TPC Journal V7, Issue 1-FULL ISSUE

The Professional Counselor | Volume 7, Issue 1 31 development during doctoral study, and professional impact as a counselor educator and supervisor. Specifically, studies should explore professional outcomes of counselor educators with varying levels of PME. For example, what are students’ perceptions of faculty members and supervisors with more or less counseling experience? How is the type of institution (high teaching versus high research) related to the amount and benefit of professional counseling experience? Is continued professional practice after earning the CES doctoral degree related to professional success, career satisfaction, teaching evaluations or scholarship productivity? Future research focusing on these issues will add to the literature on this aspect of the CES profession by answering these questions. 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. doi:10.1300/J001v24n01_02 Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). New York, NY: Pearson. 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. The Journal for Counselor Preparation and Supervision , 6 . 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 & Development , 37 (3), 130–144. doi:10.1002/j.2164-4683.1999.tb00415.x Cohen, J. (1992). A power primer. Psychological Bulletin , 112 , 155–159. Council for Accreditation of Counseling and Related Educational Programs. (2015). 2016 CACREP Standards. Council for Accreditation of Counseling and Related Educational Programs . Retrieved from http://www.cacrep. org/for-programs/2016-cacrep-standards Dollarhide, C. T., Gibson, D. M., & Moss, J. M. (2013). Professional identity development of counselor education doctoral students. Counselor Education and Supervision , 52 , 137–150. doi:10.1002/j.1556-6978.2013.00034.x Goodrich, K. M., Shin, R. Q., & Smith, L. C. (2011). The doctorate in counselor education. International Journal for the Advancement of Counselling , 33 , 184–195. doi:10.1007/s10447-011-9123-7 Hughes, F. R., & Kleist, D. M. (2005). First-semester experiences of counselor education doctoral students. Counselor Education and Supervision , 45 , 97–108. doi:10.1002/j.1556-6978.2005.tb00133.x Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research , 1 , 112–133. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development . Englewood Cliffs, NJ: Prentice-Hall. Lambie, G. W., & Vaccaro, N. (2011). Doctoral counselor education students’ levels of research self-efficacy, perceptions of the research training environment, and interest in research. Counselor Education and Supervision , 50 , 243–258. doi:10.1002/j.1556-6978.2011.tb00122.x Limberg, D., Bell, H., Super, J. T., Jacobson, L., Fox, J., DePue, M. K., . . . Lambie, G. W. (2013). Professional identity development of counselor education doctoral students: A qualitative investigation. The Professional Counselor , 3 , 40–53. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.