability to recognize and accurately interpret interoceptive and proprioceptive cues helps students enhance their self-regulation, therapeutic presence, and relational attunement. Detailed case studies are used to demonstrate teaching, supervision, and leadership methods to facilitate ESA in counselor development. ESA represents a critical shift toward preparing counselors who can work with integrated mind–body systems rather than treating psychological processes as purely cognitive phenomena, thereby better aligning counselor education with contemporary understandings of embodied cognition and therapeutic effectiveness.</p>\u0000 </div>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"65 1","pages":"44-54"},"PeriodicalIF":1.6,"publicationDate":"2026-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567824","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