TPC-Journal-V2-Issue3

The Professional Counselor \Volume 2, Issue 3 210 This review of literature illustrates a lack of recent research in this area, with relevant studies more than fifteen years old, and a need to know more about the counseling process (Paulson et al., 2001), specifically what is meaningful for participants. In addition, we need current researchers to both elicit participant perspectives of the process (Elliott & James, 1989; Sells et al., 1996) and compare perspectives of significant in-session events (Elliott & Shapiro, 1992), since relevant studies are dated. For the purpose of this study, the term process refers to the interactions and relationship between clients and counselors-in-training. The utilization of counselors-in- training (CITs), rather than experienced counselors, had yet to be explored, and has produced worthwhile fodder for discussion for counselor educators and supervisors. More specifically, with awareness of similarities and differences between client and CIT perspectives, counselor educators and supervisors can better prepare CITs to build strong alliances and work effectively with clients. Therefore, the purpose of this study was to describe the experiences of CITs and clients in the counseling process and answer the following two research questions: (a) What do CITs and clients experience as most meaningful in counseling? and (b) What are the similarities and differences of what CITs and clients experience as meaningful in counseling? The results of this study will inform counselors, counselor educators, and supervisors about what is meaningful to participants in counseling and where clients and CITs are congruent and incongruent in their perceptions. Method The research questions were answered through the qualitative tradition of phenomenology by analysis of in-depth interviews. Phenomenology was chosen for the assumption that multiple realities exist and are relevant, as well as a way to describe the meaning of participant experiences in counseling (Hays & Wood, 2011). Qualitative research is ideal for examining participant experiences in counseling, given the considerable similarities between qualitative research and counseling, such as identifying themes and patterns and attempting to understand the participant’s or client’s experience (Singer, 2005). In addition, qualitative research allows for the process of making meaning of those participant experiences. As Kline (2003) asserts, “In brief, it [qualitative research] offers a contextually sensitive approach that gives voice to the persons who are researched” (p. 83). Researchers conducted data collection and analysis separately for CITs and clients, in order to examine each unique perspective, and to look for similarities and differences among the two. The single session unit, in the form of one counseling session, was used in this study, which allows for examining within-session events and session impact (Elliott & James, 1989), and for participants to reflect on their most recent session, leading to more in-depth results and better understanding of experiences than if participants were reflecting on an entire course of counseling (Mehr, Ladany, & Caskie, 2010). In addition, significance sampling is used, which is the examination of units that have significant meaning to the client and counselor, or therapeutic impact (Elliott & James, 1989). Rather than looking at session impact from what is helpful or hindering, the authors approach session impact with what is meaningful in session, as illustrated by Mahrer and Boulet (1999), “The emphasis is on whatever touches you as something impressive happening here rather than relying on your theory, your knowledge, and your being on the lookout for particular kinds of traditional significant in-session changes” (p.1484). For the purposes of this study, meaningful experiences in a counseling session are specific to each participant, and are defined as experiences that are important, significant, or moving to the participant. Meaningful experiences may be cognitive, emotional, relational or behavioral in nature. Participants Participants in this study consisted of CITs and clients from a counselor education training clinic at a satellite center for a large mid-Atlantic public university. The CITs were master’s degree students in a counselor education program and were completing their practicum experience in the clinic at the time of the study. Practicum students wholly staff this training clinic. The clients in the study were students enrolled in a Human Services Associates Degree program at a local community college. Human subjects research approval was obtained from the Institutional Review Board at the institution where the study was conducted, followed by participant solicitation and the informed consent process. The practicum class consisted of 14 students, all of which were approached for this study. The resulting sample consisted of 12 CIT-client dyads, totaling 24 participants, including 12 CITs and 12 clients.