The Professional Counselor | Volume 10, Issue 4 499 were from a variety of programs and their year in their program (e.g., first year) varied; all the intricacies within each program cannot be accounted for and they may contribute to how the participants view research. Finally, the perceived hierarchy (i.e., faculty and students) on the research teammay have contributed to the data analysis process by students adjusting their analysis based on faculty input. Conclusion In summary, our study examined CEDS’ experiences that helped build RI during their doctoral program. We interviewed 11 CEDS who were from eight CACREP-accredited doctoral programs from six different states and varied in the year of their program. Our grounded theory reflects the processoriented nature of RI development and the influence of program design, research content knowledge, experiential learning, and self-efficacy on this process. Based on our findings, we emphasize the importance of mentorship and faculty conducting their own research as ways to model the research process. Additionally, our theory points to the need for increased funding for CEDS in order for them to be immersed in the experiential learning process and research courses being tailored to include topics specific to counselor education and supervision. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Archibald, M. (2015). Investigator triangulation: A collaborative strategy with potential for mixed methods research. Journal of Mixed Methods Research, 10(3), 228–250. Association for Assessment and Research in Counseling. (2019). About us. http://aarc-counseling.org/about-us Borders, L. D., Gonzalez, L. M., Umstead, L. K., & Wester, K. L. (2019). New counselor educators’ scholarly productivity: Supportive and discouraging environments. Counselor Education and Supervision, 58(4), 293–308. https://doi.org/10.1002/ceas.12158 Borders, L. D., Wester, K. L., Fickling, M. J., & Adamson, N. A. (2014). Research training in CACREP-accredited doctoral programs. Counselor Education and Supervision, 53, 145–160. https://doi.org/10.1002/j.1556-6978.2014.00054.x Carlson, L. A., Portman, T. A. A., & Bartlett, J. R. (2006). Self-management of career development: Intentionality for counselor educators in training. The Journal of Humanistic Counseling, Education and Development, 45(2), 126–137. https://doi.org/10.1002/j.2161-1939.2006.tb00012.x Charmaz, K. (2014). Constructing grounded theory (2nd ed.). SAGE. Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). SAGE. Council for Accreditation of Counseling and Related Educational Programs. (2015). 2016 CACREP standards. http://www.cacrep.org/wp-content/uploads/2017/08/2016-Standards-with-citations.pdf Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). SAGE. Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124–130. https://doi.org/10.1207/s15430421tip3903_2 Dollarhide, C. T., Gibson, D. M., & Moss, J. M. (2013). Professional identity development of counselor education doctoral students. Counselor Education and Supervision, 52(2), 137–150. https://doi.org/10.1002/j.1556-6978.2013.00034.x
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