414 Gideon Litherland, Gretchen Schulthes Research Focused on Doctoral-Level Counselor Education: A Scoping Review The aim of this study was to develop an understanding of the research scholarship focused on doctorallevel counselor education. Using the 2016 Council for Accreditation of Counseling and Related Educational Programs (CACREP) doctoral standards as a frame to understand coverage of the research, we employed a scoping review methodology across four databases: ERIC, GaleOneFile, PsycINFO, and PubMed. Research between 2005 and 2019 was examined which resulted in identification of 39 articles covering at least one of the 2016 CACREP doctoral core areas. Implications for counseling researchers and counselor educators are discussed. This scoping research demonstrates the limited corpus of research on doctoral-level counselor education and highlights the need for future, organized scholarship. Keywords: scoping review, doctoral-level counselor education, 2016 CACREP doctoral standards, counseling researchers, counselor educators Counselor educators are positioned to be at the vanguard of research, teaching, and practice within the counseling profession (Okech & Rubel, 2018; Sears & Davis, 2003). The training of counselor educators is concentrated in the pursuit of doctoral degrees (e.g., PhD, EdD) in counselor education and supervision. Doctoral-level education of counselor educators is thus critical to the development of future leaders for the counseling profession (Goodrich et al., 2011). Counselor education doctoral students (CEDS) enrolled within programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) engage in advanced training in leadership, supervision, research, counseling, and teaching (CACREP, 2009, 2015; Del Rio & Mieling, 2012). CEDS complete academic coursework, participate in practicum and internship fieldwork, and deepen their professional counselor identity (Calley & Hawley, 2008; Limberg et al., 2013). Upon graduation, it is expected that CEDS are prepared to competently assume the responsibilities of a counselor educator. Counselor educators go on to work in any myriad of roles—professional and business leadership positions, academia, clinical and community settings, and consultation practices across the country (Bernard, 2006; Curtis & Sherlock, 2006; Gibson et al., 2015). It is imperative, then, for doctoral-level education to prepare and deliberately challenge these future counselor educators (Protivnak & Foss, 2009). Historically, there have been concerns regarding the level of sustainability within the profession and the need for more qualified counselor educators (Isaacs & Sabella, 2013; Maples, 1989; Maples et al., 1993; Woo, Lu, Henfield, & Bang, 2017). Holding the terminal degree for the profession (Adkison-Bradley, 2013; CACREP, 2009; Goodrich et al., 2011), graduating CEDS meet the increasing demands across the country for trainers of a qualified workforce of school, college, rehabilitation, clinical mental health, addictions, and family counselors who can meet the psychosocial well-being needs of a diverse global population. There is an increasing need for counselors in all specialty areas, given recent projections of the next decade from the U.S. Bureau of Labor Statistics (2019). The needs of communities (e.g., criminalization of mental illness; Bernstein & Seltzer, 2003; Dvoskin et al., 2020), training programs (e.g., multicultural counseling preparedness; Celinska & Swazo, 2016; Zalaquett et al., 2008), and public mental health issues The Professional Counselor™ Volume 10, Issue 4, Pages 414–433 http://tpcjournal.nbcc.org © 2020 NBCC, Inc. and Affiliates doi:10.15241/gl.10.4.414 Inspiration for this research stemmed from the completion of a doctoral-level course assignment developed by Dr. Deborah Rubel, an associate professor at Oregon State University. Gideon Litherland, PhD, NCC, CCMHC, ACS, BC-TMH, LCPC, is a core faculty member in the Counseling@Northwestern site of the Counseling Program at the Family Institute at Northwestern University. Gretchen Schulthes, PhD, NCC, LAC, is the Associate Director of Advisement and Transfer at Hudson County Community College. Correspondence may be addressed to Gideon Litherland, 618 Library Place, Evanston, IL 60201, gideon.litherland@northwestern.edu.
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