Aug 10, 2022 | Volume 12 - Issue 2
Sabina Remmers de Vries, Christine D. Gonzales-Wong
U.S. consumers are spending billions on complementary and alternative medicines, and nearly half of those consumers on psychiatric prescription drugs also use herbal remedies. Clients may take herbaceuticals, over-the-counter drugs, and dietary supplements instead of, or in combination with, prescription drugs. This frequently occurs without the input or knowledge of prescribers, which can create significant problems for clients. There is a growing need for counselors to be familiar with herbal remedies, over-the-counter drugs, and dietary supplements. It is vital that counselors understand the potential interaction of these substances with prescribed medications, as well as their impact on clients’ emotions, thoughts, and behaviors. This article reviews relevant research and professional publications in order to provide an overview of the most commonly used psychoactive non-prescription products, counselor roles, client concerns, associated counseling ethics, diversity and cultural considerations, and counselor supervision concerns.
Keywords: counseling ethics, herbaceuticals, over-the-counter drugs, dietary supplements, diversity
A recent survey by the World Health Organization (WHO) World Mental Health Survey Consortium reported inadequate treatment of mental health conditions, especially in disadvantaged populations (Borges et al., 2020). In 2019, an estimated 20.6% of adults in the United States (51.5 million adults) experienced some type of mental health problem (National Institute of Mental Health, 2019). In an attempt to address mental health concerns, clients may take a variety of drugs, which can range from prescribed psychotropic medications to self-administered herbal remedies, over-the-counter drugs (OTCs), and dietary supplements (Ravven et al., 2011). Researchers have found that older adults, particularly, use prescription drugs, herbal remedies, and dietary supplements concurrently (Agbabiaka et al., 2017; Kaufman et al., 2002). Herbal remedies and dietary supplements are part of complementary and alternative medicines (CAMs), which consist of various products and practices (Nahin et al., 2009).
In terms of mental health diagnoses (e.g., major depressive disorder, bipolar disorder, schizophrenia, anxiety disorder), prescription medication noncompliance can range between 28%–72% (Julius et al., 2009). There are many reasons clients do not adhere to their psychotropic medication regimens, including client-specific factors (psychological factors, habits, and beliefs), drug-specific factors (side effects), social/environmental factors (support system issues), and financial considerations (cost of medications, copays, and deductibles; Freudenberg-Hua et al., 2019; Julius et al., 2009; Phillips et al., 2016). There are clients who want to take their medication as prescribed but may not be able to afford it (Wang et al. 2015). Researchers found that clients might be prone to reduce use of prescription medication or substitute with OTCs and CAMs when experiencing financial pressures (Agbabiaka et al., 2017; Gibson, 2005; Wang et al., 2015). Another concern is lack of client knowledge pertaining to medications and diagnoses. Makaryus and Friedman (2005) found that only 27.9% of surveyed patients knew the names of all of the medications they had been prescribed, only 37.2% knew the purpose of all of their prescribed drugs, and only 14% knew the most frequent side effects.
For a variety of reasons, a substantial number of clients do not readily disclose the use of CAMs and OTCs to physicians or therapists (Agbabiaka et al., 2017; Ravven et al., 2011). This is concerning, as clients may be unaware of the pharmacological properties and side effects of these products. Considering these factors, counselors have a professional and ethical obligation to possess a working knowledge of psychopharmacology (American Counseling Association [ACA], 2014; Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2016; Murray & Murray, 2007). We assert that this knowledge should include herbal remedies, OTCs, and dietary supplements.
Despite the potential impact of psychoactive drugs on mental health, there is a paucity of research in the counseling literature that addresses psychopharmacology (Ingersoll, 2005; Sepulveda et al., 2016). There is even less counseling literature available that references herbal remedies, dietary supplements, and OTCs (Ingersoll, 2005; Kaut & Dickerson, 2007). A recent search of the ACA and ACA division journals returned very limited results on psychopharmacology, herbal remedies, OTCs, and dietary supplements. For example, the greatest number of articles pertaining to psychopharmacology was found in the Journal of Mental Health Counseling. The journal published five articles that ranged in year of publication from 2002 to 2011. The Journal of Counseling & Development published three articles that ranged in year of publication from 1985 to 2004. The only article related to herbaceuticals was published in the Journal of Counseling & Development in 2005. This article by Ingersoll (2005) discussed herbaceuticals in reference to the counseling profession. Although this review provided an overview of herbal remedies, it did not explore OTCs or dietary supplements. The counseling literature is in urgent need of expansion in this area because the scope of the counseling profession and mental health care are steadily evolving (Kaut, 2011; Sepulveda et al., 2016).
Given the lack of literature, counseling professionals providing services to clients may lack practical information pertaining to herbal remedies, OTCs, and dietary supplements. The goal of this primer is to provide counselors with an introduction to CAMs and OTCs that clients may be taking. It provides an overview of the most frequently used non-prescription psychoactive products, and addresses the actions of these products (pharmacodynamics) and how the body responds (pharmacokinetics) to these substances. The most significant effects as well as side effects are also discussed. In addition, effective communication with clients about prescription and non-prescription drugs is examined. It reviews ethical and cultural considerations pertaining to counseling clients who use psychoactive herbal remedies, OTCs, and dietary supplements. The herbal remedies, OTCs, and dietary supplements selected for this article were those that, based on the literature, appeared to be most commonly used.
Definition of Terms
For the purpose of this article, several terms are defined. For example, pharmacodynamics is the study of how the body responds to a drug. As such, it addresses therapeutic effects as well as side effects (Stahl, 2021). Pharmacokinetics describes how the body absorbs, distributes, metabolizes, and excretes drugs and herbal remedies (He et al., 2011). Drugs and herbal remedies may affect organs, enzymes, and receptor sites. There are receptors located on neurons, which offer binding sites for neurotransmitters. These receptors are designed to respond to specific neurotransmitters. For example, dopamine will only bind to dopamine receptors and will not impact receptors designed for other neurotransmitters (Preston et al., 2021).
There are several neurotransmitters that are considered important in terms of mental health. Neurotransmitters can be agonistic, which means they can activate specific receptors. Neurotransmitters can also exert antagonistic effects by blocking receptor sites and preventing the activation of receptors (Preston et al., 2021). The most important neurotransmitters in terms of mental health are serotonin, dopamine, GABA, norepinephrine, glutamate, and acetylcholine (Stahl, 2021). It is important to note that these neurotransmitters are involved in complex brain functions and often act in combination with other substances and neurotransmitters. Serotonin plays a role in anxiety disorders and depression. Dopamine has been implicated in psychotic disorders as well as bipolar disorder. GABA is considered to be inhibitory to the firing of neurons. Norepinephrine is involved in many functions including memory and mood. Glutamate is an excitatory neurotransmitter. Too much glutamate can lead to cell death. It has been implicated in bipolar disorder and Alzheimer’s disease. Acetylcholine is involved in memory and it has also been implicated in Alzheimer’s disease (Ingersoll & Rak, 2016).
The therapeutic index or window describes the parameter between an effective dose and a toxic dose of a drug. Some drugs such as lithium (used for the treatment of bipolar disorder) have a narrow therapeutic window, meaning that the effective dose and the toxic dose are in close proximity to each other and care must be taken when prescribing these drugs (Preston et al., 2021).
Drugs and herbal remedies may be additive (or synergistic). Additive effects are those in which a drug or herbal remedy may increase or improve the action of another drug or herbal remedy. Drugs or herbal remedies may also act antagonistically, which means the drug/herbal remedy renders another drug/herbal remedy less effective (Sharma et al., 2021). Drug interaction refers to how two or more drugs impact each other in terms of changes in absorption, distribution, metabolism, and excretion (Preston et al., 2021). Half-life refers to the time it takes the body to decrease the blood level of a drug by 50%. The half-life of drugs and herbal remedies can vary greatly, ranging from hours to days (Ingersoll & Rak, 2016). Many herbal remedies and drugs are metabolized through the cytochrome P450 enzymatic system located primarily in the liver and the gastrointestinal system (Stahl, 2021).
Finally, serotonin syndrome can be a life-threatening, adverse reaction to the often unintentional overuse of drugs containing serotonin, or drugs that inhibit serotonin reuptake. Scotton et al. (2019) provided an overview of serotonin syndrome, noting that serotonin serves many functions in the brain and body, including regulating cognitive, emotional, and behavioral functions as well as regulating body temperature and digestion. Serotonin syndrome symptoms can range from mild to severe and can even lead to death. There are a host of symptoms caused by serotonin toxicity (too much serotonin) ranging from diarrhea, tachycardia, agitation, and experiencing tremors to life-threatening symptoms such as delirium, neuromuscular rigidity, hyperthermia, seizures, and coma. The main group of drugs implicated in serotonin syndrome are SSRIs in combination with other serotonergic substances, which also include herbal remedies and OTCs (Scotton et al., 2019). The following sections provide counselors with a detailed overview of herbal remedies and OTCs.
Herbal Remedies
It has been estimated that about 25%–35% of Americans use or have used herbal medicines (Rashrash et al., 2017; Wu et al., 2011). A National Institute of Health survey (Nahin et al., 2009) revealed that in the United States, consumers spent $33.9 billion on CAMs, with $14.8 billion going toward non-vitamin, non-mineral, and natural products (e.g., herbal remedies, melatonin, fish oil, glucosamine). This is roughly equivalent to one-third of the out-of-pocket expenditure for prescription drugs (Nahin et al., 2009). Ravven et al. (2011) found that 44.7% of those using psychiatric prescription drugs also used herbal remedies at the same time.
The WHO defines herbal medicines as consisting of “herbs, herbal materials, herbal preparations, and finished herbal products” (Disch et al. 2017, p. 7). The U.S. Food and Drug Administration (FDA) considers herbal products to be botanicals, which include plant parts, fungi, and algae (FDA, 2015). Many herbal remedies contain compounds that are pharmaceutically active. These compounds can exert an effect on the body or the central nervous system (Sarris, 2018). It has been estimated that about 40% of modern pharmaceuticals originated from naturally occurring treatments (Balick & Cox, 2021). However, in accordance with U.S. laws, herbal remedies or herbaceuticals cannot be marketed as drugs. The FDA is only able to regulate herbaceuticals as dietary supplements. In general, oversight seems marginal in comparison to prescription drugs. For example, manufacturers do not have to seek FDA approval before selling herbal remedies as is required for prescription drugs, and claims made by manufacturers pertaining to dietary supplements are not evaluated by the FDA (A. C. Brown, 2017). Herbal remedies and dietary supplements do not undergo rigorous research and development in the same manner as pharmaceuticals. The FDA is currently only able to monitor those herbal remedies and dietary supplements (and their corresponding ingredients) after they are sold and adverse reactions have been reported, making possible adulteration one of the most worrisome safety concerns pertaining to herbal remedies and dietary supplements (A. C. Brown, 2017). Research has shown that many herbaceuticals are contaminated and are augmented with unlabeled fillers (Crighton et al., 2019; Newmaster et al., 2013). Herbaceuticals can be contaminated by dust and pollen; microbes; parasites; fungi; pesticides; and heavy metals such as lead, arsenic, mercury, and cadmium (de Sousa Lima et al., 2020; Posadzki et al., 2013,: P. Singh et al., 2008). Also, product substitution is a common problem; however, the lack of more effective FDA oversight does not limit herbaceutical popularity or use (Newmaster et al., 2013).
Ravven et al. (2011) estimated that one-quarter to one-third of all herbal remedies in the United States are purchased with the intent to treat mental health conditions, especially anxiety and depression. CAMs such as herbal remedies and dietary supplements can create problems when they interact with medication prescribed by a physician. It is also important to note that many herbal remedies are not harmless; some can cause significant toxic side effects. Counselors must be familiar with the benefits and risks of the more widely used remedies, including St. John’s wort, valerian, kava, ginkgo, and cannabidiol.
St. John’s Wort
     St. John’s wort has been found to be effective in the treatment of mild to moderate depression (Apaydin et al., 2016). There are some indications that it is comparable in effectiveness to tricyclic antidepressants and selective serotonin reuptake inhibitors (SSRIs) while also offering greater tolerability (Zirak et al., 2019). A meta-analysis including 27 studies and 3,808 participants confirmed that St. John’s wort seems to be as effective as SSRIs and tricyclic antidepressants when used in the treatment of depression (Q. X. Ng et al., 2017). St. John’s wort was found to be associated with significantly lower discontinuation rates when compared to prescribed antidepressants, may cause fewer side effects than prescription antidepressants, and might be beneficial for clients who struggle with tolerating the side effects of commonly prescribed antidepressants (Q. X. Ng et al., 2017; Zirak et al., 2019). St. John’s wort is also considered a low-cost alternative to prescription antidepressants (Zirak et al., 2019). It is most frequently taken orally as either a whole herb formulation or as an extract, and can also be prepared as an herbal tea (Kladar et al., 2020).
