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Volume 10, Issue 4 in This Issue Contents About The Professional Counselor Editorial Staff Amie A. Manis, Editor Catherine Clifton, Managing Editor Gretchen C. Porter, Sr. Copy Editor The Professional Counselor Kristin Rairden, Sr. Graphics Specialist (TPC) is the official, peer- Rachel P. Sommers, Media Support Specialist reviewed, open-access Kylie P. Dotson-Blake, Publisher electronic journal of the National Board for Certified Senior Advisory Board Counselors, Inc. and Judith C. Durham Lynn K. Hall James P. Sampson, Jr. Affiliates (NBCC), dedicated Samuel T. Gladding Theodore P. Remley, Jr. to research and commentary on empirical and theoretical Editorial Review Board 2020 topics relevant to professional counseling and Hannah Acquaye Courtney E. Gasser Jessica Lloyd-Hazlett Susan A. Adams Gary G. Gintner Sandra Logan-McKibben related areas. TPC publishes Kathryn Alessandria Barry Glick Huan-Tang Lu original manuscripts relating Ellen Armbruster Charlotte Hamilton Miles J. Matise to the following topics: Jennifer Beebe Latoya Hanes-Thoby Mary-Catherine McClain mental and behavioral Sara Bender Shannon Hodges Carol McGinnis health counseling; Kirk Bowden Linda Holloway Cherise M. Murphy Kathleen Brown-Rice Eleni Maria Honderich Cheryl W. Neale-McFall school counseling; career Matthew R. Buckley Franc Hudspeth Allison Paolini counseling; couple, Rebekah Byrd J. Richelle Joe J. Dwaine Phifer marriage, and family Joel Carr David Jones Dustin Reed counseling; counseling Keith M. Davis Maribeth F. Jorgensen Wendy Rock Mary M. Deacon Viki P. Kelchner Jyotsana Sharma supervision; theory Daniel DeCino Elizabeth Keller-Dupree Katharine Sperandio development; ethical Karen Decker Carie Kempton Angelica Tello issues; international Joel F. Diambra David S. King Michael M. Tursi counseling issues; program Karen Dickinson Jason King Alwin E. Wagener Syntia Santos Dietz Branis Knezevic Jeffrey M. Warren applications; and integrative Robin Dufresne Kristen Langellier Claudia Weese reviews of counseling Kelly Emelianchik-Key Justin Lauka Amy Williams and related fields. The Adrienne Erby Kristi A. Lee Heather Zeng intended audience for TPC Thomas Fonseca Yanhong Liu Chelsey Zoldan-Calhoun includes National Certified Counselors, counselor educators, mental health practitioners, graduate students, researchers, supervisors, human services professionals, and the general public. The Professional Counselor © 2020 NBCC, Inc. and Affiliates National Board for Certified Counselors 3 Terrace Way, Greensboro, NC 27403-3660 In This Issue Contents Introduction to the Special Issue on Doctoral Counselor Education 406 William H. Snow, Thomas A. Field Research Focused on Doctoral-Level Counselor Education: A Scoping Review 414 Gideon Litherland, Gretchen Schulthes The Pipeline Problem in Doctoral Counselor Education and Supervision 434 Thomas A. Field, William H. Snow, J. Scott Hinkle Components of a High-Quality Doctoral Program in Counselor Education and Supervision 453 Jennifer Preston, Heather Trepal, Ashley Morgan, Justin Jacques, Joshua D. Smith, Thomas A. Field A Q Methodology Study of a Doctoral Counselor Education Teaching Instruction Course 472 Eric R. Baltrinic, Eric G. Suddeath Research Identity Development of Counselor Education Doctoral Students: A Grounded Theory 488 Dodie Limberg, Therese Newton, Kimberly Nelson, Casey A. Barrio Minton, John T. Super, Jonathan Ohrt Preparing Counselor Education and Supervision Doctoral Students Through an HLT Lens: 501 The Importance of Research and Scholarship Cian L. Brown, Anthony J. Vajda, David D. Christi Relational Cultural Theory–Informed Advising in Counselor Education 517 Kirsis A. Dipre, Melissa Luke Volume 10, Issue 4 In This Issue Contents Mentoring Doctoral Student Mothers in Counselor Education: A Phenomenological Study 532 Vanessa Kent, Helen Runyan, David Savinsky, Jasmine Knight “They Stay With You”: Counselor Educators’ Emotionally Intense Gatekeeping Experiences 548 Daniel A. DeCino, Phillip L. Waalkes, Amanda Dalbey Teaching Gatekeeping to Doctoral Students: A Qualitative Study of a Developmental 562 Experiential Approach Brenda Freeman, Tricia Woodliff, Mona Martinez Recruiting, Retaining, and Supporting Students From Underrepresented Racial Minority Backgrounds in Doctoral Counselor Education 581 Jennie Ju, Rose Merrell-James, J. Kelly Coker, Michelle R. Ghoston, Javier F. Casado Pérez, Thomas A. Field The Minority Fellowship Program: Promoting Representation Within Counselor Education 603 and Supervision Susan F. Branco, Melonie Davis Faculty Perspectives on Strategies for Successful Navigation of the Dissertation Process in 615 Counselor Education Michelle Ghoston, Tameka Grimes, Jasmine Graham, Justin Grimes, Thomas A. Field Gaining Administrative Support