TPC-Journal-V6-Issue2

The Professional Counselor /Volume 6, Issue 2 139 Highest Degree: PhD – CACREP Program 201 54 PhD – Non-CACREP Program 38 10 EdS in Counseling 10 3 PhD – Counseling Psychology 31 8 PhD – Clinical Psychology 4 1 Other (doctoral in another discipline or master’s in counseling or related field) 86 23 Academic Rank: Assistant Professor 145 39 Associate Professor 102 28 Professor 92 25 Clinical Instructor 8 2 Adjunct Instructor 6 .2 Other 17 5 Years Teaching in a CACREP-Accredited Program: Less than 2 years 59 16 2 to 5 years 84 23 6 to 10 years 90 24 11 to 15 years 66 18 16 to 20 years 28 8 Over 20 years 43 12 Licenses and Certifications Held: Licensed Professional Counselor 201 55 Licensed Alcohol and Drug Counselor 21 6 Provisionally Licensed Professional Counselor 14 4 Licensed Marriage & Family Counselor 33 9 Licensed Psychologist 37 10 Licensed Social Worker 7 2 Certified School Counselor 95 26 National Certified Counselor 199 54 Instrument The survey for this present study was designed based upon the Problems of Professional Competency Survey – Master Student Version (PPCS-MS) developed by Brown-Rice and Furr (2013), related to determining master’s students’ enrolled in CACREP-accredited programs knowledge of classmates with PPC. The PPCS-MS was constructed based upon the literature regarding PPC in psychology, counseling and social work. To establish content validity and reliability, the PPCS-MS underwent an expert review process and two pilot studies to provide clarity and conciseness of the survey questions. Additionally, a principal components analysis created components representative of what the review of the literature provided on these issues (Brown-Rice & Furr, 2013). The questions and format of the PPCS-MS were used and adjusted to create a self-report survey entitled