Counselor Education Doctoral Students' Experiences with Multiple Roles and Relationships

Interpretive phenomenological analysis was used to explore 10 counselor education doctoral students' lived experiences with multiple roles and relationships. Four superordinate themes were found: power differential, need for education, transformation, and learning from experiences. Findings rev...

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Bibliographic Details
Published inCounselor education and supervision Vol. 55; no. 4; pp. 234 - 249
Main Authors Dickens, Kristen N, Ebrahim, Christine H, Herlihy, Barbara
Format Journal Article
LanguageEnglish
Published Wiley-Blackwell 01.12.2016
Subjects
Counselor Client Relationship
Counselor Role
Counselor Training
Doctoral Programs
Educational Needs
Learning Experience
Phenomenology
Role Perception
Student Attitudes
Student Development
Student Experience
Student Responsibility
Student Role
Transformative Learning
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Summary:Interpretive phenomenological analysis was used to explore 10 counselor education doctoral students' lived experiences with multiple roles and relationships. Four superordinate themes were found: power differential, need for education, transformation, and learning from experiences. Findings revealed that multiple roles and relationships offer doctoral students positive and negative experiences, shaping their development as future counselor educators.
ISSN:0011-0035
DOI:10.1002/ceas.12051/abstract