608 The Professional Counselor | Volume 10, Issue 4 We followed Nowell et al.’s (2017) recommendations to increase trustworthiness within thematic analysis to correspond with previously described analytic steps. We reviewed the survey responses at multiple points in the data gathering process prior to initiating analysis. We then utilized peer debriefing to discuss the coding process and developed an audit trail where we stored the coding iterations within qualitative software. In this step, we used the developed codebooks to organize codes into themes where subthemes emerged. We continued the vetting process of the themes to ensure the codes fit coherently within each theme and subtheme and adjusted the codebook accordingly. Eventually we reached consensus on the final theme and subtheme definitions. Then, we utilized an outside auditor, a counselor educator, who confirmed coherence for the themes, with one recommendation to provide justification for one subtheme, which we addressed. Lastly, during the reporting phase we asked a staff member of NBCCF to read through the manuscript to confirm that the themes aligned with the data presented. Results In regard to the survey question, “In what ways has this scholarship or fellowship been meaningful to you?”, the overarching theme of access to the profession emerged, as evidenced by the number of responses highlighting the MFP as the “open door that gave me access.” Within this theme, the subthemes of doctoral program completion, networking, supportive cohort, financial support, and mentorship surfaced. The remaining themes included clinical and multicultural competence, with the subtheme of counselor identity, and paying it forward, with the subtheme of leadership. Access to the Profession Survey respondents’ experiences spoke to the overall sentiment of the MFP offering them an opportunity to enter the counseling profession, either as counselor educators or as clinical supervisors. The subthemes in this category described those aspects of the MFP that respondents utilized to gain access to the profession. Many of the responses reflected more than one subtheme. The first subtheme, doctoral program completion, captures those respondents who indicated the MFP aided in their overall success to complete their studies. Examples included: • “I achieved my dream of a PhD.” • “I would not have been able to complete my degree without it. I have made some lasting relationships.” • “Helped me graduate.” • “I was able to finish my doctoral program.” The following responses demonstrate how several factors supported a successful completion of the CES doctoral program: • “The fellowship allowed me to complete my PhD and receive extra training to prepare for my career.” • “The fellowship helped me complete my program and support my family.” • “It allowed me to finish my PhD, strengthen my private practice, and get a job as an assistant professor. This fellowship has been the most meaningful and beneficial award I’ve ever received.” The networking subtheme describes how access to other CES doctoral students, professional counselors, and counselor educators benefited fellows’ entrance into the profession. Responses underscored how networking aided the fellows both during and after the fellowship year:
RkJQdWJsaXNoZXIy NDU5MTM1