for Doctoral Programs in Counselor Education 632 Rebecca Scherer, Regina Moro, Tara Jungersen, Leslie Contos, Thomas A. Field Volume 10, Issue 4 Introduction to the Special Issue on Doctoral Counselor Education The Professional Counselor™ Volume 10, Issue 4, Pages 406–413 http://tpcjournal.nbcc.org © 2020 NBCC, Inc. and Affiliates William H. Snow, Thomas A. Field doi:10.15241/whs.10.4.406 This lead article introduces a special issue of The Professional Counselor designed to inform and support faculty, staff, and administrative efforts in starting or revitalizing doctoral degree programs in counselor education and supervision. We review the 14 studies that make up this issue and summarize their key findings. Seven key themes emerged for faculty and staff to consider during program development: (a) the current state of research, (b) doctoral program demographics and distribution, (c) defining quality, (d) mentoring and gatekeeping, (e) increasing diversity, (f) supporting dissertation success, and (g) gaining university administrator support. We recognize the vital contribution of these articles to doctoral counselor education and supervision program development while also highlighting future directions for research emerging from this collection. Keywords: doctoral, counselor education and supervision, research, quality, diversity This special issue of The Professional Counselor features 14 articles on doctoral counselor education and supervision (CES) to inform and support faculty, staff, and administrative efforts in starting or revitalizing doctoral degree programs in CES. In this introductory paper, we begin by providing context for the special issue’s focus on doctoral CES programs. We then reflect on the series of articles in this special issue that collectively address a myriad of topics pertinent to high-quality doctoral programs in CES. We further suggest critical themes and principles for faculty and administrators to follow when starting and operating doctoral counselor education programs and for students to reflect on when selecting a doctoral counselor education program. In our conclusion, we offer future directions for research emerging from the contributions to this special issue. Doctoral CES Programming in Context The CES doctorate is an increasingly sought-after degree. From 2012 to 2018, the number of CES doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) increased by 50%, with a 43.8% increase in student enrollment (CACREP, 2013, 2019). At the time of writing, there are now 84 CACREP-accredited doctoral programs (CACREP, n.d.). These CACREP-accredited doctoral programs have nearly 3,000 enrolled students and produce almost 500 doctoral graduates each year (CACREP, 2019). Doctoral study within counselor education prepares leaders for the profession (Adkinson-Bradley, 2013; West et al., 1995). For over 70 years, the allied mental health professions, including counseling, were heavily influenced by psychology’s scientist–practitioner (aka Boulder) model of the 1940s (Baker & Benjamin, 2000), the scholar–practitioner model of the 1970s (Kaslow & Johnson, 2014), and the lesser-known clinical– scientist model of the 1990s (Stricker & Trierweiler, 2006). In contrast to psychology, the purpose of doctoral counselor education was never to train entry-level clinicians. Instead, it has historically been to prepare counseling professionals to become counselor William H. Snow, PhD, is a professor at Palo Alto University. Thomas A. Field, PhD, NCC, CCMHC, ACS, LPC, LMHC, is an assistant professor at the Boston University School of Medicine. Correspondence may be addressed to William Snow, 1791 Arastradero Road, Palo Alto, CA 94304, [email protected]. 406 The Professional Counselor | Volume 10, Issue 4 educators and advanced supervisors to train entry-level clinicians at the master’s level (West et al., 1995; Zimpfer et al., 1997). Counseling has needed to develop its own model(s) for effective doctoral education. Yet, relatively little literature exists to inform the development and implementation of doctoral programs within counselor education. This special issue represents a concerted effort to address that knowledge gap. Research teams consisting of 46 counselor educators and student researchers from across the country answered the call with findings from 14 studies that we have organized under seven themes and related critical questions. The collective research provides invaluable information for anyone desiring to initiate, develop, and sustain a high-quality CES doctoral program on their campus. The following is a summary of the key themes, organizing questions, and findings. Key Themes, Questions, and Findings In preparation for this special issue, The Professional Counselor put out a
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