Professional Development of Counselor Education Students: An Exploratory Study of Professional Performance Indicators for Assessment

Abstract

Although training standards for counseling students emphasize the importance of student evaluation, there is a lack of research that specifically describes how counselor educators may systematically assess the professional development of counselors-in-training. This exploratory study sought to determine a set of performance indicators for each of five identified components of professional development to provide counselor educators with an initial framework for assessing the professional growth of master's-level counseling students.

Advisory Relationship as a Moderator Between Research Self‐Efficacy, Motivation, and Productivity Among Counselor Education Doctoral Students

“…Doctoral counseling students are typically expected to demonstrate strong research skills as future counselor educators. Because counselor professional development often begins with master's‐level counselor training programs (Choate, Smith, & Spruill, ) and master's‐level students are prospective candidates in CE doctoral programs, research training at entry‐level counseling programs would not only promote students' research competencies, but also increase the number of strong doctoral researcher‐candidates.…”

Perceptions of Professional Identity Development From Counselor Educators in Leadership Positions

“…During these times, salient elements of professional identity, such as understanding the counseling professional's various roles (Remley & Herlihy, ); counseling's philosophical assumptions (e.g., a prevention and wellness orientation; Gale & Austin, ); and personal/professional values, attitudes, and behaviors (LaFleur, ; McGowen & Hart, ; Spruill & Benshoff, ) can be shared with other professionals. These interactions orient counseling members into the profession and promote their professionalism (Choate, Smith, & Spruill, ).…”

Instrument construction and initial validation

“…Fifth, efforts to develop and strengthen a clear, unified professional identity within the profession have been also evidenced in the curricular requirements formulated by the CACREP (Calley & Hawley, 2008). Professional development rests on deliberate efforts to instill the values, attitudes, and behaviors expected of future counseling professionals in trainees (Choate, Smith, & Spruill, 2005). CACREP standards 2000reflected this emphasis by instituting a professional orientation into the profession as one of the core knowledge areas mandatory in the graduate curriculum.…”

“…CACREP standards 2000reflected this emphasis by instituting a professional orientation into the profession as one of the core knowledge areas mandatory in the graduate curriculum. The standards specify that a professional orientation course should focus on an in-depth understanding of the counseling profession, including its history, ethical standards, professional roles and responsibilities, associations, credentialing processes, and public policy processes (Choate et al, 2005). Further, CACREP standards 2000 Building another definition, other researchers explained that professional identities are established as counselors cultivate attitudes about their professional roles, involvement within the profession, ethical standards, and learning styles that reinforce higher level cognitive functioning (Blocher, 1983;Etrtnger, Htllerbrand, & Claiborn, 1995;Skovholt & Ronnestad, 1992;Vanzandt, 1990).…”

“…Specifically, Vacc and Loesch (1987) Certified Counselor) and other specialty certifications (Choate et al, 2005).…”