A Phenomenological Investigation of Wellness Within Counselor Education Programs

Abstract

In this phenomenological investigation, the authors explored doctoral‐level counselor trainees’ (N = 12) perceptions of wellness promotion in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. Using semistructured interviews, the research team identified 3 structural themes (components of wellness, program culture, and recommendations) and 13 textural themes. Findings highlight the need for training regarding boundaries and self‐awareness.

Promoting Wellness in Counselors‐in‐Training: Impact of a Wellness Experiential Group

“…Of those studies conducted, findings have yielded mixed results (Leppma & Young, 2016;Ohrt et al, 2015;Roach & Young, 2007;Schure et al, 2008;Wolf et al, 2014). Researchers have speculated that active participation in experiential activities may increase wellness among CITs (Ohrt et al, 2015;Wolf et al, 2014), while others have encouraged a culture of wellness in counselor education programs beyond a single elective course or intervention (Gleason & Hays, 2019). Consistently, researchers have called for future studies to investigate the impact of wellness-related interventions among CITs (Meany-Walen et al, 2016;Ohrt et al, 2015;Wolf et al, 2014).…”

“…Counseling has long valued prevention, optimal development, and positive functioning over solely controlling and eliminating pathology (Meyers, 2014). Correspondingly, counselor education has prioritized enhancing the well-being and resiliency of counselors-in-training (CITs), aiming to protect future counselors from burnout and fatigue as well as promote client well-being through modeling of personal wellness (e.g., Association for Counselor Education and Supervision [ACES] Teaching Initiative Taskforce, 2016;Corey, 2000;Gleason & Hays, 2019).…”

“…Students are learning what it means to be a counselor as they progress through counselor education programs. Thus, it is critical that programs go further than just encouraging wellness and instead take a proactive stance, integrating wellness intervention into the curriculum and promoting a culture of wellness that values self-care, personal growth, and impairment prevention (Gleason & Hays, 2019).…”

Counselor Education and Supervision: 2019 Annual Review

“…Ten qualitative studies were published, and five quantitative studies were released. The qualitative studies included wellness promotion in programs accredited by CACREP from the perspective of doctoral trainees (Gleason & Hays, 2019); preservice student participation in a prepracticum, site‐based, experiential learning assignment highlighting expanded worldview and links between training and field‐based concerns (Havlik, Schneider, & McKechnie, 2019); and the satisfaction of online counseling students as well as issues of convenience, separateness, and connectedness in distance education related to self‐efficacy and stigma (Roth et al, 2019). Harlow et al (2019) explored the reactions of counselor trainees engaging in community‐based group counseling work, finding the experience influenced shifts in social justice attitudes and interests.…”

Sustaining student wellness in higher educational institutions: Possible design principles and implementations strategies

“…8 Most HE institutions have various wellness strategies they offer their students, all with a common goal of achieving a sense of wellness. 18 Teaching wellness strategies during formal training brings noteworthy benefits for the HE students. 16 These benefits amongst other include: positive emotional, physical, mental, interpersonal change, and improved academic performance, to mention only but a few.…”