Volume_7_Issue_1_Digest

2 TPC Digest An Exploration of the Perceived Impact of Post-Master’s Experience on Doctoral Study in Counselor Education and Supervision Laura Boyd Farmer, Corrine R. Sackett, Jesse J. Lile, Nancy Bodenhorn, Nadine Hartig, Jasmine Graham, Michelle Ghoston 2 R esearchers examined the perceived impact of post-master’s experience (PME) during counselor education and supervision (CES) doctoral study in a sample of 59 doctoral students near the end of degree completion and recent doctoral graduates. Doctoral admissions committees for CES programs consider a doctoral applicant’s PME as part of admissions criteria; however, there is no consensus about whether PME should be required and how much PME is needed to support doctoral students’ development. The five core areas of doctoral professional identity development identified by CACREP guided the inquiry of the study through the following research questions: 1. How do advanced doctoral students and recent doctoral graduates perceive the impact of PME on the development of counseling, supervision, teaching, research and scholarship, and leadership and advocacy? 2. Is the amount of PME and the setting of PME related to perceived impact of PME on the development of counseling, supervision, teaching, research and scholarship, and leadership and advocacy for doctoral students? Doctoral students and recent doctoral graduates responded to quantitative scaled items assessing the perceived impact of their PME on doctoral development in each area. Participants also responded to open-ended items describing their perceptions of the impact of PME. Quantitative and qualitative analyses were used to describe and report these perceptions.