453 Jennifer Preston, Heather Trepal, Ashley Morgan, Justin Jacques, Joshua D. Smith, Thomas A. Field Components of a High-Quality Doctoral Program in Counselor Education and Supervision The doctoral degree in counselor education and supervision is increasingly sought after by students, with the Council for Accreditation of Counseling and Related Educational Programs (CACREP) reporting a 27% enrollment increase in just a 4-year span. As new programs are started and existing programs sustained, administrators and faculty may be seeking guidance in how to build a high-quality program. Yet no literature currently exists for how doctoral counseling faculty define a high-quality program. This study used a basic qualitative research design to examine faculty perceptions of high-quality doctoral programs (N = 15). The authors analyzed data from in-depth interviews with core faculty members at CACREP-accredited doctoral programs. Five themes emerged from the data: relationships, mission alignment, development of a counselor educator identity, inclusiveness of diversity, and Carnegie classification. The findings of this study can be important for faculty and administrators to consider when establishing and maintaining a counselor education and supervision doctoral program. Keywords: doctoral programs, counselor education and supervision, CACREP, faculty perceptions, highquality Doctoral education in counselor education and supervision (CES) is surging, with both the number of programs and enrollment head count increasing over the past few years. According to the most recent annual report from the Council for Accreditation of Counseling and Related Educational Programs (CACREP), there are currently 85 CACREP-accredited CES doctoral programs (CACREP, 2019b) compared to 63 in 2014 (CACREP, 2017). This constitutes a 35% increase over a 4-year span. In addition, enrollment in CACREP-accredited doctoral programs has increased from 2,291 in 2014 to 2,917 in 2018, a 27% increase (CACREP, 2017, 2019a). The number of doctoral graduates in CES also increased by 35% between 2017 and 2019, from 355 to 479 (CACREP, 2017, 2019a). A registry does not exist for non–CACREP-accredited programs, and thus the exact number of doctoral programs in CES (i.e, CACREP- and non–CACREP-accredited programs) is unknown. According to Hinkle et al. (2014), students’ motivations to pursue a doctorate in CES include (a) to become a professor, (b) to be a respected professional with job security, (c) to become a clinical leader, and (d) to succeed for family and community amid obstacles. Student motivations appear tempered by CES departmental culture, mentoring, academics, support systems, and personal and related issues that impact their doctoral experience (Protivnak & Foss, 2009). While students enter CES programs with one set of motivations, the programs themselves have their own goals for whom they admit, how they train, and what they perceive as a desired outcome to doctoral The Professional Counselor™ Volume 10, Issue 4, Pages 453–471 http://tpcjournal.nbcc.org © 2020 NBCC, Inc. and Affiliates doi:10.15241/jp.10.4.453 Jennifer Preston, PhD, NCC, LPC, is a program director and department chair at Saybrook University. Heather Trepal, PhD, LPC-S, is a professor at the University of Texas at San Antonio. Ashley Morgan is a doctoral candidate at the University of Texas at San Antonio. Justin Jacques, ACS, LPC, CAC II, is a counselor at Johns Hopkins University. Joshua D. Smith, PhD, LCMHCA, LCASA, is a counselor at the Center for Emotional Health in Concord, North Carolina. Thomas A. Field, PhD, NCC, CCMHC, ACS, LPC, LMHC, is an assistant professor at the Boston University School of Medicine. Correspondence may be addressed to Jennifer Preston, Saybrook University, 55 Eureka Street, Pasadena, CA 91103, jpreston@saybrook.edu.
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