TPC Journal V7, Issue 1-FULL ISSUE

20 The Professional Counselor | Volume 7, Issue 1 Table 1 Correlation Matrix for Main Study Variables Note. Variables 2–6 represent the perceived impact of PME on the core area of doctoral identity development (counseling, teaching, supervision, research and scholarship, and leadership and advocacy) Multiple linear regression was used to examine whether the amount of PME (independent variable) predicted the perceived impact of PME on each of the five core areas of doctoral development: counseling, supervision, teaching, research and scholarship, and leadership and advocacy (dependent variables). The results of the regression analysis indicated that amount of PME predicted 38% of variance in the perceived impact of PME ( R 2 = .38, F (6, 47) = 4.80, p < .01). The amount of PME significantly predicted the perceived impact of PME on two variables: supervision (β = .44, p < .01) and leadership and advocacy (β = .34, p < .05). A post hoc power analysis was conducted utilizing G*Power. With an alpha level of .01, a sample size of 59, and a medium effect size of .61 (Cohen, 1992), achieved power for the multiple linear regression was .98. Finally, an independent samples t-test was conducted to compare the perceived impact of PME in school PME and clinical mental health PME settings. Results showed a significant difference between school PME ( M = 4.43, SD = 1.02) and clinical mental health PME ( M = 3.10, SD = 1.89) for the core area of leadership and advocacy ( t (51) = -3.26, p = .02), reflecting that doctoral students with PME in schools perceived a significantly higher positive impact of their PME on the development of leadership and advocacy compared to doctoral students with PME in clinical mental health settings. In other words, both PME settings (school and clinical mental health) perceived a positive impact of their PME on the development of leadership and advocacy. However, doctoral students who had PME as school counselors perceived this experience as having a significantly greater impact on their development in leadership and advocacy than doctoral students who had obtained PME in clinical mental health settings. The remaining four core areas of doctoral development were not significantly different when comparing PME settings. With an alpha level of .05, a sample size of 59, and a medium effect size of .88 (Cohen, 1992), achieved power for the independent samples t-test was .83. Qualitative and Descriptive Results: Scaled and Open-Ended Responses The following results describe respondents’ perceptions about the impact of PME on five core areas of doctoral development: counseling, supervision, teaching, research and scholarship, and