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Counselor educators graduating from accredited doctoral programs complete training in counseling, supervision, teaching, research, scholarship, leadership, and advocacy. The purpose of this paper is to investigate the valued components of doctoral degree training in counselor education among new graduates.

Recent graduates in full-time counselor education positions were surveyed using the Delphi method to determine which aspects of their doctoral training best prepared them for their current positions.

The participants valued or desired training in teaching, research, supervision, and potential mentorship.

A serendipitous finding of the research was that mentorship, which was not a deliberate training feature, was highly valued by new counselor educators. Further research on which mentorship styles are best suited for counselor educator training is necessary. Continued training in teaching, research, and supervision is also necessary.

Some form of mentoring is desirable in counselor educator training programs to facilitate transition from year to year of doctoral study, as well as to assist transition from the role of student to faculty.

A desire to be mentored by faculty, specifically for students in counselor education doctoral programs, is revealed.

The purpose of this research was to explore the growth of Home Equity Conversion Mortgage (HECM) fraud and the role of housing counselors in its identification and prevention. HECMs are the Federal Housing Administration endorsed version of a reverse mortgage and represent the majority of reverse mortgages on the market.

To investigate HECM counselor’s training, and their ability to detect fraudulent activity, a survey was constructed and distributed nationwide using HUD’s publicly available roster of qualified agencies and counselors. The survey consisted of three main sections agency and respondent information including HECM certification process, typical interactions with clients, and mortgage fraud and HECM fraud.

Responses indicate that HECM counselors have limited awareness of and training in identifying fraudulent activities.

The case is made that additional training is needed to raise awareness among counselors so that they might better serve their clients. Given the sizable population that may legitimately need HECMs, it is important to improve awareness and provide training to detect fraudulent schemes and prevent this type of deception from occurring.

President Obama’s policies, while broad in scope, offer some specific attention to college and career readiness (CCR) and are necessary for urban youth to realize their career potentials. However, by primarily defining CCR in terms of academic achievement, many of the previously mentioned policies ignore the varied college access skills needed to ensure successful preparation for, enrollment in, and graduation from postsecondary institutions.

This chapter explores the current definition of CCR represented in the Obama administration’s policies, while also expanding the definition to include missing policy pieces related to college access.

The underutilization of school counselors and classroom teachers as college access facilitators who can expand CCR for urban schools is addressed. The paper discusses recent Obama administration initiatives and recommendations for urban schools and higher education institutions.

The administration initiatives and recommendations recently put in place by the Obama administration for urban schools and higher education institutions, if integrated within urban schools, may facilitate the realization of one of President Obama’s educational reform goals of ensuring that every student graduates from high school well prepared for college and a career.

This paper aims to contribute to the existing conceptualizations of counseling ethics competency and to develop a counseling ethics competency scale. This paper also argues that spirituality and self-efficacy influence counseling ethics competency.

A series of studies were performed to develop hypotheses and a conceptual framework to determine the relationships among spirituality, self-efficacy and counseling ethics competency. To measure registered counselors’ counseling ethics competency, a document analysis of the Counselors Code of Ethics was conducted and pretested on the basis of a pilot test prior to the empirical development of the scale.

A conceptual framework was developed to operationalize the theory and to present the influence of spirituality and self-efficacy on counseling ethics competency. The counseling ethics competency scale was found reliable and valid to measure the registered counselors’ competency in the eight components of the Counselors Code of Ethics.

The scale and framework can be used as tools to identify competencies where registered counselors are lacking and to pinpoint skills on which counselors need to improve. This research also will provide insights for counselor educators to be innovative in teaching and learning ethics within the scope of counselor education training programs.

There is no specific scale available to measure counseling ethics competency among registered counselors in Malaysia. Thus, this research unveils the importance of measuring counseling ethics competency in molding effective and ethical Malaysian counselors, and subsequently pinpointing factors that can improve counseling ethics competency.

We recommend to assess the scale using EFA, followed by CFA to determine and confirm the factor structure of the scale items. In terms of the field, future scope may not just focus on the traits, characters and skills building but also place more emphasis on ethics comprehension toward best practices of ethics application and internalization on becoming self-sufficient counselors.

