TPC-Journal-V4-Issue4

The Professional Counselor \Volume 4, Issue 4 312 experiences within the group. Questions included but were not limited to the following: (1) What was the experience of being in the MDCRG like for you?; (2) What were the most important things you learned about the research process while you were in the group?; and (3) Did your participation in the group change how you see your role as a counselor? Responding to the informal survey of their experiences in the MDCRG, several master’s-level researchers reflected on how the group influenced their practical knowledge of research. They reported learning about the importance of maintaining focus on the research questions, the importance of persistence in finding peer- reviewed and current articles, and the importance of using a timeline to keep the research on track. One master’s-level researcher reflected, “I feel I have the necessary tools in order to research articles, write an article that is tailored to the journal/newsletter, and submit it to a newsletter and conference.” One of the most valuable experiences that the master’s-level researchers reported was engaging in a collaborative research process with peers. Researchers stated that they learned “the value of one’s colleagues in the research process,” the value of “decision making as a group” and the value of “being able to collaboratively decide on a topic,” such as how to divide the work and how to decide authorship. Master’s-level researchers also reported that participation in the MDCRG positively affected their academic program. They reported translating their learning from the MDCRG into academic classes. One student stated, “I bring the knowledge I gained to the classroom.” Another said that the group “enriched my academics,” while others expressed that it “highlighted the lack of research done at the master’s level in this program.” Having an opportunity to explore their own interests in the research process led several master’s-level researchers to take a more active role in their coursework. Additionally, the group gave researchers the opportunity to develop collaborative relationships with other students that they “otherwise would not have had.” Students reported benefitting from the cross-cohort connections and mentoring. Master’s-level researchers also stated that they could clearly see a link between their experiences within the MDCRG and their counseling practice. One master’s-level researcher reflected that “the subject matter of the research enhanced my ability to be a more culturally competent counselor for LGBTQ individuals and made me a resource for colleagues that were not in the research group.” Another student stated that the group “solidified the importance of research in responsible, current practice.” A third stated that her experience highlighted the need for additional research and advocacy. The final theme that the students mentioned when responding to the informal survey is encouraging in light of the research-to-practice gap. Participant responses reflected a deeper understanding of and appreciation for the role of research in counseling. One student said that “[my] understanding of the importance of conducting research motivates me to be involved and . . . engage in the research already being conducted at my agency of employment.” Other students suggested that their greatest growth came in understanding “how to communicate ideas and also how my ideas can be strengthened/further developed through collaboration.” The research-to- practice gap may be reduced through producing students who emerge from training programs viewing research as part of their professional identity. Implications and Conclusion The research-to-practice gap has been a persistent problem in counselor education that may be attributed to incongruence between how the research process has historically been constructed and the values central to counseling. This gap is reflected in the low rates of publication by counselor educators and in graduating counselors’ lack of readiness to engage in research (Bangert & Baumberger, 2005; Lambie et al., 2014). The