Despite all the benefits it offers, taking St. John’s wort is not without risks. It acts as an SSRI and can lead to serotonin syndrome if combined with other SSRIs (Apaydin et al., 2016). In addition to affecting serotonin levels, St. John’s wort also impacts the neurotransmitters dopamine, norepinephrine, GABA, and glutamate (Brahmachari, 2018). A main side effect is photosensitivity. It is also possible for St. John’s wort to negatively interact with MAOIs (LaFrance et al., 2000; Sidhu & Marwaha, 2021). In addition, due to cytochrome P450 induction, it also impacts the effectiveness of commonly used medications such as warfarin (used to treat blood clots), ciclosporin (an immunosuppressant), digoxin (for arrythmias and heart failure), some anticonvulsants, oral contraceptives, and other drugs (Barnes et al., 2001; Chrubasik-Hausmann et al., 2019; Sharma et al., 2021). It has been noted that consumers continue to take St. John’s wort in combination with other drugs despite warnings, and it is important that clients receive further education on this topic (Chrubasik-Hausmann et al., 2019).
Valerian
     Valerian root has been used as a sedative and hypnotic since antiquity (Perry et al., 2006). In Europe, valerian is widely used for the treatment of anxiety and sleep disorders (Shinjyo et al., 2020). It is considered to be effective in the treatment of anxiety, certain sleep disorders, some seizure disorders, possibly OCD, cognitive problems, and menstrual and menopausal symptoms (LaFrance et al., 2000; Shinjyo et al., 2020). The medicinal parts of the plant consist of the underground segments and roots and can be ingested as a juice, tea, dried herb, extract, or tincture (Gruenwald et al. 2007). Valerian is thought to enhance GABA transmission and prevent enzymatic breakdown of GABA in the brain (Mulyawan et al., 2020; K. Savage et al., 2018).
No noteworthy adverse side effects seem to occur when it is taken at an appropriate dose (LaFrance et al., 2000; Shinjyo et al., 2020). Effective doses can range from 450mg–1410mg per day for whole herb preparations, and 300mg–600mg per day for valerian extract (Shinjyo et al., 2020). The non–habit-forming properties and limited potential for side effects may be beneficial for some clients (Al-Attraqchi et al., 2020). However, if valerian is combined with hepatoxic drugs, it may increase the risk of hepatoxicity and could lead to liver damage. Also, taking valerian in combination with other sedating drugs or alcohol may result in additive or synergistic effects, resulting in amplification of sedation or intoxication greater than their combined effect; when taken with loperamide (anti-diarrhea drug), it may also cause delirium (Gruenwald et al., 2007).
Kava
     Kava is a medicinal plant belonging to the pepper family with origins in the South Pacific. Traditionally, it has been used as a relaxant. Kava ingested in larger quantities can cause intoxication (Sarris, 2018). Kava is considered to be a hypnotic and a sedative, and it also has analgesic properties (Gruenwald et al., 2007). Hypnotics are drugs that tend to be sleep inducing, whereas sedatives tend to have calming, anxiety-reducing effects (Perry et al., 2006). The medicinally active part of the plant are the rhizomes or creeping rootstalks (Gruenwald et al., 2007). Traditionally, kava beverages were made from the rhizomes; however, in the United States it is mainly available as dry-filled capsule preparations and less commonly as a tincture (Liu et al., 2018). It acts on GABA and has been found to be effective in the treatment of anxiety and insomnia (Gruenwald et al., 2007; LaFrance et al., 2000; Perry et al., 2006; Sarris, 2018). It also has muscle-relaxing, anticonvulsive, and antispasmodic effects (Gruenwald et al., 2007). It is comparable to diazepam in its effectiveness when used to treat anxiety, but it can cause elevation of liver enzymes, which may be an indication of inflammation or even damage to liver cells (Gruenwald et al., 2007; Pantano et al., 2016). When combined with benzodiazepines, kava can cause disorientation and lethargy due to an additive effect in which both substances bind to similar neuron receptors (Surana et al., 2021; Tallarida, 2007).
It is important to note that in the 1990s, Germany approved the use of kava to treat anxiety-related disorders. In 2001, it was banned in Germany and across the European Union because of concerns over liver toxicity. The FDA issued a consumer advisory warning pertaining to the use of kava (Liu et al., 2018). Additional findings indicated only limited risk of liver toxicity when kava was used appropriately, and in 2015 the kava ban in Germany was lifted; however, kava products remain strictly regulated and monitored. In the United States, kava remains available over the counter (Liu et al., 2018).
Ginkgo
     Ginkgo has been used in Chinese medicine for a millennium. The herbal remedy is derived from an ancient tree native to China, Japan, and Korea (Gruenwald et al., 2007; Ingersoll, 2005). Ginkgo biloba extract is made from the ginkgo tree leaves (S. K. Singh et al., 2019). It can be difficult to obtain a high-quality product because of poor oversight and regulation of herbal remedies (Booker et al., 2016); however, a standardized ginkgo biloba extract (EGb761) is available (Hashiguchi et al., 2015). Ginkgo shows some effectiveness in the treatment of dementia, Alzheimer’s disease, and other neurodegenerative disorders (S. K. Singh et al., 2019). Several meta-analyses have confirmed the effectiveness of ginkgo biloba. For example, a meta-analysis conducted by Liao et al. (2020) that included seven studies and 939 participants found that standardized gingko extract was effective in improving cognitive function in Alzheimer’s patients. It has been shown that ginkgo has anti-inflammatory, vascular, and cognition enhancing effects. Ginkgo is considered a GABA agonist as well as an antioxidant (S. K. Singh et al., 2019). In addition to improving cognitive function, it may also lessen oxidative damage, which has been implicated in the development of Alzheimer’s disease (S. K. Singh et al., 2019; Solas et al., 2015). Ginkgo appears to be effective in the treatment of mild to moderate memory loss in the elderly and it may slow the deterioration rate in severe dementia. In addition to neuroprotective properties, ginkgo also appears to be effective in the treatment of asthma, depression, and vascular deficiencies (S. K. Singh et al., 2019.) In terms of adverse effects, it may cause mild gastrointestinal upset, and it may also lower the seizure threshold in vulnerable individuals (Gruenwald et al., 2007).
Cannabidiol
     Cannabidiol (CBD) is an active compound found in the cannabis plant (FDA, 2020a) and is most commonly promoted online as a remedy for anxiety and physical pain (Tran & Kavuluru, 2020). It also has promising potential for anti-inflammatory effects and has shown positive results in treating schizophrenia and social anxiety disorder (Burstein, 2015; Millar et al., 2019). CBD is a cannabinoid system modulator (Darkovska-Serafimovska et al., 2018) and differs from delta-9-tetrahydrocannabinol (THC) in that it does not produce intoxication (Burstein, 2015). The FDA has approved EpidiolexTM, a prescribed CBD-derived oral solution, for use with treating rare forms of epilepsy (FDA, 2020a).
Although under federal law it is currently illegal to add CBD to food or beverages, individual states have differing laws regarding the distribution of CBD, so the dosage of CBD products remains mostly unregulated (FDA, 2020b). Researchers examined 84 CBD products including vaporization liquids, oils, and tinctures and found that 69% of dosage labels were inaccurate (Bonn-Miller et al., 2017). Although unlikely, it is possible for consumers to test positive for THC in some drug screening tests because up to 0.3% THC may be allowed in CBD products in the United States (Gerace et al., 2021; Spindle et al., 2020). CBD taken in combination with other drugs can cause adverse drug reactions and drug–drug interactions (J. D. Brown & Winterstein, 2019). For example, when CBD is taken with a benzodiazepine (e.g., alprazolam for anxiety), it can increase the risk of side effects of alprazolam. It should be noted that researchers mainly examined EpidiolexTM in studies exploring drug–drug interactions and adverse side effects, as the CBD dosage is controlled in this formulation (J. D. Brown & Winterstein, 2019). Because of the wide dosage variance in unregulated CBD products, it is difficult to research and predict the effects. In a review of clinical studies, the therapeutic window appears to be wide, but phase III trials have not been conducted to provide conclusive evidence (Millar et al., 2019).
Over-the-Counter Medications
Globally, in 2017 the OTC market reached $80.2 billion in consumer spending (PR Newswire, n.d.) and research indicates that 81% of American adults reach for OTCs, or medicine that can be purchased without a prescription, as an initial treatment for minor medical conditions. The average American makes 26 trips to OTC outlets compared to three doctor’s visits annually, and there are around 54,000 pharmacies in the United States compared to over 750,000 retailers that sell OTCs (Consumer Healthcare Products Association, n.d.). Despite the popularity of OTCs, many clients lack the required health knowledge to safely self-medicate.
Acetaminophen
     Many consumers do not know that an overly high dose of acetaminophen could be lethal, or that varying OTCs contain acetaminophen and taking more than one of these products simultaneously might lead to an unintentional overdose (Boudjemai et al., 2013; Wolf et al., 2012). There are a number of OTCs that have psychotropic properties. For example, Durso et al. (2015) found that acetaminophen blunts more than just pain—it seems that the OTC pain medication also diminishes emotional responses to both negative and positive events. Researchers went so far as to label acetaminophen as an “all-purpose emotional reliever” (Durso et al., 2015, p. 756). In addition, it is of interest to note that acetaminophen decreases a person’s ability to empathize with pain experienced by others (Durso et al., 2015). Roughly one-quarter of American adults are taking this drug on a weekly basis. It begs the question as to the societal implications or social cost of its frequent use (Mischkowski et al., 2016, 2019).
Sleep Aids
     It is common for people to experience trouble with falling asleep or staying asleep. The Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013) indicates that one-third of adults in the United States experience insomnia symptoms. This issue is evident in consumer spending: In 2018 Americans spent $410 million on OTC sleep aids (Consumer Healthcare Products Association, n.d.).
Diphenhydramine and doxylamine are OTC antihistamines with considerable sedative properties and are marketed as treatment options for sleep disturbances (Perry et al., 2006). It was found that doxylamine seems to be as effective as the barbiturate secobarbital; also, doxylamine is comparable to zolpidem, a frequently prescribed sleep aid. Diphenhydramine and doxylamine are considered to be non-selective histamine H1 receptor antagonists (antihistamines for the prevention of allergies) and they are also anticholinergic (causing dry mouth, constipation, urinary retention, blurred vision, and sedation; Perry et al., 2006). Abraham et al. (2017) found that 58.6% of the elderly sample surveyed used at least one sleep aid containing diphenhydramine or doxylamine.
Chlorpheniramine is also an OTC antihistamine, and it can be found as the sole active compound in remedies such as Chlor-TrimetonTM and similar generic formulations (Hellbom, 2006), or in combination with other substances to treat cold and allergy symptoms. Popular cold remedy combinations of chlorpheniramine and dextromethorphan (a cough suppressant also available over the counter) can be problematic. Dextromethorphan is a moderate SSRI (Boyer & Shannon, 2005; Foong et al., 2018), which means it acts like an SSRI antidepressant. Furthermore, diphenhydramine and chlorpheniramine have also been found to block serotonin reuptake, making them some of the oldest SSRIs (Foong et al., 2018; Hellbom, 2006; Ravina, 2011). It is not commonly known that fluoxetine (Prozac®) was derived from diphenhydramine as a result of attempts to make this drug less sedating (Ravina, 2011).
Despite the fact that these products are readily available over the counter, drugs like diphenhydramine as well as doxylamine are not designed for the long-term treatment of sleep disorders (Abraham et al., 2017). There is a lack of supporting literature in terms of using these drugs for treatment of mental health concerns (Culpepper & Wingertzahn, 2015). It is important to note that if clients are prescribed an antidepressant, chlorpheniramine as well as diphenhydramine can increase the risk of serotonin syndrome (Abraham et al., 2017). It is also important to keep in mind that diphenhydramine can be found in combination with pain relievers/fever reducers such as acetaminophen. This may add to the risk of developing serotonin syndrome because clients may not be aware of the exact content of these formulations (Abraham et al., 2017). Diphenhydramine may also be a drug of abuse. When taken in high doses, it may create a buzz or high because of possible activation of the dopamine-related reward pathways of the brain, which may lead to drug-seeking behaviors (Saran et al., 2017). Finally, a lethal dose of doxylamine can range from 25mg–250mg per kg in body weight (Müller, 1992, as cited in Bockholdt et al., 2001). Doxylamine overdose symptoms include respiratory depression, sedation, and coma (Bockholdt et al., 2001).
Dietary Supplements
Dietary supplements are defined as dietary ingredients that include vitamins, minerals, amino acids, and herbs or botanicals, as well as other substances that can be used to supplement the diet (FDA, 2015). Much like herbal remedies, the FDA does not sufficiently regulate dietary supplements.
Melatonin
     Melatonin is a naturally occurring substance that is synthesized from tryptophan. It is secreted by the pineal gland in order to regulate the circadian rhythm. Melatonin is effective in inducing sleep when taken orally as well. In the United States, synthesized melatonin is marketed as a dietary supplement and can be purchased over the counter in doses ranging from 0.3mg–10mg (Perry et al., 2006).
