Volume_7_Issue_1_Digest

3 TPC Digest 3 | TPC Digest Read full article and references: Farmer, L. B., Sackett, C. R., Lile, J. J., Bodenhorn, N., Hartig, N., Graham, J., & Ghoston, M. (2017). An exploration of the perceived impact of post-master’s experience on doctoral study in counselor education and supervision. The Professional Counselor , 7, 15–32. doi : 10.15241/lbf.7.1.15 Among results, PME was perceived as having a significant positive impact on doctoral development in supervision as well as leadership and advocacy. When comparing PME obtained in school settings versus PME in clinical mental health settings, there was a significant difference in the core area of leadership and advocacy development. Specifically, school counselors rated their PME as having a greater impact on leadership and advocacy development than clinical mental health counselors’ ratings of PME impact. On an 11-point Likert scale (-5 to +5; strong negative impact to strong positive impact), a majority of participants rated their PME as having a positive impact on their development in the areas of counseling, supervision, teaching, and leadership and advocacy. Research and scholarship was the only area of doctoral development that was perceived as having little or no impact from PME. Participant descriptions of the perceived impact of PME provided further detail about each area of doctoral development. For example, confidence was a common theme describing the impact of PME in the areas of counseling, supervision and teaching. Overall, this study provided an initial exploration of doctoral students’ perceptions of the value of their post-master’s experiences in the field. By understanding doctoral students’ perceptions, doctoral admissions committees may make more informed decisions regarding the PME variable in admissions decisions. Future studies are needed to examine the relationship between PME, doctoral development, and professional impact as a counselor educator and supervisor. Furthermore, ongoing professional practice as a counselor educator could be explored as it relates to career satisfaction, teaching effectiveness and research productivity. Laura Boyd Farmer is an Assistant Professor at Virginia Tech. Corrine R. Sackett is an Assistant Professor at Clemson University. Jesse J. Lile is a couple’s counselor in Boone, NC. Nancy Bodenhorn is an Associate Professor at Virginia Tech. Nadine Hartig is an Associate Professor at Radford University. Jasmine Graham is a Clinical Assistant Professor at Indiana University Purdue University Indianapolis. Michelle Ghoston is an Assistant Professor at Gonzaga University. Correspondence can be addressed to Laura B. Farmer, School of Education (0302), 1750 Kraft Drive, Ste 2000, Blacksburg, VA 24061, lbfarmer@vt.edu .