Volume 3

To date, few scholars in counselor education have attended to the processes and impacts of introducing business-related concepts within counseling curricula. The authors describe the development, implementation and evaluation of a graduate-level course titled Entrepreneurship in Clinical Settings wherein students were tasked with producing a business plan for their ideal clinical practice. Implications and recommendations are explored.

The present paper advocates for standardized regulations and laws for supervision of pre-licensed counselors in the
United States, particularly for direct observation of clinical skills. A review of regulations by the American Counseling
Association (ACA) Office of Professional Affairs (2012) reveals that only two states (Arizona and North Carolina)
specify requiring supervision interventions that include the use of reviewing audio or videotapes, or live supervision
modalities, to help evaluate pre-licensed counselors’ competence. Literature on the current state of regulations, extant
research on supervision practices, and effects on satisfaction with supervision and self-efficacy are presented and
framed in terms of standardized policy.

The professional identity of a counselor educator develops primarily during the individual’s doctoral preparation program. This study employed consensual qualitative research methodology to examine the phenomenon of professional identity development in counselor education doctoral students (CEDS) in a cohort model. Cross-sectional focus groups were conducted with three cohorts of doctoral students in counselor education (N = 18) to identify the experiences that contributed to their professional identity development. The findings identified that (a) programmatic goals to develop professional identity align with the experiences most influential to CEDS, (b) experiential learning opportunities enhanced CEDS professional identity development, (c) the relationships with mentors and faculty contribute to their identity as counselor educators, and (d) being perceived as a counselor educator by faculty influences professional identity development. Implications for counselor education and the counseling profession are discussed.

John Holland’s Self-Directed Search (SDS) is a career assessment that consists of several booklets designed to be self-scored and self-administered. It simulates what a practitioner and an individual might do together in a career counseling session (e.g., review preferred activities and occupations; review competencies, abilities and possible career course; and consider RIASEC theory). This study examined how individuals used two different interpretive materials with the SDS assessment: (1) two paper booklets and (2) the computer-generated SDS Interpretive Report (SDS:IR). Participants receiving the SDS:IR were more likely to recall their SDS summary codes and expand their options than those receiving the two paper booklets.

As the demand for career counseling services grows, the need for accountability rises, and the availability of funding decreases, it becomes more critical that practitioners utilize cost-effective interventions and alternative forms of treatment. One option for improving access to all clients while concurrently reducing costs involves using approaches based on collaboration between clients. Pair counseling, a brief intervention based on pairing two individuals of opposing orientations, can be implemented to improve access, promote social justice, and enhance the overall delivery of career services. This article further examines how career theory can be translated into actual practice. Implications for program development and future research are addressed.

The use of social networking sites (SNS), and Facebook in particular, seems to be on the rise (Salaway, Nelson, & Ellison, 2008). The majority of users tend to be from the millennial generation (Hazlett, 2008), as are the majority of graduate counseling students. This discussion explores several areas regarding the use of Facebook. First, we review the literature on why students from the millennial generation are such avid users of Facebook. Second, we explore privacy settings: how Millennials establish privacy settings and what demographic factors may be correlated with the level of privacy settings they establish. Results from an online descriptive survey of counseling students are compared with and found in many ways to be inconsistent with the literature on the risk factors associated with limited use of privacy settings. Implications of and recommendations for using Facebook for counselors and counselor educators are provided.