TPC-Journal-V5-Issue4

The Professional Counselor /Volume 5, Issue 4 485 the field. Furthermore, research delineating the different types of institutions and possibly different qualifications would assist CES advisors. Lastly, research exploring current practices and potential in the CES field for producing doctoral-trained counselors to represent the counseling discipline at the administrative and supervisory levels of mental health facilities may provide beneficial information for advancing the field. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Anfara, V. A., Jr., Brown, K. M., & Mangione, T. L. (2002). Qualitative analysis on stage: Making the research process more public. Educational Researcher , 31 (7), 28–38. Bernard, J. M. (2006). Tracing the development of clinical supervision. The Clinical Supervisor , 24 , 3–21. Bodenhorn, N., Hartig, N., Ghoston, M. R., Graham, J., Lile, J. J., Sackett, C. R., Farmer, L. B. (2014). Counselor education faculty positions: Requirements and preferences in CESNET announcements 2005–2009. Journal of Counselor Preparation and Supervision , 6 , 1–16. doi: 10.7729/51.1087 Boes, S. R., Ullery, E. K., Millner, V. S., & Cobia, D. C. (1999). Meeting the challenges of completing a counseling doctoral program. Journal of Humanistic Education and Development , 37 , 130–144. Goodrich, K. M., Shin, R. Q., & Smith, L. C. (2011). The doctorate in counselor education. International Journal for the Advancement of Counselling , 33 (3), 184–195. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage. Munson, C. E. (1996). Should doctoral programs graduate students with fewer than two years of post-MSW practice experience? No! Journal of Social Work Education , 32 , 167–172. Nelson, K. W., Canada, R. M., & Lancaster, L. B. (2003). An investigation of nonacademic admission criteria for doctoral ‐ level counselor education and similar professional programs. The Journal of Humanistic Counseling, Education and Development , 42 , 3–13. Piercy, F. P., Dickey, M., Case, B., Sprenkle, D., Beer, J., Nelson, T., & McCollum, E. (1995). Admissions criteria as predictors of performance in a family therapy doctoral program. The American Journal of Family Therapy , 23 , 251–259. doi: 10.1080/01926189508251355 Proctor, E. K. (1996). Should doctoral programs graduate students with fewer than two years of post-MSW practice experience? Yes! Journal of Social Work Education , 32 , 161–167. doi:10.1080/10437797.1996.10778446 Rogers, J. R., Gill-Wigal, J. A., Harrigan, M., & Abbey-Hines, J. (1998). Academic hiring policies and projections: A survey of CACREP- and APA-accredited counseling programs. Counselor Education and Supervision , 37 (3), 166–178. doi:10.1002/j.1556-6978.1998.tb00542.x Schweiger, W. K., Henderson, D. A., McCaskill, K., Clawson, T. W., & Collins, D. R. (Eds.). (2012). Counselor preparation: Programs, faculty, trends (13th ed.). New York, NY: Routledge. Shannon, D. M., & Bradshaw, C. C. (2002). A comparison of response rate, response time, and costs of mail and electronic surveys. The Journal of Experimental Education , 70 , 179–192. Warnke, M. A., Bethany, R. L., & Hedstrom, S. M. (1999). Advising doctoral students seeking counselor education faculty positions. Counselor Education and Supervision , 38 , 177–190. doi:10.1002/j.1556-6978.1999. tb00569.x