Because the FDA does not sufficiently regulate melatonin, it is important to note that specific dosing guidelines do not exist (R. A. Savage et al., 2020). However, studies have found that doses over 5mg are no more effective than lower doses. Side effects may include headache, fatigue, dizziness, irritability, abdominal cramps, itchiness, and elevated alkaline phosphatase in long-term use (Perry et al., 2006). Furthermore, it was found that the labeled concentration of melatonin content frequently does not match actual content. Erland and Saxena (2017) found variability of melatonin in various samples ranging between ˗83% (lesser dose) to +478% (higher dose). Erland and Saxena also found that eight of their 30 samples contained undisclosed/unlabeled serotonin in addition to melatonin, which may add to health concerns. The majority of supplements that were found to include serotonin also contained other additives such as passionflower, hops, and valerian root. Interestingly, serotonin is a precursor to melatonin (Erland & Saxena, 2017). Unlabeled serotonin content poses a significant problem because many clients self-prescribe melatonin supplements and, under the right circumstances, a relatively small dose can lead to serotonin syndrome (Erland & Saxena, 2017).
SAMe
     SAMe (S-Adenosyl-L-methionine) is required for the brain to synthesize the neurotransmitters norepinephrine, dopamine, and serotonin. In the United States, SAMe has been widely available over the counter since the late 1990s (Mischoulon & Fava, 2002). The general consensus is that it is effective in treating depression (Sakurai et al., 2020). Also, SAMe can be utilized as an adjunct to antidepressant medications (Papakostas, 2009; Sakurai et al., 2020). It can be taken orally or be administered by intravenous infusion (Sakurai et al. 2020). A recommended dose of SAMe can range from 400mg–1600mg per day; however, some individuals may have to take a higher dose to achieve improvement of depressive symptoms (Mischoulon & Fava, 2002; Olsufka & Abraham, 2017; Sakurai et al., 2020). Overall, use of SAMe results in little to no side effects, although at higher doses SAMe may cause gastrointestinal discomfort (Sakurai et al., 2020). In clients diagnosed with bipolar disorder it may cause anxiety and mania (Mischoulon & Fava, 2002; Olsufka & Abraham, 2017).
Tryptophan
     Tryptophan is an amino acid that the body requires to synthesize proteins (Modoux et al., 2020). Tryptophan is also needed to synthesize serotonin and melatonin (Modoux et al., 2020). Tryptophan was available in the United States in the 1990s. At that time, there was some evidence that it might be effective in treating depression (Perry et al., 2006). Tryptophan was taken off the market after there were concerns that it caused several deaths because of eosinophilia-myalgia syndrome (EMS), an inflammatory disorder that affects multiple body parts and causes high white blood cell counts. There was some speculation that in these cases the ingested tryptophan may have been contaminated (Perry et al., 2006). Tryptophan can now be purchased over the counter again; however, Perry et al. (2006) suggested that because of EMS risks, clients should be encouraged to consult with their physician before taking this product.
The Role of the Counselor
Concerns regarding psychotropic medication can find their way into counseling settings. Clients may take any number of drugs, ranging from prescribed psychotropic medications to herbal remedies, OTCs, and dietary supplements. In order to be able to provide effective counseling services, counselors must attempt to understand the role these drugs play in clients’ lives. Areas to consider include education, assessment, diagnosis, case conceptualization, treatment planning, and client advocacy, such as referral and consultation with medical and psychiatric treatment providers.
Education
     Clinicians should be knowledgeable about the intended use of prescribed psychoactive medications as well as herbal remedies, OTCs, and dietary supplements. It is also important to be familiar with route of administration, pharmacokinetics/pharmacodynamics, therapeutic effects, side effects, and contraindications. CAMs frequently fall in and out of favor because of marketing efforts and fads (Crawford & Leventis, 2005; Smith et al., 2017). Consequently, in order to stay abreast of current trends, it is prudent to pursue continuing education in this area. Counselors should be skilled in nonjudgmentally addressing CAMs and OTCs in a variety of areas, including assessment, education, and referrals.
CACREP’s 2016 standards require that counseling students receive education in the “classifications, indications, and contraindications of commonly prescribed psychopharmacological medications for appropriate medical referrals and consultation” (CACREP, 2015, Section 5.2.h., p. 18). Many states, including Texas (Professional Counselors, 2021), require psychopharmacology training for counselor licensure. It could be argued that this education should also extend to herbal remedies, OTCs, and dietary supplements.
Assessment
     Counselors also have the option to be proactive and include questions inquiring about CAMs, OTCs, and prescription medication during the intake process, as well as intermittently throughout the counseling relationship with clients. Assessment may include questions about dosage, frequency, and reason for use. Because clients may not think to share CAM and OTC use with counselors, direct questions during the intake process can initiate conversations about psychoactive drugs. Counselors also have the opportunity to educate clients on the biopsychosocial impact of psychoactive drugs that may play a role in their presenting concerns (Kaut & Dickinson, 2007). Assessment also allows counselors to educate clients on the risks and benefits of CAM and OTC use.
Diagnosis
     Knowledge about clients’ use of herbal supplements, OTCs, and dietary supplements is important, as clients may unknowingly experience substance-induced problems. For example, garcinia cambogia, a popular weight-loss herbal supplement, can induce mania (Hendrickson et al., 2016). Clients who have taken garcinia cambogia may present with manic symptoms such as grandiosity, decreased need for sleep, irritability, and hallucinations (Hendrickson et al., 2016). Psychosis has also been induced by L-dopa and dendrobium extract, found in OTC performance-enhancing supplements (Flynn et al., 2016), and by herb–herb interactions when taking multiple supplements simultaneously (Wong et al., 2016). Because of the potential for substance-induced problems, counselors should make differential diagnoses by discussing all potential conditions that may be causing the client’s symptoms, which includes ruling out substance etiology (First, 2013).
Case Conceptualization
     To understand the nature, history, and context of clients’ presenting concerns, counselors should engage in a case conceptualization process. Macneil et al. (2012) recommended considering predisposing, precipitating, perpetuating, and protective/positive factors that may contribute to or alleviate the client’s presenting concerns. Counselors should consider how herbal supplements, OTCs, and dietary supplements may be a precipitating, perpetuating, and/or positive factor, as these substances may contribute to or alleviate clients’ symptoms.
Treatment Planning
     Counselors consider a client’s diagnosis, presenting concerns, and case conceptualization information to make a personalized treatment plan (Macneil et al., 2012). If CAMs and OTCs are relevant to the client’s treatment, counselors may include the monitoring of such substances as an intervention. This would include assessing the client’s use and compliance with their medication regimen, inquiring about side effects, and evaluating how these factors relate to the client’s mental health. Counselors should only practice within the scope of their license, and clients must be referred to qualified medical providers for any medical or medicinal concerns. Counselor roles may include the referral of a client to a specialist such as a psychiatrist for medication evaluation as a component of the client’s treatment plan. Counselors should ensure that physicians they refer to provide quality care.
Client Advocacy
     Counselors may advocate for their clients and consult with prescribers on clients’ behalf (Bentley & Walsh, 2013). Again, a significant concern is that clients frequently do not discuss the use of alternative treatments with their physician (Abraham et al., 2017; Agbabiaka et al., 2017). Direct inquiry into the use of CAMs and OTCs and client education can bring about greater clarity and the opportunity to ask clients to discuss these with their medical providers (Agbabiaka et al., 2017). Counselors can encourage and educate clients on how to discuss CAMs and OTCs with their physician or psychiatrist. When assessing, educating, referring, and advocating, counselors must abide by ethical and legal standards.
Ethical Considerations
It is important to note that counselors should under no circumstances recommend herbal remedies, OTCs, or dietary supplements to clients because doing so would be outside of the scope of their practice (ACA, 2014; Ingersoll & Rak, 2016). The ACA (2014) Code of Ethics specifies that “counselors practice only within the boundaries of their competence, based on their education, training, supervised experience, state and national professional credentials, and appropriate professional experience” (Section C.2.a, p. 8). Despite this, professional role boundaries related to psychopharmacology between prescribing physicians and counselors can be unclear at times (Ingersoll & Rak, 2016). For example, clients may ask counselors for advice on medication. So, in addition to keeping abreast of trends in the use of CAMs and OTCs and attending to this during intake and work with clients, developing consultation and referral resources in this area is an important consideration for counselors (Preston et al., 2021). Resources may vary from state to state given differences in licensing and certification of health professionals and general prescribing privileges for psychotropic medications.
There are wide-ranging opinions among counselors pertaining to prescribing psychotropic medications to clients (Ingersoll & Rak, 2016). These opinions cannot dictate whether a client is referred to the medical community for medication evaluation. Counselors are ethically obligated to refer clients to a medical professional when necessary, including referrals related to pharmacotherapy as well as non-prescription drugs, herbal remedies, or dietary supplements. Withholding such a referral may constitute malpractice. The ACA (2014) Code of Ethics states that “counselors act to avoid harming their clients, trainees, and research participants and to minimize or to remedy unavoidable or unanticipated harm” (ACA, 2014, Section A.4.a., p. 4) and also specifies that “counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors” (ACA, 2014, Section A.4.b., p. 8).
Diversity and Cultural Considerations
     It is important that counselors are able to discuss racial and cultural considerations with clients to ensure competence and to promote the welfare of clients (ACA, 2014). Our commitment to diversity and inclusion must also be extended to clients who are taking psychoactive substances and herbal remedies. It should be noted that genetic research has found that there are a number of significant differences in terms of drug metabolism, effectiveness, and side effects among ethnic groups (Burroughs et al., 2002). At the same time, race, age, and gender can be crude or flawed yardsticks for predicting responsiveness to drugs; however, counselors do need to be aware that there are significant variations in response to drugs based on multiple factors, and that these variations are more the norm than the exception (Bhugra & Bhui, 2018; Burroughs et al., 2002).
Further, racial and ethnic disparities persist in health care, and this may contribute to clients’ decisions to take CAMs and OTCs (Gureje et al., 2015). Less than 6% of active physicians are Hispanic and less than 5% are Black (American Association of Medical Colleges, 2019), even though 40% of Americans are non-White or Hispanic (U.S. Census Bureau, 2020). This can create barriers to obtaining and providing appropriate care, as it has been found that racial or ethnic minority clients are less likely than their White counterparts to receive prescriptions to treat their mental health conditions (Coleman et al., 2016). This inequality may lead clients to seek CAMs or OTCs to treat mental health issues (Coleman et al., 2016; Gureje et al., 2015).
Counselors should consider cultural factors such as a preference for herbal remedies, immigration status and language use, socioeconomic status, and availability of insurance coverage. Traditional medicine often involves the use of herbal remedies and is closely connected to one’s culture, so counselors should be mindful to discuss CAMs with clients in a nonjudgmental and empathetic manner. Traditional forms of medicine have a long history, having evolved over thousands of years (Gureje et al., 2015). Depending on historical or cultural background, there are numerous ways in which these healing methods are being implemented (Gureje et al., 2015).
It is also important for counselors to recognize that traditional medicine is commonly used in middle- and low-income countries and that transplants from these cultural groups in the United States may use or even prefer these types of healing approaches (Gureje et al., 2015). Poverty also plays a role in the use of traditional medicine versus conventional medicine. For many, traditional medicine may be the only affordable or accessible health care option (Gureje et al., 2015). In Mexican culture, individuals may seek assistance from curandera/os for physical or psychological issues (Hoskins & Padrón, 2018). Traditional medicine may be used to treat nervios, depression, and anxiety (Guzmán Gutierrez et al., 2014). For example, an infusion of the yoloxchitl (magnolia) plant may be used to treat nervios, a culture-specific syndrome that can share symptoms of depression and anxiety (Guzmán Gutierrez et al., 2014). Because curanderismo is also a spiritual practice, counselors should be sensitive to the values that may be tied to the use of herbs for mental health concerns.
In addition, some clients prefer to use traditional medicine as well as conventional medicine (Gureje et al., 2015). Although countries such as China and India are formally supporting the integration of traditional and conventional medicine (Gureje et al., 2015), Western medicine and traditional herbal medicine use are not always compatible (C. H. Ng & Bousman, 2018). Because traditional medicine practices are culture-specific, asking clients if they utilize traditional medicine can be an invitation to share about their practices and allow counselors to approach their clients holistically.
Conclusion
There is a growing need for counselors to possess a working knowledge not only of prescribed psychotropic medications, but also of herbal remedies, OTCs, and dietary supplements. As more training programs and licensure boards require psychopharmacology education, counselors should be invested in learning about other psychoactive products clients may be taking. Counselors have the opportunity to assess clients’ use of CAMs and OTCs and consider how they may be relevant to diagnosis, case conceptualization, and treatment planning. In addition, counselors can educate clients about psychoactive products and their impact on mental health. Counselors can also provide referrals and serve as advocates for their clients when working with prescribing providers. From an ethical perspective, psychopharmacology knowledge is increasingly required in order to provide adequate client care. Although this may appear to move counseling practices more toward the medical model, in reality it means the profession is responding to current trends in counseling and client needs. Understanding the potential impact of herbal remedies, OTCs, and dietary supplements on clients’ mood, thinking, and behavior is imperative to understand the whole person and to maintain a holistic counseling approach.
