No abstract

Little is known about the nature of academic writing in Counselor Education. As a remedy, three counselor educators constructed a corpus of research articles from counseling journals. The goal of this initial study was to detail the length, research method, and journal impact differences. Length differences were encountered for research method but not journal impact. Quantitative articles appear with greater frequency in high impact journals. Pedagogical and research implications are discussed.

No abstract

In addition to instructing students in social justice counseling and advocacy competencies, counselor educators also serve as mentors for aspiring advocates by exemplifying their commitment to the profession as counselors, advocates, and academics. The main point of this chapter will describe an example of an experiential, field-based, service-learning project that students complete in their second year of a part-time master's in counseling degree with a hybrid learning format. Additionally, an overview of the S-Quad framework for social justice advocacy will be provided. This serves as a template for inclusive advocacy that educators can modify to be applicable when working in any program and within a variety of teaching modalities (i.e., synchronous, asynchronous, or hybrid). The final section of this chapter will include an analysis of current challenges to educator sustainability fostered by sociopolitical factors and manifestations of systemic oppression found in educational systems.

A popular notion is that authors in academic research articles merely convey propositional information. However, as Hyland has shown, authors in academic writing also use a range of devices to organize their texts, engage readers, and signal their attitudes to both their material and their readers (Hyland & Tse, 2004). In the present study, three counselor educators examined the use of the devices of Self-Mentions, Boosters, Attitude Markers, and Hedges within a stratified random selection of research articles from 24 peer-reviewed counseling journals. Compared to a reference corpus of social science articles, counseling journals contained a greater use of self-mentions, attitude markers, and hedges. Implications for writers submitting their research to peer-reviewed counseling journals were presented.