Components of a High-Quality Doctoral Program in Counselor Education and Supervision
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| Title: | Components of a High-Quality Doctoral Program in Counselor Education and Supervision |
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| Language: | English |
| Authors: | Preston, Jennifer, Trepal, Heather, Morgan, Ashley, Jacques, Justin, Smith, Joshua D., Field, Thomas A. |
| Source: | Professional Counselor. 2020 10(4):453-471. |
| Availability: | National Board for Certified Counselors, Inc. and Affiliates. 3 Terrace Way, Greensboro, NC 27403. Tel: 336-547-0607; Fax: 336-547-0017; e-mail: TCPjournal@nbcc.org; Web site: http://tpcjournal.nbcc.org |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Doctoral Programs, Doctoral Students, Counselor Training, Supervision, Program Effectiveness, Educational Quality, Counselor Educators, Teacher Attitudes, Teacher Student Relationship, Peer Relationship, Institutional Mission, Diversity (Institutional), Alignment (Education), Professional Identity, Inclusion |
| ISSN: | 2164-3989 |
| Abstract: | The doctoral degree in counselor education and supervision is increasingly sought after by students, with the Council for Accreditation of Counseling and Related Educational Programs (CACREP) reporting a 27% enrollment increase in just a 4-year span. As new programs are started and existing programs sustained, administrators and faculty may be seeking guidance in how to build a high-quality program. Yet no literature currently exists for how doctoral counseling faculty define a high-quality program. This study used a basic qualitative research design to examine faculty perceptions of high-quality doctoral programs (N = 15). The authors analyzed data from in-depth interviews with core faculty members at CACREP-accredited doctoral programs. Five themes emerged from the data: relationships, mission alignment, development of a counselor educator identity, inclusiveness of diversity, and Carnegie classification. The findings of this study can be important for faculty and administrators to consider when establishing and maintaining a counselor education and supervision doctoral program. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1284215 |
| Database: | ERIC |
| Abstract: | The doctoral degree in counselor education and supervision is increasingly sought after by students, with the Council for Accreditation of Counseling and Related Educational Programs (CACREP) reporting a 27% enrollment increase in just a 4-year span. As new programs are started and existing programs sustained, administrators and faculty may be seeking guidance in how to build a high-quality program. Yet no literature currently exists for how doctoral counseling faculty define a high-quality program. This study used a basic qualitative research design to examine faculty perceptions of high-quality doctoral programs (N = 15). The authors analyzed data from in-depth interviews with core faculty members at CACREP-accredited doctoral programs. Five themes emerged from the data: relationships, mission alignment, development of a counselor educator identity, inclusiveness of diversity, and Carnegie classification. The findings of this study can be important for faculty and administrators to consider when establishing and maintaining a counselor education and supervision doctoral program. |
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| ISSN: | 2164-3989 |