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant, Eurocentric, and often racially oppressive assumptions. This study brings to light the pervasive impact of these traditional approaches, illuminating their role in perpetuating racial oppression and disparities in mental health care. The author presents a compelling argument for adopting Critical Race Theory (CRT) as an effective pedagogical and clinical practice framework in the counseling profession, a step toward its much-needed liberation. CRT's tenets are examined as a robust alternative, promoting socially just outcomes in counseling and psychotherapy. The article highlights CRT's capacity to address the well-established relationship between racism, white supremacy, and minority mental health. It proposes a groundbreaking model for praxis, predicated on CRT, which holds potential not only to challenge and disrupt oppressive structures but also to pave the way for the liberation of both the oppressed and the oppressor. This seminal work prompts a re-envisioning of counselor education, asserting a call for a transformative shift toward a liberation-based, social justice pedagogy.

Draws distinction between the use of counselling skills, being a professional counsellor, and using professional counselling as one role among others, as a way of isolating the counselling content of outplacement consultancy. A matrix connecting five teaching strategies with five client needs is offered to clarify the role of counselling in outplacement work and as a possible training model for outplacement counsellors. Counselling is viewed as an essential component of good practice within outplacement agencies and can be utilized to help clients to work through their personal reactions to a number of areas connected to job‐loss.

The purpose of this paper was to explore the identity theft victimization experiences of high school students, as well as the predictors of it being reported to school counselors.

In July and August 2014, an online survey was sent to every registered member of the American School Counselor’s Association (ASCA). School counselors were questioned about their experiences in regarding online victimization of their students.

Results of this analysis revealed extremely interesting predictors of school counselor demographics related to the number of reports filed by students.

There was a small response rate because the survey was sent to all registered members of the ASCA, instead of a specific targeted group (which would have been more appropriate).

The results indicate a need for further resources and training dedicated to school counselors to manage identity theft victimization of students.

As far as the authors are aware, no other study of this kind has previously been performed. In addition, there is little known about identity theft victimization of adolescents.

For a number of years, the American School Counselor Association has been working to identify and clarify the role and function of school counselors within Developmental and Comprehensive School Counseling programs. The terms “Developmental” and “Comprehensive” mean that school counseling programs establish goals for their programs that are developmentally appropriate to the age and needs of students and that current and future goals build upon previous goal achievement. Thus, school counseling programs should be in place throughout students’ entire K-12 academic experience.

Many social services today are provided through solutions that require interaction between nonprofits and business. The purpose of this study is to examine the nature of the relationship between the different players in such mixed markets. One such market is workforce integration programs for persons with disabilities. The authors studied the relationships and interactions between collaborating nonprofits and business firms within the context of actor–network theory (ANT) by examining the process of workforce integration.

The study included in-depth interviews and questionnaires with 47 managers of employers that were hiring persons with intellectual and developmental disabilities, as well as in-depth interviews with ten senior managers in five nonprofit organizations involved in work integration of persons with intellectual and developmental disabilities. The interview data were analyzed using qualitative thematic analysis and content analysis.

The authors found an intricate relationship between employers and nonprofits promoting workforce integration. While it seemed that both players were involved in different and complementary aspects and phases of the integration process, the relationship revealed complicated power relations, interdependencies and imbalanced collaborative patterns, resulting in relatively symmetric relations, known as strategic bridging.

Business compliance with workforce integration depends on continued support by nonprofit services.

Findings are essential for promoting workforce integration, and policies need to support the role of nonprofit services.

The study highlights the co-dependence between nonprofits and businesses, contrary to common views that nonprofits are dependent on businesses.

The purpose of this paper is to examine how multicultural counseling students expressed their understandings about themselves and others in relation to diversity. The authors wanted to know how cognitive development, affective development, and sense of self-evolved during a multicultural counseling class to examine all aspects of growth.

Themes from a phenomenological qualitative analysis of journals from a multicultural counseling class suggest that students struggle with cognitive challenges (dealing with ambiguity, internalizing multicultural concepts, and self- and other-acceptance) and affective challenges (anger, guilt, and fear) in attaining multicultural growth.

This expanded view of multicultural growth that includes affective challenges can fill a prior gap in understanding how multicultural learning occurs.

Implications are explored for counselor educators and supervisors.

Recent use of journals to provide empirical insights into student growth include a study by Cohen et al. (2015), who used qualitative analyses of journal contents to examine growth in student attitudes toward geriatric clients, death, and dying. Knowing that student journals can provide insights into changing multicultural attitudes, and that qualitative methodology can provide tools for analysis, the authors decided that it might be possible to better understand multicultural growth by studying the journals written in a multicultural counseling class.