A Grounded Theory of Counselor Educators' Academic Leadership Development

Crockett, Stephanie A.; Michel, Rebecca E.

doi:10.1002/ceas.12196

Cited by 9 publications

(6 citation statements)

References 16 publications

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“…Fourth, given that I developed a robust and complex abstracted theoretical model in a parsimonious manner, it is possible that certain axial and selective codes may not be represented (Hays et al, 2021). Thus, future research on the model is warranted to evaluate whether new data can fit within the existing model, especially as the processes and practices evolve.…”

Section: Limitationsmentioning

confidence: 99%

A-Methodological Saturation: A Grounded Theory Analysis

Peters

2023

The Counseling Psychologist

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The purpose of this qualitative study was to develop an abstracted theoretical model concerning how counseling and counselor education researchers utilize saturation in their qualitative research. Given the importance of rigor and trustworthiness in qualitative research, this study addresses saturation, a method for ensuring methodological rigor and trustworthiness. The qualitative study included 23 participants from a range of social locations, methodological expertise, and research agendas. The findings from this qualitative study were analyzed and presented using Straussian grounded theory and resulted in the development of an abstracted theoretical model, which included the following: causal conditions, contextual factors, intervening conditions, actions, consequences, and a core category. The abstracted theoretical model can aid researchers in the process and practice of saturation. Advances in saturation can support the development of rigorous qualitative research design and methodological integrity. Discussion and implications are discussed across the areas of practice, education, advocacy, and research.

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Section: Limitationsmentioning

confidence: 99%

A-Methodological Saturation: A Grounded Theory Analysis

Peters

2023

The Counseling Psychologist

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“…For counselor educators, early career leadership participation experiences inform and shape identity in leadership that fosters potential for later pursuit of leadership in academia (Hays et al., 2021). Professional organizations often create leadership development programs (LDPs) to foster leadership through engagement in professional experiences and mentorship (Wahesh et al., 2018).…”

Section: Leadership In Counselor Educationmentioning

confidence: 99%

“…Counselor educators often serve in leadership roles in the counseling community through involvement in professional organizations, or community advocacy. These leadership activities begin during graduate programs and develop further throughout a career (Hays et al, 2021;Woo et al, 2016). Despite this expectation, there is a lack of continuity in best practices around leadership training within the field (Lockard et al, 2014).Current literature suggests professional identity development connects with leadership development for counselors and counselor educators (Gibson, 2016;Luke & Goodrich, 2010;Woo et al, 2016).…”

mentioning

confidence: 99%

Emerging leaders: Leadership development experiences of counselor education doctoral students

DeDiego

Chan

Basma

2022

Couns Edu & Supervision

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Counselor educators often serve in leadership roles in professional organizations. These leadership activities often begin as graduate students through leadership development programs (e.g., Emerging Leaders) within professional counseling organizations. This basic interpretive qualitative study explored leadership development experiences of 24 counselor education doctoral students yielding themes informing leadership development. K E Y W O R D S counselor education, doctoral students, inclusion, leadershipIn order for the counseling profession to survive, counselors and counselor educators must actively shape the roles and functions of counselors through strong professional leadership (Donigian, 1974). In response to this need, to facilitate leadership development, counselor education (CES) doctoral programs train doctoral students in leadership models and leadership development related to professional organizations (CACREP, 2016) and require that students must demonstrate ability to navigate various professional roles effectively and ethically (CACREP, 2016). Counselor educators often serve in leadership roles in the counseling community through involvement in professional organizations, or community advocacy. These leadership activities begin during graduate programs and develop further throughout a career (Hays et al., 2021;Woo et al., 2016). Despite this expectation, there is a lack of continuity in best practices around leadership training within the field (Lockard et al., 2014).Current literature suggests professional identity development connects with leadership development for counselors and counselor educators (Gibson, 2016;Luke & Goodrich, 2010;Woo et al., 2016). Sweeney (2012) emphasized that counselors have the capacity for leadership development in all settings and at all levels, defining leadership in counseling as "actions by individuals in professional counseling that contribute to the realization of our individual and collective capacity to serve others competently, ethically, and justly as helping professionals" (p.5). For doctoral

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“…Leadership theories and types have evolved from a traditionally innate sense of personality to a now more explicitly learned set of competences that counselors and family therapists use with increased intentionality. Leadership, specifically, is now seen by helpers as not a single action, but rather an on-going dialog or a learned set of skills or behaviors [1][2][3]. Counselors and family therapists must focus on increasing their professional leadership, identity, and advocacy to best help all family types.…”

Section: Introductionmentioning

confidence: 99%

Perspective Chapter: Helping BIPOC LGBTQIA+ Families through Inclusive Therapy and Advocacy

Parker-Barnes¹,

McKillip²,

Powell³

2023

Family Therapy - Recent Advances in Clinical and Crisis Settings

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Families are phenomenological and unique. All families are valuable, but historically, many family types have been underrepresented. Families with members who identify in the BIPOC LGBTQIA+ communities have historically been underrepresented and marginalized. Helping BIPOC LGBTQIA+ families involves both clinical work and advocacy. Advocacy for the professional identity of counseling, marriage and family therapy, and related helpers involves various aspects. These aspects include leadership theory and integration, importance of professional identity, the need to continue to infuse multiculturalism within the counseling and family therapy identities, and continued skills for counselors to learn inclusive advocacy. Skills and implications for advocacy as they relate to clients who intersect among the LGBTQAI+ and BIPOC communities, will be described.

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A Grounded Theory of Counselor Educators' Academic Leadership Development

Cited by 9 publications

References 16 publications

A-Methodological Saturation: A Grounded Theory Analysis

A-Methodological Saturation: A Grounded Theory Analysis

Emerging leaders: Leadership development experiences of counselor education doctoral students

Perspective Chapter: Helping BIPOC LGBTQIA+ Families through Inclusive Therapy and Advocacy

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