A. Wilson, Derek L. Robertson, Marcella D. Stark, Heather C. Trepal
{"title":"来自德州非cacrep项目教师的观点","authors":"A. Wilson, Derek L. Robertson, Marcella D. Stark, Heather C. Trepal","doi":"10.1080/15566382.2017.12033955","DOIUrl":null,"url":null,"abstract":"In this study we utilized phenomenological inquiry to explore the experiences of nine counselor educators working in programs that are not accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Five themes emerged including: (a) professional identity and unity, (b) resources and necessary support from administration, (c) pride in current program, (d) state requirements versus CACREP requirements, and (e) mounting pressure. Implications and recommendations are discussed.","PeriodicalId":153964,"journal":{"name":"Journal of Professional Counseling: Practice, Theory & Research","volume":"38 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Perspectives from Texas Faculty in Non-CACREP Programs\",\"authors\":\"A. Wilson, Derek L. Robertson, Marcella D. Stark, Heather C. Trepal\",\"doi\":\"10.1080/15566382.2017.12033955\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this study we utilized phenomenological inquiry to explore the experiences of nine counselor educators working in programs that are not accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Five themes emerged including: (a) professional identity and unity, (b) resources and necessary support from administration, (c) pride in current program, (d) state requirements versus CACREP requirements, and (e) mounting pressure. Implications and recommendations are discussed.\",\"PeriodicalId\":153964,\"journal\":{\"name\":\"Journal of Professional Counseling: Practice, Theory & Research\",\"volume\":\"38 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2017-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Professional Counseling: Practice, Theory & Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/15566382.2017.12033955\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Professional Counseling: Practice, Theory & Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/15566382.2017.12033955","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Perspectives from Texas Faculty in Non-CACREP Programs
In this study we utilized phenomenological inquiry to explore the experiences of nine counselor educators working in programs that are not accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Five themes emerged including: (a) professional identity and unity, (b) resources and necessary support from administration, (c) pride in current program, (d) state requirements versus CACREP requirements, and (e) mounting pressure. Implications and recommendations are discussed.
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