Conflict of Interest and Funding Disclosure
The authors reported no conflict of interest
or funding contributions for the development
of this manuscript.
 
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Sabina Remmers de Vries, PhD, NCC, LPC-S, is an associate professor at Texas A&M University–San Antonio. Christine D. Gonzales-Wong, PhD, NCC, LPC, is an assistant professor at Texas A&M University–San Antonio. Correspondence may be addressed to Sabina de Vries, One University Way, San Antonio, TX 78224, sabina.devries@tamusa.edu. 
				
					
			
					
				
															
					
					Aug 10, 2022 | Volume 12 - Issue 2
Phillip L. Waalkes, Daniel A. DeCino, Maribeth F. Jorgensen, Tiffany Somerville
Supportive relationships with counselor educators as dissertation chairs are valuable to doctoral students overcoming barriers to successful completion of their dissertations. Yet, few have examined the complex and mutually influenced dissertation-chairing relationships from the perspective of dissertation chairs. Using hermeneutic phenomenology, we interviewed counselor educators (N = 15) to identify how they experienced dissertation-chairing relationship dynamics with doctoral students. Counselor educators experienced relationships characterized by expansive connections, growth in student autonomy, authenticity, safety and trust, and adaptation to student needs. They viewed chairing relationships as fluid and non-compartmentalized, which cultivated mutual learning and existential fulfillment. Our findings provide counselor educators with examples of how empathy and encouragement may help doctoral students overcome insecurities and how authentic and honest conversations may help doctoral students overcome roadblocks. Counselor education programs can apply these findings by building structures to help facilitate safe and trusting relationships between doctoral students and counselor educators.
Keywords: dissertation-chairing relationships, hermeneutic phenomenology, counselor education, doctoral students, relationship dynamics
According to the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 2015), doctoral students must develop research skills and complete counseling-focused dissertation research. Research mentorship is often important to counselor education doctoral students’ development as researchers (Flynn et al., 2012; Lamar & Helm, 2017; Neale-McFall & Ward, 2015). One of the central research mentoring relationships in doctoral programs is the dissertation-chairing relationship. Supportive research mentoring relationships in counselor education are invaluable to students (Lamar & Helm, 2017), are necessary to successful dissertation chairing (Ghoston et al., 2020; Jorgensen & Wester, 2020), and are a central factor in high-quality doctoral programs (Preston et al., 2020). In fact, a meaningful connection between students and their dissertation chairperson predicts students’ successful completion of their dissertations (Neale-McFall & Ward, 2015; Rigler et al., 2017) and positive dissertation experiences (Burkard et al., 2014). Therefore, to help promote intentional and supportive dissertation-chairing relationships, we examined counselor educators’ experiences of relationship dynamics with doctoral students.
Challenges in Dissertation Completion
Across disciplines, doctoral students can struggle with isolation, motivation, time management, self-regulation, and self-efficacy (Pyhältö et al., 2012). In their development as researchers, doctoral students in counselor education can experience intense emotions, including excitement, exhaustion, frustration, distrust, confusion, disconnection, and pride (Lamar & Helm, 2017). Negative relationships with dissertation chairs can exacerbate challenges to dissertation completion. In one meta-analysis study examining doctoral student attrition across disciplines, doctoral students identified a problematic relationship with their dissertation chairperson as the most significant barrier to their completion of their degrees (Rigler et al., 2017). Doctoral students in counselor education have reported negative experiences when their dissertation chairs were unenthusiastic, unsupportive, and unavailable, and when their guidance was not concrete (Flynn et al., 2012; Lamar & Helm, 2017). In addition, counselor education doctoral students involved in negative dissertation-chairing relationships can feel like they are on their own in their dissertation journeys (Protivnak & Foss, 2009). This feeling of isolation can intensify existing barriers in completing dissertations, including struggles with motivation, self-regulation, self-criticism, and self-efficacy (Burkard et al., 2014; Pyhältö et al., 2012).
Power differentials between doctoral students and dissertation chairs also can serve as a barrier to supportive dissertation-chairing relationships and dissertation completion (Burkard et al., 2014). For example, doctoral students are likely to remain silent in difficult relationships with dissertation chairs unless students perceive there to be a strong relationship built on respect and open communication (Schlosser et al., 2003). Cultural differences and systemic oppression may also impact dissertation-chairing relationships. According to Brown and Grothaus (2019), Black counselor education students can experience overt racism, tokenism, isolation, and internalized racism, which can foster mistrust in cross-racial mentoring relationships. Numerous researchers in counselor education (Borders et al., 2012; Ghoston et al., 2020; Neale-McFall & Ward, 2015; Purgason et al., 2018) have recommended mentors use transparent and honest dialogue with explicit attention to expectations, power dynamics, cultural differences, and potential conflicts.
Supportive Dissertation-Chairing Relationships
Dissertation-chairing relationships with individualized supports can help students overcome barriers to completing their dissertations (Ghoston et al., 2020; Purgason et al., 2018). According to Flynn and colleagues (2012), increased dissertation chairperson involvement can counteract counselor education students’ isolation, burnout, and perceptions of lacking support. Dissertation chairs can help doctoral students identify their low research self-efficacy and offer support, encouragement, and instruction to help address it (Burkard et al., 2014). According to Ghoston and colleagues (2020), a supportive relationship during the dissertation process can help doctoral students be more honest about when they are stuck, which, in turn, allows chairs to give more targeted direction and feedback.
Beginning counselor educators have reported faculty mentoring, care, and support were the most valuable components of their doctoral training (Perera-Diltz & Sauerheber, 2017). Specifically, doctoral students in counselor education value when faculty take time with them, express genuine caring, offer guidance, validate and believe in them, and celebrate their efforts and achievements (Neale-McFall & Ward, 2015; Protivnak & Foss, 2009; Purgason et al., 2018). Counselor education doctoral students also appreciate dissertation chairs who offer regular contact, timely support, and clear and authentic communication (Borders et al., 2012; Ghoston et al., 2020; Jorgensen & Wester, 2020).
Despite the importance of supportive dissertation-chairing relationships in counselor education (Flynn et al., 2012; Jorgensen & Wester, 2020; Neale-McFall & Ward, 2015), little research exists on how counselor educators experience dissertation-chairing relationships with doctoral students. Although researchers have studied dissertation-chairing relationships from the perspectives of counselor education doctoral students (e.g., Flynn et al., 2012; Lamar & Helm, 2017; Neale-McFall & Ward, 2015) and examined relational strategies counselor educators use (e.g., Ghoston et al., 2020; Jorgensen & Wester, 2020), few have examined counselor educators’ perceptions of the relationship as dynamic and mutually constructed. Given their role as faculty and their experiences in multiple dissertation-chairing relationships, dissertation chairs may have more awareness of and broader perspectives on the mutually influenced dissertation relationship and process. Understanding the complexities and nuances of dynamics in chairing relationships may help counselor educators develop more intentional dissertation-chairing practices, subsequently resulting in more successfully completed dissertations. Therefore, we asked the following research question in this hermeneutic phenomenological investigation: What are counselor educators’ lived experiences of dissertation-chairing relationship dynamics with doctoral students?
Method
We utilized a hermeneutic perspective rooted in an interpretive paradigm to guide this study. This perspective aligns with the focus on relationships in our study and emphasizes how individuals make meaning in interaction with others (Heidegger, 1962). Anchored by the viewpoint that all knowledge is relative and based on cultural context, Heidegger’s (1962) hermeneutic phenomenology helped us to construct an evocative description of the essence of participants’ experiences of chairing dissertations in a multi-dimensional and multi-layered way (van Manen, 1990). Hermeneutic phenomenology focuses on uncovering the participants’ experiences of the lifeworld, or their experience of everyday situations and relations (van Manen, 1990). The concept of lifeworld in hermeneutic phenomenology allowed us to examine participants’ lived experiences of human relation, or how they maintain relationships in shared interpersonal space. Therefore, we utilized hermeneutic phenomenology (van Manen, 1990) to investigate counselor educators’ experiences of dissertation-chairing relationships.
Participants and Sampling Procedure
     Of 15 participants in our study, eight self-identified as female and seven self-identified as male. Ten participants self-identified as White. Three self-identified with multiple racial and ethnic groups, and two self-identified as African American or Black. Seven participants worked as an associate professor, seven participants worked as a full professor, and one participant worked as an assistant professor. Participants’ ages ranged from 33 to 68 (M = 47.93, SD = 10.18). Years of experience working as a counselor educator ranged from 4 to 29 (M = 16.40, SD = 7.92). Participants reported a wide range of successful chairing experiences, with one to 40 (M = 10.47, SD = 10.39) of their doctoral student advisees defending their dissertations. Nine participants worked at institutions in the Southern Association for Counselor Education and Supervision (ACES) region, three participants worked at institutions in the Western ACES region, two participants worked at institutions in the North Central ACES region, and one participant worked at an institution in the Northeastern ACES region. Five participants worked at institutions with an R2 Carnegie classification (doctoral universities with high research activity). Five participants worked at institutions with an R1 Carnegie classification (doctoral universities with very high research activity). Three participants worked at institutions with an M1 Carnegie classification (master’s colleges and universities with larger programs). Two participants worked at an institution with a D/PU classification (doctoral/professional universities).
Participants qualified for inclusion in this study if they self-identified as a counselor educator working in a CACREP-accredited program and had chaired at least one counseling doctoral student through a successful dissertation defense. After compiling a list of all CACREP-accredited counselor education doctoral programs (N = 33) from information available through the CACREP website, we created a list of names and email addresses of all counselor education faculty (N = 330) working at each of these institutions based on information available on programs’ websites. After receiving IRB approval, we randomly selected 249 faculty members from this list and sent each person a recruitment email and one follow-up email about a week later. Fifteen counselor educators expressed interest, yielding a response rate of 6.05%.
Data Collection
     After counselor educators expressed interest in the study, we emailed them a brief demographic data survey, the informed consent document, and the interview questions. We scheduled a time for a semi-structured interview with them and asked them to return their demographic data survey before their interviews. All interviews were conducted through Zoom and audio recorded. The interview protocol consisted of six main open-ended questions and two to four scripted probes for each main question (Patton, 2014). We developed interview questions based on themes within the literature on dissertations and research mentorship (e.g., Flynn et al., 2012; Jorgensen & Wester, 2020; Neale-McFall & Ward, 2015) as well as our own experiences chairing dissertations. Sample interview questions included “How would you describe the characteristics of relationships you want to foster with students?” and “What relational factors help students successfully complete their dissertations with you as a dissertation chair?” Interviews lasted between 38 and 64 minutes. After transcribing the interviews using Rev.com, we deleted the audio files. We determined that we reached saturation at our sample size of 15 participants as we observed the same themes repeatedly emerging in our coding process (Patton, 2014).
Research Team
     Our research team consisted of four members. Phillip Waalkes and Daniel DeCino served as the coding team. They both identify as White cisgender male counselor educators with experience chairing dissertations. Maribeth Jorgensen and Tiffany Somerville served as auditors. Jorgensen identifies as a White cisgender female counselor educator with experience chairing dissertations, while Somerville identifies as a White cisgender female counselor education doctoral student. Waalkes, DeCino, and Jorgensen developed the study after a conversation of their experiences chairing dissertations and conducting research in this topic area. We identified how we grew in our identities as dissertation chairs and how we adapted our mentoring styles to meet the needs of students. Considering our experiences as dissertation chairs and doctoral students, we wanted to know how counselor educators developed supportive dissertation-chairing relationships.
To promote reflexivity, the coding team, Waalkes and DeCino, used bridling throughout the data analysis process, utilizing written statements and discussion. Bridling is a process in which researchers actively wait for the phenomenon and its meaning to show itself while also scrutinizing their own involvement with the phenomenon. Bridling requires researchers to acknowledge their pre-understandings and loosen them to allow space for holistic understanding of the phenomenon without seeking to understand too quickly or too carelessly (Dahlberg, 2006). In his reflexivity statement, Waalkes wrote about the importance of timely and individualized feedback and the challenges of building relationships when taking over as dissertation chairperson in the middle of a student’s dissertation process. DeCino discussed his beliefs about the importance of individualized mentoring relationships and the impact of his dissertation experience as a doctoral student on his current dissertation-chairing identity. These reflexive conversations continued between Waalkes and DeCino throughout the data analysis process.
Data Analysis
     Based on van Manen’s (1990) inductive data analysis procedure for hermeneutic phenomenology, we coded our data with hermeneutic awareness, reflecting on the data in multidimensional context as opposed to accepting it at face value. Additionally, we designed our procedure to create a hermeneutic circle by shifting between examining parts of the text and reflecting on the interviews as a whole (van Manen, 1990). The development of a thematic structure and a holistic statement (a one-sentence summary of the essence of each participant’s experience) as products of our data analysis reflect our hermeneutic circle.
