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The purpose of this phenomenological study was to explore how feminist-identified counselor educators understand and experience power in counselor education. Thirteen feminist women were interviewed. We utilized a loosely structured interview protocol to elicit participant experiences with the phenomenon of power in the context of counselor education. From these data, we identified an essential theme of analysis of power. Within this theme, we identified five categories: (a) definitions and descriptions of power, (b) higher education context and culture, (c) uses and misuses of power, (d) personal development around power, and (e) considerations of potential backlash. These categories and their subcategories are illustrated through narrative synthesis and participant quotations. Findings point to a pressing need for more rigorous self-reflection among counselor educators and counseling leadership, as well as greater accountability for using power ethically.

Clarifying counselor education's status as a discipline carries implications for pedagogy, researcher identity development, and knowledge production. In this manuscript, these implications are discussed within a historical context and with attention to the successful career transitions for new counselor educators, as well as those pursuing promotion and tenure in academia.

Advocacy with and on behalf of clients is a major way in which counselors fulfill their core professional value of promoting social justice. Career counselors have a unique vantage point regarding social justice due to the economic and social nature of work and can offer useful insights. Q methodology is a mixed methodology that was used to capture the perspectives of 19 career counselors regarding the relative importance of advocacy interventions. A two-factor solution was reached that accounted for 60% of the variance in perspectives on advocacy behaviors. One factor, labeled "focus on clients," emphasized the importance of empowering individual clients and teaching self-advocacy. Another factor, labeled "focus on multiple roles," highlighted the variety of skills and interventions career counselors use in their work. Interview data revealed that participants desired additional conversations and counselor training concerning advocacy.

The authors apply the Multicultural and Social Justice Counseling Competencies (Ratts, Singh, Nassar-McMillan, Butler, & McCullough, 2015) model to clinical supervision, highlighting ways for supervisors to intentionally integrate multicultural and social justice practices into the supervision enterprise. They offer specific implications for supervision practice, including a focus on broaching strategies.

Scholars have emphasized the educational nature of clinical supervision. However, the supervision field is lacking protocols to guide novice supervisors in their early sessions with supervisees. Informed by six overarching learning theories (behaviorist, cognitive, constructivism, critical pedagogy, person-centered, and experiential), we propose a supervision guide that can be used to guide novice supervisors' early supervision sessions. Implications, limitations, and recommendations for future research are included.

Sexual offending is a public concern and results in lasting detrimental effects. Despite evidence demonstrating the impact of belief systems on sexual offending behaviors, research exploring family belief systems among individuals who perpetrate sexual offenses is limited. This qualitative study explored the lived experiences of 10 cisgender men in outpatient treatment for sexual offending. Following Interpretative Phenomenological Analysis (IPA), findings indicated a broad range of early experiences for men who have sexually offended. The rich findings that emerged from the lived experiences of the participants are presented in relation to current knowledge, and practice implications are shared. [ABSTRACT FROM AUTHOR]

The authors conducted a content analysis of supervisors' (n = 10) and supervisees' (n = 31) descriptions (n = 707) of most and least helpful significant events in individual, group, and triadic supervision across 1 semester. Categories by group for each modality and areas of agreement and disagreement are highlighted.

Discourse analysis encompasses a variety of disciplinary approaches that broadly aim to understand how individuals and groups use language to construct and maintain their psychological and social realities. A central concept in discourse analysis is we all use discourse to accomplish our communication goals despite being unaware of most discourses we evoke. While discourse studies could help counseling professionals to better understand how they deploy discourses to maintain identities, inequalities, and status quo, the method is not well-represented in counseling research in the United States. This methodological guide presents an introduction to discourse analysis and an overview of the analytic framework, highlighting discourse studies conducted germane to counseling research and practice. [ABSTRACT FROM AUTHOR]

Faculty in 38 doctoral counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs identified the quantitative and qualitative designs and other research topics that were covered in required and elective course work, discipline of course instructors, and opportunities for doctoral students' hands-on research experience. Results indicated a wide range of research training offerings and modest faculty satisfaction.

What does it mean when we say a person is "deep" or has a lot of "depth?" We asked counsellor educators to describe the concept of personal depth, how it manifests in counsellors' work, and whether or not it could be trained. Twenty counsellor educators responded, and we analysed their responses using thematic analysis. We unearthed seven major themes of the construct: nondual consciousness, emotions, cognitions, interpersonal attributes, self‐awareness, attitude and life experiences. Participants also provided suggestions for training students to cultivate personal depth. Finally, we introduce a depth wheel to conceptualise our results and provide implications for counselling and training. [ABSTRACT FROM AUTHOR]

Self-care is an often-cited obligation of professional counselors in order to prevent compassion fatigue, vicarious traumatization, and burnout. Nearly all examples of counselor self-care in the peer-reviewed literature emphasizes abstract activities that engage self-reflection, emotions, or other processes similar to what counselors use in sessions with clients. We propose a new conceptualization of self-care called Task-Oriented Self-Care (TOSC) in which counselors use Realistic tasks (as described in John Holland's Typology) to activate potentially underutilized strengths to prevent and treat burnout symptoms. We review existing self-care literature, describe the specific elements of TOSC, and provide examples of TOSC in practice. [ABSTRACT FROM AUTHOR]

In this study, the authors investigated the predictive relationship between a feminist supervisory approach and supervisee nondisclosure, along with the potential mediating effect of the supervisory relationship. Among a sample of master's-level counseling interns (N = 111), supervisees who perceived more feminist behaviors from their supervisor were more likely to rank the supervisory relationship as stronger and were less likely to report withholding information from their supervisor. Furthermore, the supervisory relationship partially mediated the link between feminist supervision and supervisee nondisclosure. Implications for supervisors and researchers are discussed. [ABSTRACT FROM AUTHOR]

The authors share the formative evaluation of a counseling elective, Social Justice Advocacy. Researchers used thematic analysis to code student weekly reflection journals. Emergent themes included (a) redefining social justice and advocacy, (b) reflecting on privilege, (c) expanding from advocacy for to advocacy with, and (d) shifting into action. The findings have implications for counselor educators interested in developing a similar course and value for professional counselors who wish to improve their advocacy for clients. [ABSTRACT FROM AUTHOR]