TPC-Journal-V3-Issue1

43 participants had similar experiences and commonalities within their doctoral program and to capture the variety of research interests, skill levels and clinical experience among the three years (Creswell, 2007). Although CQR is a qualitative analysis focused on producing results that illustrate the participants’ life experience related to the phenomenon investigated, CQR methodology does suggest a sample size of at least three cases in order to perform the cross-analysis during the data analysis process. A total of 18 CEDS agreed to participate with fellow cohort members in a focus group designated by year, which was an appropriate sample size for CQR (Hays & Wood, 2011). The first-year cohort included seven focus group participants (100% of the first-year CEDS population at this university) consisting of four Caucasian females and three Caucasian males. The second-year cohort included eight focus group participants (78% of the second-year population) with two Caucasian females, one African-American female, one Asian male, and four Caucasian males. Finally, the third-year CEDS cohort included four focus group participants (67% of the third-year population) comprised of two African-American females, one Asian female, and one Caucasian male. In this study, we acted as both participants and researchers (i.e., the first-year cohort). In qualitative research, the observers can range from complete observers to complete participants (Creswell, 2013), and while traditional research design encourages impartiality, qualitative research varies. Researchers participating in a study offers greater depth of what the participants are experiencing, helps establish greater rapport with the participants and provides an understanding of the context better than would be understood by nonparticipant observers (Creswell, 2013; Heppner et al., 2008). There were several drawbacks that emerged from engaging in the dual roles of researcher and participant. The primary challenge occurred in analyzing the data for the first-year cohort (our cohort). In the dual roles, a level of familiarity was added, as we knew the underlying meanings of statements that might have appeared unclear to outside researchers. While this dual role also was a strength in that the true meaning of the data was able to be analyzed, the same level and depth of understanding could not be given to coding the second-year and third-year cohort data, as they were not part of the research team. Data Collection Data collection consisted of facilitators(s), who were members of the research team, conducting focus groups for each CEDS cohort. The focus groups were semi-structured with five open-ended questions asked in sequential order to promote consistency across groups and allow for rich data collection and in-depth responses (Bell et al., 2012; Heppner et al., 2008). Focus groups were conducted, as opposed to individual interviews, to maximize group dynamics that contribute to richer data collection, with the responses of each cohort being observed and recorded. The questions used to facilitate the focus group were created by the research team based on the literature of doctoral student identity. The open-ended questions were: (a) Describe your experience of transitioning from counselor to counselor-educator-in- training? (b) I am going to name several different experiences you have had so far during your doctoral program (i.e., clinical work with clients, conducting research, teaching, supervising students, service to the profession, attending or presenting at conferences, interviews with faculty members in your initial doctoral class, cohort membership). Please identify or talk about things that happened in any of these arenas that helped you think of yourself as a counselor educator. (c) What other experiences have you had that resonated with you that affected your development as a counselor educator? (d) What pivotal moments (or critical incidents such as important conversations or successes) have you experienced that have helped to form your identity as a counselor educator? and, (e) Can you talk about any experiences that have created doubts about adopting the identity of a counselor educator? Focus groups lasted one to two hours, varying by the discussion duration. All participants were assured that answers would be kept confidential to protect relationships within the program and promote honest answers. Although confidentiality was explained as part of the consent process, participants were also reminded that researchers could not guarantee confidentiality of other participants within the focus group. While the focus group design offered an environment rich for discussion, it is possible that participants may have held back on full disclosure due to the close nature of the program and personal knowledge of other participants. A faculty member of the research team facilitated the first-year CEDS focus group in order to preserve group facilitator impartiality and allow the first-year cohort, serving dual roles of research members and participants, to fully participate in the focus group process. The second-year and third-year CEDS focus groups were facilitated by first-year CEDS from the research team. Following each focus group, facilitators were asked to debrief by reflecting on three structured open- ended questions: (1) What experiences did participants mention most frequently and with the most emotional intensity? (2) The Professional Counselor \Volume 3, Issue 1