Our data analysis process consisted of four stages. First, for each interview, Waalkes and DeCino individually created initial holistic statements for each participant. Holistic statements summarized the central significance or fundamental meaning of the participant’s transcript (i.e., text) as a whole. For example, Participant 6’s holistic statement was “Structure, organization, following rules, empathy, scheduled standing meetings to check in personally and professionally, and constructive feedback tailored to students’ needs with an awareness of cultural differences are essential to their dissertation-chairing relationships.” Then, they met to discuss their individual holistic statements and reach consensus on the content of each holistic statement. Second, they individually reviewed each transcript and highlighted essential passages throughout each transcript. Waalkes and DeCino selected passages that were particularly essential or revealing (van Manen, 1990). After selecting a passage, they rewrote it with attention to the context of what was below or above each highlighted section. After rewriting a passage, they reviewed the participants’ holistic statement to ensure that the rewritten passage reflected the interview as a whole. They combined their summary statements of essential passages into a shared spreadsheet. Third, in a series of meetings, Waalkes and DeCino discussed their summary statements and coded each one with a possible theme name. Afterward, they looked for frequently reoccurring codes and combined similar codes to create an initial theme list. Then, they checked that their themes were essential and not incidental by assessing them against the holistic statements and using imaginative variation by asking: “Is this phenomenon still the same if we imaginatively change or delete this theme from the phenomenon?” (van Manen, 1990, p. 107). In conversation, Waalkes and DeCino revised the theme list and structure throughout the imaginative variation process. Finally, Jorgensen and Somerville reviewed the theme list and the holistic statements and offered suggestions that helped refine them.
Trustworthiness
     We established trustworthiness in the present study through an iterative data analysis process with hermeneutic awareness and a hermeneutic circle, triangulation of investigators, and bridling through reflexive journaling (Dahlberg, 2006; Hays & Singh, 2012). First, our iterative data analysis process promoted hermeneutic awareness and helped us achieve a hermeneutic circle in checking our thematic structure and our holistic statements compared to each other (van Manen, 1990). Reflecting on the data in context involved approaching the data with an awareness that meaning is never simple or one-dimensional but rather multidimensional and multilayered (van Manen, 1990). To do this, we used individual and consensus coding, evaluation of the data in holistic context using holistic statements, and imaginative variation to summarize only essential parts of participants’ experiences (van Manen, 1990). Second, to achieve triangulation of investigators, Waalkes and DeCino reached consensus throughout the data analysis process (Hays & Singh, 2012). We also utilized two external auditors who read the interview transcripts and provided feedback on our thematic structure and holistic statements. Third, we engaged in reflexive journaling and bridling as described in the research team section above.
Findings
We arranged our findings into five themes: (a) expansive connections, (b) growth in student autonomy, (c) authenticity, (d) safety and trust, and (e) adaptation to student needs. We arrived at these five themes by using imaginative variation to determine which of our themes were essential to participants’ experiences. Each theme is described in the sections below.
Expansive Connections
     In the expansive connections theme, participants (n = 11) described how chairing relationships defy compartmentalized definitions and can have wide-ranging and mutually beneficial impacts that extend beyond the dissertation project. For example, Participant 15 offered herself “as a person” to students:
When you sign on to . . . work with me on a dissertation, you don’t just get my technical expertise, you get me as a person . . . and that’s what you get first, actually. So again, it’s not a relationship that’s contained in a box. Hopefully, this is something that grows and actually is something we both are learning from and continues to sustain.
Similarly, Participant 9’s relationships with students extended beyond discussions of dissertations:
I try to talk to [the students I chair] about personal stuff as well as just the dissertation stuff. Because it’s not little neat cubby holes that they put their lives in. What’s going on in their personal life is what’s impacting their progress towards completion. Sometimes it’s just a sigh [of] relief when I ask them “How’s your wife doing? Is the baby walking?” And it gives them a chance to just decompress for a moment and regroup.
Participant 5 described a mutuality in learning through an intense working relationship:
It’s not really a top-down thing, but it’s about learning a craft, and intensely working together to learn that craft . . . it’s a formative process. We’re learning about ourselves as we’re going through it. And I learn from my students as well, while I’m chairing their projects . . . this is a career-building, life-extending experience.
Growth in Student Autonomy
     Participants (n = 8) described the importance of using the dissertation relationship to help students take initiative and learn to conduct research on their own. Often participants set clear expectations and boundaries in their relationships to help students do this. For example, Participant 9 encouraged students to take accountability over maintaining momentum in the working alliance:
The student has to recognize this as a partnership, and I can’t react until the student acts. So to me, if I don’t see any action taking place, it’s much more difficult to give you feedback, to give you some kind of response. So that working alliance, I keep pushing that to a student. “What’s your responsibility. What’s my responsibility?”
Participant 2 talked about how he wanted students to be autonomous in planning their dissertations while offering resources:
I’m not the timekeeper. I’m not the helicopter parent. . . . “This is your dissertation, right? This is . . . your life. I will help get you resources, figure out what you need to do to get it done, you know? Beg, buy, borrow, and steal resources to get it done, but you gotta come to me with that.” I’m not gonna say, “Okay, you’re done with stuff a. Stuff b is this. Here’s what you need to do.”
Participant 8 did not want to micromanage students even if students expected that of her:
I don’t want to be your mother. . . he’s like this helpless person. So, I was a little worried that he was continuing to perpetuate these types of dynamics in his life where he was looking for maybe strong women to just come in and take care of things for him . . . I’ve had to be really, really clear about that.
Authenticity
     In the authenticity theme, nearly all participants (n = 13) described valuing genuine conversations with students, in which there was a mutuality in sharing vulnerable parts of themselves. These conversations involved discussing both parties’ roles and responsibilities in the relationship. Participants co-constructed the dissertation process by inviting students into honest discussions of the abilities of both parties. For example, Participant 3 described facilitating authentic conversations:
It’s not a one-size-fits-all model . . . every student is different and . . . the process of having the conversation about what they need is a really good relationship-building conversation. And I’m quick to say, “There may be things you want that I can’t provide,” just because I don’t have this skill set or the capacity or the bandwidth in a given day . . . just having those conversations that start that co-constructed collaborative process and empowering them to do their work.
Additionally, participants transparently revealed vulnerable parts about themselves to help students overcome anxiety or other challenges. For example, Participant 12 described the importance of mutual authenticity to facilitate using immediacy to address issues that were causing students to get stuck:
I really need to be able to call out what I see if [the student] may be stuck . . .  there needs to be that mutual authentic exchange too . . . authentic relating is my really being able [to feel] like there’s someone for me to call out when I noticed there might be something obstructing [the student’s] capacity to keep moving forward.
Participant 7 viewed being humble and inviting students to share their knowledge as part of being genuine:
I mentioned having that mutual learning attitude and when you do that, that’s being open and honest and genuine with them. Not acting like you know everything. I may be perceived as an expert in some areas, but I don’t want to come off that way actually sometimes. I’ve done a lot of this stuff, but I’m not an expert on this particular area. Tell me what you know. Tell me what you think you know. Tell me what you don’t know that you want to do and I will help you try to get there.
Safety and Trust
     In the safety and trust theme, participants (n = 10) discussed how trust and safety served as the foundation for their chairing relationships. Participants acknowledged how mutual trust deepened their connections and helped students feel like their chairperson would help them grow without leaving them floundering. Participants believed safety and trust helped assure students they were going to complete their dissertation and they were not going to be abandoned. For example, Participant 7 discussed the importance of students’ trusting her to offer consistent support:
[Students should] trust me that we can work collaboratively together to make it a good study, that I have the background or I know where to get [help], if you don’t as a student, to help figure out methodology, how to write that prospectus, how to write period. . . . You have to trust me to know how to do that or at least have the resources to help you figure it out, and to trust me that we’re going to be in this together. I’m not going to leave you hanging.
Numerous participants conceptualized students’ needs for safety in terms of expressing and processing strong and often hidden emotions. For example, Participant 5 discussed how students coped with their vulnerability and shame of not feeling good enough:
They need to feel safe . . . I think there’s a lot of shame that goes into developing as a student and maybe even overt or covert. It’s just really tough. It’s such a vulnerable time in your life. I think that doc students, when you get them into groups, they just are very sure and confident. . . . I think that’s such a defensive mechanism to kind of bolster themselves and to kind of propel themselves forward because they’re really trying to, at times, step into these very big roles.
Similarly, Participant 3 conceptualized safety in terms of helping students of color feel like they could make mistakes with him as they navigate biased academic systems:
I really try to bring my years of experience, but I also try to diminish the hierarchy as much as I can. So we have conversations about why we might go this way or why we might go that way rather than it being an edict from me. And I think students appreciate that. I think they feel respected. I think they feel valued. One of the things that I feel very grateful for is that I’ve had the opportunity to have a lot of students of color select me as their dissertation chair. . . . And I think part of that, as they navigate a system that’s still kind of incredibly White and largely biased . . . they feel safe . . . it’s safe to make mistakes . . . They’re going to hand in some versions of drafts that are just not very good. And that’s part of the learning process.
Adaptation to Student Needs
     In the adaptation to student needs theme, participants (n = 12) discussed assessing their students’ personalities and tailoring their approaches to meet unique student needs with a mix of support and challenge. For example, Participant 3 described making adjustments based on students’ levels of self-efficacy:
There are some students that I think have a lot of self-efficacy and don’t want me to sugar-coat anything. I can just be very direct and they want me to be direct. They tell me they want me to be direct, but I also recognize for some students, what they’re going to respond better to is more a carrot, less stick. And so, even how I language a comment or something, I’m paying attention to that based on my sense of the student and what they can navigate. If I have a draft of something that it feels like I’ve kind of bled all over and I’ve done a real hatchet job on . . . I’m going to make sure that in the body of the email . . . I’m encouraging.
Similarly, Participant 4 discussed how she personalized encouragement based on students’ needs:
I think of a student I had who needed a lot of validation in the moment, of, “Hey, you’re doing really well. You have all these strengths. These are all the things you’re doing well and I know you can do this. I believe in you.” And then, for others, I know that they needed to sit in the stress or the disappointment a little bit. So to say like, “I hear you. You are struggling right now and I’m going to give you the space for that. And when you’re ready, I’ve got a lot of positive things to say about you. So you let me know when you’re ready for that feedback. It doesn’t sound like you’re ready for it right now.”
Discussion
Because developing as researchers is important for doctoral students (CACREP, 2015) and research mentorship is critical for this purpose (Flynn et al., 2012; Lamar & Helm, 2017; Neale-McFall & Ward, 2015), we investigated counselor educators’ experiences of relationship dynamics with doctoral students when chairing dissertations. Participants reported the complex and mutually influenced dynamics of expansive connections, growth in student autonomy, authenticity, safety and trust, and adaptation to student needs. Our finding of dissertation-chairing relationship dynamics as wide-reaching broadens the focus of previous researchers who have explored these relationships in terms of a series of strategies used by the chairperson (Ghoston et al., 2020) or a list of components contributing to successful dissertation completion (Jorgensen & Wester, 2020). Participants viewed chairing relationships as fluid, mutually influenced, and non-compartmentalized (Purgason et al., 2016), involving a blending of personal and collegial connection that could offer shared learning and fulfillment. Numerous researchers (e.g., Burkard et al., 2014; Flynn et al., 2012) have found that supportive dissertation-chairing relationships can have positive impacts on doctoral students. Yet, a unique finding of this study is that chairing relationships can also positively affect dissertation chairs. Participants discussed growing and experiencing feelings including pride, frustration, and fulfillment from their chairing relationships.
In the growth in student autonomy theme, numerous participants discussed helping students develop more independence and step into a more collegial role in their dissertation-chairing relationships. To a degree, this theme aligns with how Jorgensen and Wester (2020) and Ghoston and colleagues (2020) highlighted the need for accountability and developing doctoral students’ researcher identities in chairing relationships. However, our participants framed helping students become more autonomous as a mutually influenced working alliance that required doctoral student initiative and effort for their chairs to reciprocate. In other words, it seems that dissertation chairs believed doctoral students’ steady effort played a role in creating positive relational momentum throughout a consistent pattern of feedback and support. Additionally, for some participants, fostering student autonomy involved discussing boundaries and the navigation of transference and countertransference within the relationship dynamic. Completing a dissertation can be a challenging process in which students face numerous emotional roadblocks (Lamar & Helm, 2017; Pyhältö et al., 2012) and, for some participants, promoting student autonomy involved exploring and discussing how dependence may function as a defense mechanism for students to cover up their embarrassment, fear, or low self-efficacy.
Our findings also deepen the previous research on the importance of authenticity in dissertation-chairing relationships (Ghoston et al., 2020; Jorgensen & Wester, 2020; Purgason et al., 2016). Many participants directed the relationship toward mutually vulnerable places relevant to students’ dissertations. For example, some participants initiated authentic conversations when students felt stuck. When conflict in a relationship is unacknowledged, the person with less power in the relationship often responds in inauthentic ways; therefore, chairs should take the lead in venturing into vulnerable areas to help move the dissertation forward (Jordan, 2000). For participants, vulnerability included helping students overcome roadblocks and honest discussions and broaching of relationship dynamics, emotions, life experiences, and culture (Jordan, 2010; Purgason et al., 2016).
