The Doctorate in Counselor Education

Abstract

The doctorate in Counselor Education and Supervision is the terminal degree in the field of counselor education within the U.S. The authors surveyed CACREP-accredited doctoral programs to assess department characteristics, clinical experience and credentials, research experience, and the admission, retention, and evaluation of students. Results indicated that the PhD was a preferable degree to other degree offerings. Programs were found to be diverse in their policies and procedures relating to admissions and retention, time to complete the program, and student expectations. International students and faculty representation was found to be sparse in CACREP-doctoral programs. Implications for future research and practice are offered.

A Culturally Responsive Intervention for Addressing Problematic Behaviors in Counseling Students

“…Continuing to ignore this critical process is clearly inconsistent with the growing emphasis on social justice issues in the counseling field. Increasing the diversity of students and faculty in counselor education has also been identified as a key responsibility of programs committed to social justice (Bradley & Holcomb‐McCoy, 2002; Goodrich, Shin, & Smith, 2011; Shin, 2008; Shin, Smith, Goodrich, & LaRosa, 2011). The lack of a critical mass of students from culturally marginalized groups may reinforce the oppression, stigma, isolation, and misunderstanding of specific marginalized racial and cultural groups.…”

“…It is important that this process should in turn be used with the adjunct faculty member whose experience may also be misunderstood by the counseling faculty and who may not have the opportunity to fully voice her perceptions and experiences in the counseling program. As it has been documented, there are multiple levels of power and privilege in higher education (Goodrich et al, 2011; Shin, 2008; Shin et al, 2011); consequently, adjunct faculty may also feel that they are voiceless within the academy, and their interactions across stakeholders in the program may be a result of this process as well. Providing a supportive space for the adjunct to share her perspectives on the situation and trying to understand her experience might prove to be beneficial for the overall climate of this particular counseling program.…”

Testing the Intercultural Model of Ethical Decision Making With Counselor Trainees

“…In addition, we were intentional in using our sample of convenience so that differences in student diversity, across two regions and three courses, would provide more diversity than many previous samples in counselor education (Goodrich, Shin, & Smith, 2011; Shin, Smith, Goodrich, & LaRosa, 2011). The sample of the current study was robust in racial and ethnic diversity but included few male participants.…”

Publication and editorial feedback experiences of doctoral students in counselor education

“…provides details on the content required for doctoral research training, including diverse research designs and data analysis methods, as well as scholarly writing for publication, conference proposals, and grant proposals (CACREP, 2015). However, the specific details with regard to research training offered by CACREP-accredited doctoral programs are inconsistent, despite the training guidelines suggested by the 2016 CACREP Standards (Borders et al, 2014;Okech, Astramovich, Johnson, Hoskins, & Rubel, 2006;Goodrich, Shin, & Smith, 2011). Borders et al (2014) examined research training practices in CACREP-accredited doctoral programs.…”

“…However, many counselor education training programs failed to provide those opportunities (Borders et al, 2014;Lambie & Vaccaro, 2011;Paradise & Dufrene, 2010). Goodrich et al (2011) reported that 62.5% of doctoral programs that they examined did not have any formalized research teams in their department. Similarly, Borders et al (2014) reported that while half of the programs provide students with a structured research experience during their first year, one third of the students' research opportunities for research involvement was "serendipitous" (p. 157).…”