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The Missing Middle
No full textPart of the Session titled, Writing Your Place: Navigating College, Community and Self
Living Against the Stats
No full textPart of the Session titled Homeward Bound: Writing Your Way Toward Identity
Perceived Preparedness and Self-Efficacy of Counselors in Training in Online Programs
Get PDFThe purpose of this transcendental, phenomenological study was to describe master’s-level Counselors-in-Training (CITs) perceived preparedness to treat real clients before transitioning to their practicum or internship experience. Adult learning theory and self-efficacy development theory guided this study. The research questions included a) How do master-level CITs describe their experience of perceived preparedness to real clients before transitioning to their practicum or internship experience? b) How do study participants describe the influence that the counseling program curriculum, including structure and practicum timing, had on their readiness to transition to practicum or internship? c) How do study participants describe the influence that clinical supervision had on their readiness to transition to practicum or internship? d) How did study participants perceive their experiences with anxiety, apprehension, or dread before transitioning to practicum or internship? What do they feel would have decreased any of these perceived distresses? Data collection methods included semi-structured interviews, visual representations, and reflective journaling. Data was analyzed using Moustakas’ (1994) modified version of the Van Kaam method- horizontalization, reduction, clustering, theme development, validation, and textural and structural descriptions for the meaning of experiences. Four main themes emerged through data analysis: a) external factors were a major source of increased confidence or preparedness, (b) lack of engagement was a major factor for decreased confidence or preparedness, c) a perceived disconnect between course content and how to apply the knowledge while conducting counseling sessions, and d) overall feelings of anxiety and apprehension were present
Environmental Education Professionals and K-12 School Counselors: Collaboration for Engaging the Conservation and Natural Resources Workforce of the Next Generation
Get PDFEnvironmental education (EE) professionals often fail to reflect the diverse, intersectional identities of the students and communities they serve. As frontline professionals among the conservation and natural resources (CNR) professions, addressing this requisite and urgent disparity is vital for fostering equitable teaching and learning environments that are safe, welcoming, accessible, and inclusive. EE professionals play a pivotal role in filling knowledge gaps, fostering ecological literacy, and introducing students to CNR careers, just as K-12 school counselors play a meaningful role in helping students expand upon their interests and acquire experience and skills to cultivate self-efficacy to support the belief in their ability to participate in the realization of their postsecondary goals. Research reveals that a lack of awareness of CNR careers serves as a significant barrier to access; students are more engaged in learning when they see themselves reflected in their educators; and school counselors can have a profound influence on the career pathways of students under their purview. Utilizing a mixed-methods approach, Pennsylvania K-12 school counselors were studied to gain an understanding of ways that EE professionals can effectively raise awareness of CNR careers among underrepresented and marginalized students and resources that would best assist them. Findings reveal that outreach, collaboration, and the provision of age-appropriate, relevant, and culturally responsive resources are substantial strategies for raising awareness and supporting students from a wide range of communities
Counseling Students’ Perceptions of Support during the COVID-19 Crisis: A Qualitative Study
Get PDFThe COVID-19 pandemic changed the counseling programs in clinical instruction, mentorship, and student’s perception of the university. The qualitative data presented in this paper identifies eight counseling students’ beliefs of support during their time in counseling program during the COVID-19 pandemic. Data was obtained through semi-structured interviews. An interpretive phenomenological analysis resulted in four themes: including higher education response, personal resources, emotions in crisis, and transitions in crisis
The Development of Teacher Identity in Counselor Education Doctoral Students
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Counselor educators (CE) prepare counselor education doctoral students (CEDS) to work as counselors, scholars, leaders, supervisors, and teachers. While we have a firm understanding of how CEDS develop in general (Limberg et al., 2013; Moss et al., 2014), there is little known about how they develop specifically as teachers. The goal of this research study was to gain insight into how teacher identity develops for CEDS. We interviewed 10 participants using transcendental phenomenology methodology to gain insight into their teaching preparation experiences and identities as teachers. We identified three primary themes from the data: (1) Connection, (2) Confidence, or lack thereof, and (3) Who am I, who are you? We provide implications for counselor education programs to encourage supporting CEDS in developing their professional identity as teachers
A Descriptive Comparison of Results from Human and AI-Driven Interpretive Phenomenological Analyses
Get PDFThis study explores the concordance and discordance between human researchers and ChatGPT in conducting Interpretative Phenomenological Analysis (IPA) using an interview transcript with a refugee resettling in the United States. Findings revealed both alignment and discrepancies between ChatGPT and human researchers; while ChatGPT effectively identified themes and coding structures with interpretative depth and reflective engagement, it occasionally struggled to capture implicit meanings, particularly in narrative continuity and cultural-contextual analysis. These challenges were evident in its misinterpretation of past and present events, difficulty in recognizing nuanced associations, and tendency to adopt a deficit-based lens in certain analyses. Findings are discussed considering the emergent AI research literature, with attention to culturally responsive and anti-oppressive research practices with historically marginalized populations