Our theme of adaptation to student needs highlights the way feedback plays out in mutually impacted relationship dynamics (Ghoston et al., 2020; Jorgensen & Wester, 2020). For example, numerous participants described how they adjusted their feedback styles to meet students’ sensitivity levels. In these cases, participants seemed to be using anticipatory empathy, or the ability to recognize and respond to covert and contextual life circumstances that influence a person (Jordan, 2010). These individualized and emotionally aware strategies can help students overcome barriers in their dissertation processes (Purgason et al., 2018). Additionally, consistent with relational pedagogy (Noddings, 2003), participants viewed dissertation-chairing relationships characterized by trust and safety as critical for helping reduce students’ feelings of shame or inadequacy and helping them feel safe in making mistakes. For many participants, developing trust seemed intertwined with their consistent availability and responding to students with empathy instead of judgment (Purgason et al., 2016).
Interestingly, no participants discussed specific methods they used to evaluate their dissertation-chairing relationships despite previous researchers’ calls to strengthen evaluation of research mentoring relationships (Protivnak & Foss, 2009; Purgason et al., 2018). Utilizing evaluative instruments or conversations in combination with reflection of prior or current experiences with dissertation chairing may help chairs intentionally adjust their feedback and relational styles (Ghoston et al., 2020). The list of items contributing to dissertation chair success developed by Jorgensen and Wester (2020) in their Delphi study of expert dissertation chairpersons may serve as a starting point to develop of such an instrument or help facilitate authentic conversations of needs and expectations between chairs and students. 
Implications
Doctoral Students
     Because chairing relationships can have broad impacts and can evolve into other professional relationships after dissertation completion, doctoral students might recognize the importance of choosing a chairperson—if they have that luxury—with whom they see potential for deeper connection. Identifying their needs in a chairing relationship might help them choose a chair. To do this, doctoral students might reflect on questions such as: “Which characteristics of a dissertation chairperson are most important to me?” or “What do I need to feel safety and trust in a dissertation-chairing relationship?” Additionally, doctoral students may want to learn more about their program faculty before selecting a chairperson. Doctoral students might interview potential chairs and ask them questions about their relationship styles. Such questions might include: “What did being authentic look like for you in previous chairing relationships?” and “How do you adapt your dissertation chairing to meet student needs?” Doctoral students might also consider their feelings and intuitions about relationships with faculty by assessing the levels of safety, trust, and authenticity they experience with various faculty members.
Ideally, dissertation chairs should facilitate authentic conversations about roadblocks for doctoral students throughout the dissertation process. However, sometimes chairs might be unaware of these roadblocks and doctoral students might consider taking risks to share their insecurities and relational needs with their chairs. Depending on the relational dynamics and power differential, doctoral students might consider the potential benefits and downsides of sharing such information and gauge the level of trust and safety they feel in the relationship. If a dissertation-chairing relationship does not feel safe, a student may consider broaching the topic with their chairperson or, depending upon the culture and policies of their program, switching to another chairperson who feels safer. Alternatively, doctoral students could work on their insecurities and roadblocks with others in their lives, including possibly in their own personal counseling. Personal counseling may be a more appropriate venue to discuss some issues as opposed to the dissertation-chairing relationship. Finally, given the prevalence of intense feelings doctoral students can experience during the dissertation process (Lamar & Helm, 2017; Pyhältö et al., 2012), they might reflect on their insecurities related to their dissertations and the ways their insecurities might affect their dissertation-chairing relationships. As participants discussed in the growth in student autonomy theme, discussing these thoughts and feelings through open and honest dialogue within trusting and safe relationships with their dissertation chairs might help deepen relationships and allow for opportunities to receive more personalized support. 
Counselor Educators
     To help doctoral students overcome roadblocks and insecurities, dissertation chairs can help students feel more connected through intentional creation of mutually empathic, safe, trusting, and authentic relationships. As the individuals with more power in the relationship, chairs should be ready to initiate conversations that are authentic and help set expectations, including conversations where they broach culture (Jordan, 2010; Purgason et al., 2016). For example, dissertation chairs may consider sharing vulnerable stories from their dissertation journeys or their lives to validate and normalize students’ experiences. Similarly, they might demonstrate humility by admitting the limits of their knowledge and skills and apologizing to students for relational ruptures when appropriate. For instance, a chairperson might admit their lack of knowledge about the methodology a student is using in their dissertation while helping them develop autonomy to seek out resources (e.g., other faculty, books, videos) to get the support they need. Additionally, consistently responding to students with empathy and encouragement if they make mistakes or do not meet deadlines may help build trust and self-confidence for students, creating an environment where they feel safer taking risks interpersonally and with their research. A safe and supportive relational foundation is essential for the trust-building required for learning to take place (Noddings, 2003).
Finally, authentic conversations might also include using immediacy to talk about relationship and cultural dynamics. Utilizing relational-cultural theory (Jordan, 2010; Purgason et al., 2016) may help chairs develop skills for initiating authentic and culturally infused conversations with their students. These conversations might happen throughout the dissertation-chairing relationship. Toward the beginning of the relationship, chairs might ask: “What do you need to build trust and safety in a relationship?” or “How do our cultural differences impact our work together?” At this phase in the relationship, chairs may also openly share their cultural backgrounds and their dissertation styles, including strengths and areas for growth as a dissertation chairperson. Closer to the completion of the dissertation, counselor educators can facilitate discussions with students on the wide-reaching impact of their relationships given the non-compartmentalized nature of dissertation relationships. Chairs might ask students questions such as “How are you different because of our relationship?” or “In what ways has our relationship helped you overcome barriers in your dissertation process?” and be willing to share how the relationship has affected them as well. Acknowledging and reflecting on that shared growth in conversation together may help both parties learn and feel more connected (Purgason et al., 2016).
Counselor educators can use ongoing reflective practice to develop and hone intentional approaches to building dissertation-chairing relationships. Counselor educators might ask themselves, “What relational qualities do I have to offer that contribute to helpful dissertation-chairing relationships?”, “How do I believe that mentoring relationships impact mentees’ development as researchers?”, or “What theories drive my research mentorship philosophy?” As a tangible output for addressing these questions, counselor educators can write philosophy of research mentorship statements, similar to philosophy of teaching or supervision statements. These statements can help counselor educators comprehensively define their approaches to research mentoring relationships. Counselor educators might revisit these statements throughout their careers as research on mentoring and their beliefs about dissertation chairing evolve. Additionally, counselor educators might create and share advisor disclosure statements with doctoral students to help clarify roles and expectations (Sangganjanavanich & Magnuson, 2009). Advisor statements may help alleviate role confusion and emphasize to students early in the relationship that doctoral students should grow as autonomous researchers and contribute to building a working alliance.
Counseling Programs
     Numerous researchers have called for doctoral counseling programs to integrate more purposeful research mentorship in structured and systematic ways that could help offer more supportive relationships for doctoral students (Lamar & Helm, 2017; Perera-Diltz & Sauerheber, 2017). Counseling programs could establish structures that allow counselor educators and doctoral students to build trust early on in students’ programs. Connections developed between dissertation chairs and students in research apprenticeships; research teams; and co-teaching, advising, and informal program gatherings may provide relationships space to grow before students start their dissertations. Counseling programs might also establish methods for helping counselor educators evaluate dissertation-chairing relationships (Protivnak & Foss, 2009). Gaining an understanding of how students internalize feedback may help dissertation chairs better adapt to student needs and intentionally build expansive relationships (Ghoston et al., 2020). In line with CACREP’s requirement that counseling programs comprehensively evaluate their effectiveness, programs could regularly send out surveys to doctoral students who have recently completed their dissertations or withdrew during the dissertation stage to seek feedback on former students’ experiences of dissertation-chairing relationships (CACREP, 2015, Section 4). Such surveys might ask former students about their experiences of receiving feedback, the impact of their dissertation-chairing relationship, time and resources their chairperson dedicated to them, and challenges and successes they faced during the dissertation process. Program faculty could then use this feedback to improve their research mentoring programs by developing strategic plans including both individual and programmatic concrete goals (Purgason et al., 2018). Alternatively, dissertation chairs could conduct exit interviews with students.
Limitations
     We identified several limitations in our study. First, all research team members identified as White, which may have limited our data analysis process based on our shared, privileged racial/ethnic identity. A coding team with different races and ethnicities may have arrived at a different thematic structure and may have more heavily emphasized cultural considerations in dissertation-chairing relationship dynamics. Second, in our interview protocol and demographic data survey, we did not ask many questions eliciting depth on the culture of participants’ institutions. Knowing more about the structures of participants’ programmatic and institutional supports and stressors for faculty members (e.g., teaching loads, policies that may contradict supporting student success) may have helped us analyze our data with a richer appreciation of contexts (van Manen, 1990; Hays & Singh, 2012). Third, our worldviews possibly influenced the questions we did not ask participants regarding how they navigated cultural differences with their students. Even though a few participants talked about navigating cultural differences, we do not have a clear sense of how cultural differences influenced participants’ chairing relationships. Cross-cultural mentorship relationships in counselor education are influenced by a myriad of complex relational and contextual factors related to racial/ethnic identity and White racism inherent in the field of counseling (Brown & Grothaus, 2019). These cross-cultural relationships warrant more focused investigation. Fourth, counselor educators who emphasized relationship-building in their dissertation chairing may have been more likely to participate in our study because they believed in the importance of our topic. Therefore, our findings may not reflect the relationships of those who do not emphasize relational approaches to dissertation chairing. Fifth, we did not explore dissertation relationships that took place in virtual programs. Chairs may experience relationship dynamics differently when interactions only occur virtually as opposed to mostly in person.
Directions for Future Research
     First, future researchers might explore how counselor educators and doctoral students navigate power dynamics and cultural context in dissertation-chairing relationships (Borders et al., 2012; Jorgensen & Wester, 2020; Neale-McFall & Ward, 2015; Purgason et al., 2018). Fostering mutually fulfilling connections in dissertation-chairing relationships may help counselor educators attend to the unique needs of underrepresented students (Purgason et al., 2016) and help make research more accessible to doctoral students from more collectivist cultural backgrounds. Given the importance of authentic conversations and egalitarian relationships expressed by participants, further exploration of how counselor educators approach cultural, country of origin, worldview, gender, and other differences in dissertation-chairing relationships between themselves and students seems warranted. Second, participants in this study mostly talked about positive outcomes of dissertation-chairing relationships and helpful strategies they used to build relationships. Given the prevalence of negative dissertation relationships reported by doctoral students and their harmful impact on completion rates and mental health (Flynn et al., 2012; Lamar & Helm, 2017; Protivnak & Foss, 2009; Rigler et al., 2017), future researchers might examine ways that dissertation chairs can identify, navigate, and heal relational ruptures. Third, outcome research could illuminate the positive and negative impacts that dissertation-chairing relationships can have on students’ researcher self-efficacy, researcher identity development, and future research productivity. Because participants described tailoring their feedback styles to meet students’ unique needs but did not clearly describe evaluating the impact of their feedback, future researchers might examine the impact that different forms and styles of feedback have on students. Fourth, future researchers should explore institutional and programmatic factors that complicate chairs’ abilities to provide research mentorship to students. Finally, there are numerous theories of counseling supervision and adult learning that may apply to dissertation-chairing relationships but few theories specific to research mentorship or dissertation-chairing relationships in counselor education (Purgason et al., 2016). Future researchers might develop theories in this area by asking counselor educators about values, beliefs, and attitudes that drive their research mentorship philosophy and practice or by writing conceptual articles applying existing counseling theories to dissertation chairing.
Conclusion
Our research offers insights from counselor educators on how to foster supportive dissertation-chairing relationships. Counselor educators may utilize our findings to facilitate reflection regarding their relationship-building skills in dissertation-chairing relationships. Counselor educators intentionally build dissertation-chairing relationships to help their students overcome barriers to completing their dissertations and preparing them as future scholars.
Conflict of Interest and Funding Disclosure
The authors reported no conflict of interest
or funding contributions for the development
of this manuscript.
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Phillip L. Waalkes, PhD, NCC, ACS, is an assistant professor at the University of Missouri – St. Louis. Daniel A. DeCino, PhD, NCC, LPC, is an assistant professor at the University of South Dakota. Maribeth F. Jorgensen, PhD, NCC, LPC, LMHC, LIMHP, is an assistant professor at Central Washington University. Tiffany Somerville, MS, is a doctoral student at the University of Missouri – Saint Louis. Correspondence may be addressed to Phillip L. Waalkes, 415 Marillac Hall, 1 University Blvd., St. Louis, MO 63121, waalkesp@umsl.edu.
				
					
			
					
				
															
					
					Aug 10, 2022 | Volume 12 - Issue 2
Gregory T. Hatchett
This study involved a longitudinal analysis of the journal article publications accrued by counselor educators at comprehensive universities over the first 20 years since receiving their doctoral degrees. A review of electronic databases revealed these counselor educators accrued a median of three journal article publications over the first 20 years since degree completion. Faculty rank, inferred binary gender, and the date of terminal degree all predicted cumulative journal article publication counts. An analysis of sequence charts revealed that journal article publication counts are not invariant over the first 20 years since degree completion, but vary based on time, faculty rank, and inferred binary gender. The implications of this research for counselor education training are discussed.
