420 The Professional Counselor | Volume 10, Issue 4 Across the 15 years of literature examined in the current study, 39 studies covered the CACREP domains within our framework, but not necessarily with equal attention by scholars. To respond to the question “How many studies ‘fit’ into each of the doctoral standard domains?” we looked at the frequency of occurrence, per domain, across the 39 studies. Data indicated that Supervision was most frequently covered (n = 11), followed by Professional Identity (n = 10) and Research (n = 10). Domains with less than 10 studies over the 15-year time period included Counseling (n = 9), Teaching (n = 8), Leadership (n = 2), and Advocacy (n = 1). Of note, some articles mapped onto multiple domains during the coding process (see Appendix). Methodological Trends In determining frequency trends related to methodology, researchers analyzed each article’s research questions, method, and results section. Within the 39 domain-covering articles, there was a nearly equal emphasis between quantitative and qualitative research on doctoral counselor education. Of the domain-covering articles, 21 identified a clear quantitative methodology and 17 identified a clear qualitative methodology. Only one study identified a mixed-methods methodology and mapped onto the Professional Identity domain. Publication Trends The results did not indicate any identified trend within the year of publication. With regard to the professional affiliation of the publishing journal, 31 (79.49%) were published within counseling journals, and 8 (20.51%) were in interdisciplinary journals that were either topical (e.g., multicultural education) or methodologically (e.g., qualitative) focused. Nearly half of the articles (n = 15) were published in Counselor Education and Supervision. The Professional Counselor was the second most frequent journal of publication (n = 5), followed by The Clinical Supervisor, Counseling Outcome Research and Evaluation, and the International Journal for the Advancement of Counselling, which each published two articles over the 15-year period (see Table 2). The remaining journals—American Journal of Evaluation; Australian Journal of Rehabilitation Counselling; British Journal of Guidance & Counselling; Counseling and Values; Journal of Asia Pacific Counseling; Journal of College Counseling; Journal of Counseling & Development; Journal of Multicultural Counseling and Development; Journal of Rehabilitation, Mindfulness, Multicultural Learning and Teaching; The Practitioner Scholar: Journal of Counseling and Professional Psychology (now: The Practitioner Scholar: Journal of the International Trauma Training Institute); and The Qualitative Report—each only had one published article that covered a domain within the 15-year period. Other Emergent Themes Several themes emerged across the 38 remaining articles that did not address a domain within our framework (see Table 3). These articles focused on some aspect of doctoral counselor education but considered some near-experience or program factor that did not directly link to CEDS’ learning, training, or skill acquisition. The most frequently occurring topics addressed by the scholarly literature were dissertations (n = 6), general student experience (n = 4), and persons of color (n = 4). Other identified themes include: admissions (n = 3), program culture (n = 3), attrition/persistence (n = 2), career planning (n = 2), comprehensive exams – student experience (n = 2), general wellness (n = 2), motherhood (n = 2), problematic behavior (n = 2), international students (n = 1), international students – student experience (n = 1), school counselor educators (n = 1), spirituality (n = 1), wellness in motherhood (n = 1), and workforce issues (n = 1).