Counselor Education Doctoral Students' Experiences with Multiple Roles and Relationships

Kristen N. Dickens; Christine H. Ebrahim; Barbara Herlihy

doi:10.1002/ceas.12051

Counselor Education Doctoral Students' Experiences with Multiple Roles and Relationships

Kristen N. Dickens, Christine H. Ebrahim, Barbara Herlihy

Leadership, Technology, & Human Development

Research output: Contribution to journal › Article › peer-review

16 Scopus citations

Abstract

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.

Original language	American English
Journal	Journal of Counselor Education & Supervision
Volume	55
DOIs	https://doi.org/10.1002/ceas.12051
State	Published - Jan 1 2016

Keywords

Boundary
Counselor education
Doctoral students
Multiple roles and relationships

DC Disciplines

Educational Administration and Supervision
Educational Leadership
Educational Assessment, Evaluation, and Research

Access to Document

10.1002/ceas.12051License: Unspecified

https://onlinelibrary.wiley.com/doi/full/10.1002/ceas.12051

Cite this

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title = "Counselor Education Doctoral Students' Experiences with Multiple Roles and Relationships",

abstract = "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.",

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author = "Dickens, {Kristen N.} and Ebrahim, {Christine H.} and Barbara Herlihy",

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N2 - 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.

AB - 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.

KW - Boundary

KW - Counselor education

KW - Doctoral students

KW - Multiple roles and relationships

UR - https://digitalcommons.georgiasouthern.edu/leadership-facpubs/157

UR - https://onlinelibrary.wiley.com/doi/full/10.1002/ceas.12051

U2 - 10.1002/ceas.12051

DO - 10.1002/ceas.12051

M3 - Article

VL - 55

JO - Journal of Counselor Education & Supervision

JF - Journal of Counselor Education & Supervision

ER -

Counselor Education Doctoral Students' Experiences with Multiple Roles and Relationships

Abstract

Keywords

DC Disciplines

Access to Document

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