Keywords: counselor educators, journal article publications, faculty rank, comprehensive universities, gender
     The primary purpose of doctoral-level training in counselor education is to prepare program graduates for careers as counselor educators and clinical supervisors (Snow & Field, 2020). Consistent with this objective, graduates of counselor education and supervision programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) are required to attain numerous research competencies that will equip them for making scholarly contributions to the counseling literature (CACREP, 2015). Likewise, the PhD degree, which is the terminal degree offered to graduates of nearly all these programs, has been traditionally designed to prepare graduates for research and teaching in higher education (e.g., Dill & Morrison, 1985).
     Be that as it may, most graduates of counselor education and supervision programs do not become faculty members, let alone faculty at research-intensive universities (e.g., Lawrence & Hatchett, 2022; Schweiger et al., 2012; Zimpfer, 1996). For example, Lawrence and Hatchett (2022) recently investigated the occupational outcomes of 314 graduates of CACREP-accredited doctoral programs. Overall, they found that 41.4% of these graduates had some type of faculty position in higher education. However, faculty positions as assistant professors in CACREP-accredited programs were much less common (23.9% of the total sample), and assistant professor positions in CACREP-accredited counseling programs at universities classified by the Carnegie Classification System (https://carnegieclassifications.acenet.edu) as either R1 (Very high research activity) or R2 (High research activity) were relatively rare (8.3% of the total sample). Thus, fewer than 1 in 10 of these recent program graduates attained professor positions at universities that expect high levels of scholarly productivity.
     At the time of this writing, 401 colleges and universities in the United States and Puerto Rico have at least one CACREP-accredited counseling program. However, only 134 (33.5%) of these institutions have a Carnegie Classification of either an R1 or R2. More common are CACREP-accredited programs at master’s degree–granting institutions designated by the Carnegie system as M1 (Larger programs), M2 (Medium programs), or M3 (Smaller programs). Many of these universities would fall under the general umbrella of what are commonly denoted as comprehensive universities. At comprehensive universities, the focus is typically on undergraduate education, and graduate education tends to be limited to master’s degrees in professional disciplines, such as education and business (Youn & Price, 2009). Compared to their colleagues at research-intensive universities, faculty at comprehensive universities tend to have high teaching loads and greater expectations for service along with substantially lower expectations for faculty scholarly productivity (Hatchett, 2021; Henderson, 2011).
     Though the scholarship expectations are lower, counselor educators at comprehensive universities are still commonly expected to exhibit some level of scholarly productivity for performance evaluations as well as tenure and promotion decisions (Fairweather, 2005; Hatchett, 2020; Youn & Price, 2009). Specific to counselor education, Hatchett (2020) recently surveyed 168 counselor educators about their perceptions of the tenure process, workloads, and their annual scholarly productivity. Regarding journal article publications, these counselor educators reported accruing a median of 0.45 national or international journal article publications a year. However, there is reason to believe that this sample statistic may be an overestimate. For one, only about 20% of the counselor educators at comprehensive universities completed the survey. Secondly, the rate of journal article publications reported by this sample of counselor educators greatly exceeds estimates attained from archival research.
     For example, Hatchett et al. (2020) assessed the journal article publications of a large sample (N = 821) of counselor educators employed in CACREP-accredited master’s-level counseling programs housed in comprehensive universities. To identify peer-reviewed journal articles, they searched these counselor educators’ names through three electronic databases (i.e., PsycINFO, ERIC, Academic Search Complete) for the time interval of January 1, 2008, through December 31, 2017. They found that these counselor educators had attained a median of only 1 (M = 1.99, SD = 3.46) peer-reviewed publication over this
10-year time interval; notably, nearly half of this sample (n = 381, 46.4%) did not have any journal article publications indexed in any of the three databases. Granted, these three electronic databases do not capture all the journal article publications attained by counselor educators. Nonetheless, the gap between self-report (Hatchett, 2020) and archival publication estimates (Hatchett et al., 2020) is so large that it probably cannot be explained away by publications that were not referenced in any of these databases.
     A second shortcoming of the archival research by Hatchett et al. (2020) was its cross-sectional nature. A cross-section cannot directly answer the question as to whether publication rates might vary or decline over the course of counselor educators’ careers. Hatchett et al. (2020) and Lambie et al. (2014) found some evidence that journal article publications may decline over counselor educators’ careers. To better evaluate this phenomenon, Lambie et al. recommended that future researchers use a longitudinal research design that tracks publication counts across time. Not only would a longitudinal design better detect changes and trends in publication rates across time, but such a design could also better illuminate the extent to which counselor educators at comprehensive universities publish in peer-reviewed journals across their careers.
Purpose of the Present Study
     Accordingly, the purpose of the current study was to use a longitudinal research design to summarize and track the rate of journal article publications by counselor educators at comprehensive universities over an extended period of time. Specifically, this study assessed the cumulative journal article publications attained by counselor educators at master’s-only counseling programs at comprehensive universities for the first 20 years since receiving their terminal degrees. A secondary objective of this study was to evaluate whether factors identified in previous research would also be useful for predicting journal article publication counts in this sample. Previous researchers have found that binary gender (Lambie et al., 2014; Newhart et al., 2020; Ramsey et al., 2002), faculty rank (Hatchett et al., 2020; Newhart et al., 2020; Ramsey et al., 2002), and year of degree completion (Hatchett et al., 2020; Lambie et al., 2014) predict journal article publication counts. Thus, these same three variables were used to predict cumulative journal article publication counts accrued by these counselor educators over the 20 years since their degree completion.
Method
Procedures and Participants
     Because this study involved only the collection and analysis of publicly available data, the internal IRB determined this study was exempt from IRB oversight. As in the methodology used by Hatchett et al. (2020), a comprehensive university was operationally defined as an institution classified by the Carnegie Classification of Institutions of Higher Education as a master’s-level institution with a designation of M1 (Larger programs), M2 (Medium programs), or M3 (Smaller programs). In addition, any M1, M2, or M3 institution was excluded from this study if it did not denote at least part of its faculty with traditional academic ranks (i.e., assistant professor, associate professor, professor) or if the program also offered a doctoral degree program in counseling or counselor education. The process for collecting data involved three steps. The first step was to identify CACREP-accredited master’s programs at comprehensive universities that met the abovementioned criteria.
     As a result of this search process, 157 colleges and universities were identified for potential study inclusion. At the second step, the websites of these colleges and universities were searched to identify counselor educators with the rank of either associate or full professor. In addition to the rank of at least associate professor, a minimum of 20 years must have passed since the counselor educator received their doctoral degree to be included in this study. At the end of this process, 162 counselor educators were eventually identified. For each identified counselor educator, the following information was recorded: (a) name of the counselor educator, (b) Carnegie Classification of their current university, (c) inferred binary gender based on name and any contextual information, (d) type of terminal degree (e.g., PhD, EdD), (e) academic discipline of terminal degree, and (h) date of doctoral degree. If any of this data was not available on a counseling program’s website, additional public resources were searched, such as university catalogs, Dissertations Abstracts International, Google, and LinkedIn. There were six counselor educators for whom a terminal degree date could not be identified; these counselor educators were removed from the sample, leaving a final sample size of 156.
Count of Journal Article Publications
     To identify journal article publications, each counselor educator’s name was searched through three major electronic databases: PsycINFO, ERIC, and Academic Search Complete. The beginning date for each search was the year following a counselor educator’s terminal degree date and the end date of the search was 20 years later. A journal article publication was operationally defined as any authored publication in a peer-reviewed journal indexed in any of the three databases that involved theory, counseling practice, quantitative research, qualitative research, mixed method research, or published responses to other published works; for the purpose of this study, editor notes and book reviews were excluded. The number of journal article publications for each counselor educator over the first 20 years after degree completion was summed to represent journal article publication counts.
Results
Data Analysis Strategy
     Prior to conducting any analyses, the dataset was screened for data entry errors, unusual values, and extreme outliers; none were identified. Prior to running the negative binomial regression analysis, the categorical predictor variables (inferred binary gender, faculty rank) were dummy coded. All screening procedures and subsequent analyses were conducted using IBM SPSS (Version 28).
     To predict journal article publication counts, a negative binomial regression analysis was conducted because the criterion variable, journal article publications, represented a count variable that contained a large number of zero values and the variance of the distribution exhibited overdispersion (Fox, 2008). Power estimates for negative binomial regression models are less developed than those available for linear models. Nonetheless, traditional power estimates for general linear models (Cohen, 1988) and experimental estimates for generalized linear models (Doyle, 2009; Lyles et al., 2007) suggested that the negative binomial regression analysis likely had sufficient statistical power (> .80) to detect at least medium effect sizes. The following assumptions for negative binomial regression were examined: multicollinearity, residual plots, independence of residual errors, and the presence of any highly influential cases. No difficulties were identified.
     Ideally, a time series analysis is recommended for identifying trends or changes in longitudinal data across time (Yaffee & McGee, 2000). However, it is commonly recommended that a time series analysis should be based on a minimum of 50 observation periods (e.g., Tabachnick & Fidell, 2019). Power estimates for time series analyses can become very complex, and in some cases, 100 to 250 observational periods may be needed to reliably detect trends or seasonal patterns in time series data (Yaffee & McGee, 2000). It would not be feasible to track even a minimum of 50 years of journal article publications for a sizeable sample of counselor educators. Furthermore, inferential statistics—and accompanying power analyses—are needed for making inferences from a sample to the larger population from which the sample was drawn. Aside from inaccuracies on department websites, the counselor educators in this study represent the entire population of counselor educators at master’s-only programs in comprehensive universities who received their doctoral degrees at least 20 years ago. As Garson (2019) pointed out, “having data on all the cases in the population of interest eliminates the need for a random sample and, indeed, for significance testing at all” (p. 25). Consequently, the longitudinal analysis of this data will be limited to the creation and visual analysis of sequence charts.
Characteristics of the Sample
     Regarding inferred binary gender, 51.9% (n = 81) of these counselor educators appeared to identify as female, and 48.1% (n = 75) appeared to identify as male. Two-thirds (n = 104, 66.7%) held the rank of full professor, and 33.3% (n = 52) held the rank of associate professor. The years in which they earned their terminal degrees ranged from 1970 to 2000 (Mdn = 1995.00, M = 1992.70, SD = 6.48). The number of years after earning their terminal degrees ranged from 20 to 50 (Mdn = 25.00, M = 27.30, SD = 6.48). Their terminal degrees included PhDs (n = 118, 75.6%), EdDs (n = 31, 19.9%), PsyDs (n = 4, 2.6%), and other (n = 3, 1.9%). Slightly over half of these faculty members had terminal degrees in counseling/counselor education (n = 80, 51.3%), followed in frequency by counseling psychology, clinical psychology, or educational psychology (n = 47, 30.1%); education (n = 13, 8.3%); rehabilitation or rehabilitation psychology (n = 10, 6.4%); and other (n = 6, 3.8%). Almost two-thirds (n = 102, 65.4%) were faculty at public universities with the remainder (n = 54, 34.6%) being faculty at private universities. Regarding current Carnegie Classifications, over four-fifths were faculty at M1 institutions (n = 128, 82.1%), which was followed in frequency by M2 institutions (n = 20, 12.8%) and M3 institutions (n = 8, 5.1%).
Journal Article Publication Counts
     At the end of the first 20 years after receiving their terminal degrees, these counselor educators had accrued a median of three (M = 5.26, SD = 6.92) journal article publications referenced in at least one of the three electronic databases. Notably, a fourth of the sample (n = 39, 25%) did not have any journal article publications indexed in any of the electronic databases. Expressed on an annual basis, the entire sample of counselor educators had accrued a median of 0.15 (M = 0.26, SD = 0.35) journal articles each year for the first 20 years after completing their terminal degrees. 
Prediction of Publication Counts
     Based on prior research in counselor education (e.g., Hatchett et al., 2020; Lambie et al., 2014; Newhart et al., 2020; Ramsey et al., 2002), the next set of analyses evaluated whether cumulative journal article publication counts could be predicted from faculty rank, inferred binary gender, and year of terminal degree. In fitting a negative binomial regression model to the data, the likelihood ratio chi-square statistic was statistically significant, indicating that the three combined variables were useful for predicting publication counts: χ2(3, N = 156) = 21.22, p < .001, McFadden R2 = .024. All three predictor variables made unique contributions to the prediction of journal article publication counts (see Table 1). The estimated number of publications for full professors was 1.73 times higher (95% CI [1.18, 2.53]; p = .005) than for associate professors. For reference, over the first 20 years since degree completion, associate professors had accrued an average of 3.31 (SD = 5.52) journal article publications compared to an average of 6.24 (SD = 7.36) journal article publications for full professors. The estimated number of publications for male counselor educators was 1.45 times higher (95% CI [1.02, 2.06]; p = .037) than for female counselor educators. For reference, male counselor educators had accrued a mean of 6.17 (SD = 7.89) journal article publications compared to a mean of 4.42 (SD = 5.81) for female counselor educators. Finally, with each 1-year increase in terminal degree date, the estimated number of cumulative publications increased by 4.1% (95% CI [1.01, 1.07]; p = .005).
