Mentoring and other valued components of counselor educator doctoral training: a Delphi study

Abstract

Purpose Counselor educators graduating from accredited doctoral programs complete training in counseling, supervision, teaching, research, scholarship, leadership, and advocacy. The purpose of this paper is to investigate the valued components of doctoral degree training in counselor education among new graduates. Design/methodology/approach Recent graduates in full-time counselor education positions were surveyed using the Delphi method to determine which aspects of their doctoral training best prepared them for their current positions. Findings The participants valued or desired training in teaching, research, supervision, and potential mentorship. Research limitations/implications A serendipitous finding of the research was that mentorship, which was not a deliberate training feature, was highly valued by new counselor educators. Further research on which mentorship styles are best suited for counselor educator training is necessary. Continued training in teaching, research, and supervision is also necessary. Practical implications Some form of mentoring is desirable in counselor educator training programs to facilitate transition from year to year of doctoral study, as well as to assist transition from the role of student to faculty. Originality/value A desire to be mentored by faculty, specifically for students in counselor education doctoral programs, is revealed.

El rol de los equipos de investigación en el empoderamiento de las personas investigadoras jóvenes

“…Lo más representativo en Europa es la primera encuesta sobre candidatura a doctorado en doce países europeos, incluida España, elaborada por el Consejo Europeo de Doctorandos e Investigadores Junior (Eurodoc) y el informe The Global State of Young Scientists (Friesenhahn y Beaudry, 2014) escrito por la red Global Young Academy. Existen otras investigaciones que se centran en: 1) Las aspiraciones (Hauss et al, 2015), las salidas profesionales (Candy et al, 2019), la movilidad (Gerhards et al, 2018;Netz y Jaksztat, 2018), la formación oficial universitaria (McAlpine, 2017;Owens et al, 2020), la mentoría (Clark et al, 2000;Hum, 2015;Perera-Diltz y Duba, 2017); y en las habilidades transferibles (Walsh et al, 2010). 2) La complejidad del proceso de aprendizaje de las PI jóvenes, debido a que se entrelaza su desarrollo intelectual, creativo y personal (Brien et al, 2019).…”