Table 1
Prediction of Journal Article Publication Counts From Faculty Rank, Inferred Binary Gender, and Terminal Degree Date
________________________________________________________________________________
Predictors                                                 B                       SE                        Wald χ2                p
________________________________________________________________________________
Faculty Rank                                       .55                   .19                         8.01               .005
Inferred Binary Gender                         .37                    .18                         4.36                .04
Year of Terminal Degree                        .04                   .01                        7.75                .005
________________________________________________________________________________
 
Longitudinal Analyses
     As reported previously, cumulative journal article publications varied as a function of both faculty rank and inferred binary gender. Because of this, two sequence charts were created to illuminate how journal article publication trajectories varied based on faculty rank and inferred binary gender. SPSS (Version 28) was used to create two sequence charts of the average number of journal article publications accrued each year for the first 20 years since degree completion. Figure 1 represents a sequence chart for journal article publications disaggregated by faculty rank. Figure 2 represents a sequence chart for journal article publications disaggregated by inferred binary gender.
Figure 1
Average Number of Journal Article Publications for Associate and Full Professors Over 20 Years After Degree Completion

Figure 2
Average Number of Journal Article Publications for Male and Female Counselor Educators Over 20 Years After Degree Completion

Discussion
     The main objective of this study was to conduct a longitudinal analysis of the journal article publications of counselor educators at comprehensive universities for the first 20 years after receiving their doctoral degrees. A secondary objective was to evaluate how well these publication counts could be predicted from faculty rank, inferred binary gender, and year of terminal degree. Parallel to the results section, summary statistics will be discussed first, followed by the results of the regression analysis, and ending with the results of the longitudinal analyses.
     Over the first 20 years since receiving their terminal degrees, the counselor educators in this sample had accrued a median of three (M = 5.26, SD = 6.62) journal article publications, which translates to a median of 0.15 (M = 0.26, SD = 0.35) journal articles published per year. Notably, a fourth (n = 39, 25%) of the sample did not have any journal article publications referenced in any of three major electronic databases. These findings are consistent with those of Hatchett et al. (2020), who investigated the journal article publications of this same population over a discrete 10-year period (2008–2017) using a similar methodology. They found that counselor educators at comprehensive universities had a median of 0.10 journal article publications each year, but a much higher proportion (46.4%) of their sample did not have any journal article publications referenced in any of the electronic databases. These differences may be the result of both the specific compositions of their samples and the timeframes for data collection. The current study examined the publication records of only associate and full professors, whereas Hatchett et al. (2020) examined the publication records of assistant, associate, and full professors of counselor education. Consistent with that expanded population, some of the counselor educators in the study by Hatchett et al. were just starting their careers and may not yet have attained many publications. There is also the possibility that some of the assistant professors in that study will be, or have been, turned down for promotion to associate professor because of inadequate scholarly productivity. Of course, it is not surprising that the current study, which examined a 20-year timeframe, uncovered a lower percentage of counselor educators without any journal article publications; after all, the counselor educators in the current study had double the time in which to accrue journal article publications.
     Based on previous research in counselor education (Hatchett et al., 2020; Lambie et al., 2014; Newhart et al., 2020; Ramsey et al., 2002), this study also examined how well faculty rank, inferred binary gender, and year of terminal degree predicted journal article publication counts. Full professors had more journal article publications for the first 20 years after receiving their terminal degrees than those at the rank of associate professor. Not only would more publications be expected for a counselor educator at the rank of full professor, but other studies in counselor education have also found higher levels of scholarly productivity for full professors compared to associate professors (Hatchett et al., 2020; Ramsey et al., 2002). Although Lambie et al. (2014) found that associate professors had more journal article publications than full professors, their study included only counselor educators at doctoral-level programs and covered a discrete 6-year period of journal article publication counts. Thus, these two studies are not directly comparable. Several researchers have also found that male counselor educators attain more journal article publications than female counselor educators (Lambie et al., 2014; Newhart et al, 2020; Ramsey et al., 2002). Thus, the results from the current study are consistent with the majority of other research on this topic. Finally, in the current study, the date of terminal degree attainment had a minor impact on journal article publication counts. This is consistent with two other studies in the literature (Hatchett et al., 2020; Lambie et al., 2014). There are at least two plausible explanations for this finding. On the one hand, expectations for scholarly productivity have increased in recent years (Fairweather, 2005; Youn & Price, 2009); thus, it is not surprising that counselor educators who have attained their terminal degrees more recently have more journal article publications. From another perspective, Lambie et al. (2014) hypothesized that more recent graduates of counselor education programs may have stronger research skills than those who graduated earlier. Both explanations are speculative, so future research might better elucidate the role of time and training experiences on journal article publications.
     The final objective of the study was to evaluate the extent to which journal article publication rates change over the course of counselor educators’ careers. The sequence charts presented in Figures 1 and 2 provide evidence that scholarly productivity is not invariant over the first 20 years since doctoral degree completion but tends to vary based on time, current academic rank, and inferred binary gender. There seems to be a relative peak around Year 7 for full professors and Year 14 for associate professors. The peak at Year 7 for full professors may be attributable to the typical timeframe for applying for tenure and promotion to associate professor; however, it is unclear why the associate professors exhibited a relative peak at Year 14. There also seems to be a peak around Year 7 for male counselor educators and Year 11 for female counselor educators. Again, the peak around Year 7 for male counselor educators is consistent with the typical timeframe for applying for tenure and promotion to associate professor. Though speculative, the delayed peak for female counselor educators may be the result of childbirth and early childcare responsibilities. Some research indicates that female faculty members plan childbirth around the academic calendar and tenure clock (e.g., Armenti, 2004), so perhaps a similar phenomenon occurred among the female counselor educators in this sample. More research is needed on how childbirth and childcare experiences impact the career decisions and scholarly productivity of female counselor educators (e.g., Trepal & Stinchfield, 2012). Finally, for the entire sample, there seems to be a relative decline in journal article publications near the end of the 20-year observational period. This lower level of scholarly productivity may reflect fewer institutional incentives to continue publishing, less interest in conducting original research, or a shift to other professional responsibilities, such as leadership positions on campus or in professional counseling associations.
Limitations
     One clear limitation to the current study was the inability to apply a time series analysis to the data. As already mentioned, there were not enough observation periods to run a time series analysis with sufficient statistical power. In addition, the sequence charts were based on the average number of publications attained by these counselor educators on a yearly basis. The distribution of journal article publications for every observational unit was positively skewed, and the median number of publications for every observational unit was zero. Consequently, if the median number of publications each year had been plotted on the sequence charts, both graphs would have included two flat lines directly on the x-axis. Expressed differently, the typical counselor educator at a comprehensive university did not attain any journal article publications in a typical year. Thus, to some extent, the trends plotted in Figures 1 and 2 reflect only the most active researchers in this population.
     It is also important to note that this study operationalized a very narrow definition of scholarly productivity: journal articles referenced in the PsycINFO, ERIC, or Academic Search Complete electronic databases. Though a highly reliable operational definition, and one used by other researchers (Barrio Minton et al., 2008; Hatchett et al., 2020; Lambie et al., 2014), this index certainly does not capture the full breadth of scholarly productivity. Counselor educators across all types of universities write book chapters and books, present at conferences, prepare reports, and secure external grant funding, among many other additional activities (e.g., Ramsey et al., 2002).
     A final limitation of this study was the professional backgrounds of the counselor educators in this sample. Though all the counselor educators were faculty at CACREP-accredited programs, only about 50% had terminal degrees in counseling or counselor education. At the time of these counselor educators’ terminal degrees, CACREP did not stipulate that core faculty must have doctoral degrees in counselor education and supervision from CACREP-accredited programs. Even accounting for the grandfathering clause of 2013, a clear majority of the faculty in CACREP-accredited counseling programs now have doctoral degrees from CACREP-accredited counselor education and supervision programs (Hatchett, 2021). It is unknown whether this shift in the professional backgrounds of counselor education faculty will eventually impact the long-term trajectory of counselor educators at comprehensive universities.
Implications for Counselor Education
     The results from the current study indicate that the typical counselor educator at a master’s-only counseling program at a comprehensive university will generate less than six journal article publications over the course of their career. Also, if these reported trends are stable across time, a significant minority will not attain any referenced journal article publications across their careers. These trends do not mean that counselor educators at comprehensive universities do not make meaningful contributions to the field of counseling in other ways, such as conference presentations, book chapters, grants, or evaluation reports (e.g., Ramsey et al., 2002). Also, as already mentioned, the electronic databases selected for this study and the study by Hatchett et al. (2020) do not capture all of the journals in which counselor educators publish. Nonetheless, it does reflect a relatively low level of original research published in peer-reviewed journals that is easily accessible through searching three popular electronic databases.
     The results from this study—combined with the typical occupational outcomes of program graduates—should have implications for doctoral-level training in counselor education. As previously mentioned, all graduates of CACREP-accredited doctoral programs are required to acquire numerous research competencies that will equip them for making original and meaningful contributions to the counseling literature (CACREP, 2015). Yet, most graduates of these programs do not attain faculty positions in higher education, and among those who do, relatively few will be employed at research-intensive universities (e.g., Lawrence & Hatchett, 2022; Schweiger et al., 2012; Zimpfer, 1996). Furthermore, based on the distribution of CACREP programs across the Carnegie Classification System, program graduates who do secure faculty positions will be more likely to be employed at master’s-level universities than at institutions classified as R1 or R2.
     It might be argued that the low rate of journal article publications produced by counselor educators at comprehensive universities is not problematic. Counselor educators at comprehensive universities spend proportionately more of their worktime on teaching and administrative tasks (Hatchett, 2021), and they often lack the institutional resources experienced by their colleagues at more research-intensive universities, such as access to research assistants (Henderson, 2011). Expecting counselor educators at comprehensive universities to do more research might be as fair as asking counselor educators at research-intensive universities to do more teaching and service (Hatchett et al., 2020). Yet, on the other hand, one should also consider what is being lost by the low levels of research found among many of the counselor educators at comprehensive universities. Many of these counselor educators are presumably not using the multitude of research competencies they developed during their doctoral-level training. The research training prescribed by CACREP is not just the means to a single end, a completed dissertation. One of the explicit training objectives of CACREP-accredited doctoral programs is to prepare program graduates to generate and disseminate new knowledge in the field of counseling (CACREP, 2015), an objective commonly discharged through publishing original research in peer-reviewed journal articles. The current study cannot resolve this conflict, but hopefully it will facilitate additional discussions on the value and role of research training in CACREP-accredited doctoral-level programs.
Recommendations for Future Research
     One recommendation for future research, and one directly derived from the previous discussion, would be to investigate the extent to which graduates of CACREP-accredited doctoral programs use the skills and competencies acquired as part of their training. For example, researchers might investigate the extent to which program graduates use specific skills in teaching, research, grant work, clinical supervision, program evaluation, consultation, and clinical practice as part of their postgraduate occupations. The distributions of these actual work responsibilities could then be compared to the relative emphases of these competencies in doctoral-level training programs. Another recommendation for future research would be to replicate this study with counselor educators at universities with higher expectations of scholarly productivity, such as counselor educators at R1 or R2 universities, and those universities that offer CACREP-accredited doctoral degrees in counselor education, irrespective of Carnegie Classifications. Such research might identify trends and patterns in publication patterns for those counselor educators who are expected to produce and maintain higher levels of scholarly productivity over the entire course of their careers.
Conclusion
     Consistent with the results of earlier research (Hatchett et al., 2020), the current study suggests that counselor educators at comprehensive universities—in general—publish minimal research in peer-reviewed journals. Furthermore, the journal article publications of these counselor educators exhibited a relative decline over the course of the first 20 years of the educators’ careers. These findings are somewhat in conflict with the accreditation standards delineated by CACREP and the objectives of doctoral-level training in counselor education. CACREP (2015) requires that all new core faculty have a doctoral degree in counselor education and supervision from accredited doctoral programs. These accredited doctoral programs stipulate that all program graduates attain numerous competencies in research and scholarship, irrespective of the graduates’ career plans. Yet, most graduates of CACREP-accredited doctoral programs do not attain faculty positions as counselor educators (Lawrence & Hatchett, 2022; Schweiger et al., 2012; Zimpfer, 1996), and for those who do, they are more likely to be employed at comprehensive universities at which scholarly productivity tends to be minimal than at more research-intensive universities at which high levels of scholarly productivity will be needed for promotion and tenure. Given these outcomes, counselor educators should revisit the nature of doctoral-level training and reevaluate the extent to which the curricula of CACREP-accredited programs prepare program graduates for the most common career pathways after graduation.
 
Conflict of Interest and Funding Disclosure
The authors reported no conflict of interest
or funding contributions for the development
of this manuscript.
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Gregory T. Hatchett, PhD, NCC, LPCC-S, is a professor at Northern Kentucky University. Correspondence may be addressed to Gregory T. Hatchett, MEP 211, Highland Heights, KY 41099, hatchettg@nku.edu.