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research and publishing articles in refereed journals is one of the most critical objectives of counselor education programs. Despite this, the lack of scholarly productivity among counseling scholars, including counselor educators and doctoral students, continues to be a problem in the profession. Also, research on doctoral students’ research and publication has been scarce in counseling literature. Moreover, the current literature largely fails to communicate the perspectives of doctoral students, as it reflects only the counselor educators’ perspectives on research training. This phenomenological study investigated the shared experiences of twelve doctoral students in CACREP-accredited programs, regarding research and publication, including the editorial feedback process. The research question that informed and guided this study was: What are the lived experiences of doctoral students in counselor education programs during the publication and editorial feedback process? This study specifically aimed to examine doctoral student researchers’ challenges, the support they received, critical incidents that occurred, as well as their meaning-making of those experiences during the entire process of research and publication. Data collection included two rounds of semi-structured interviews, two online focus groups, and written responses to two open-ended questions. Data analysis followed the procedures of phenomenological data reduction, including open-coding and horizonalization. Through individual case summaries and the seven themes that were derived from the twelve participants’ stories, this study illustrated how doctoral students made meaning of their experience with regard to the publication and editorial feedback process. The findings that emerged included the research climate/culture of both the counselor education profession and counselor education programs, as well as the support and resources that doctoral students received or needed. The findings also indicated doctoral students’ motivations to conduct research, and their learning experiences that contributed to their development as independent researchers. Finally, the meaning making of being a doctoral student researcher was described. Based upon these research findings, implications were provided for doctoral students, counselor educators, counselor education programs, journal editorial boards, and future research.

Many theories have been proposed that attempt to explain response and adaptation to loss. However, no one theory has been shown to be universally applicable to all individuals suffering a loss. This paper presents an overview of many of these theories, paying special attention to the relationship between the theories of loss and adaptation to disability. The theories include the psychoanalytic model of loss, stage models of adaptation to loss, the value change theory of acceptance of loss, chronic sorrow, the cognitive adaptation theory, the stress and coping model, developmental theory, and the existential perspective on loss and grief. The possible influence that factors such as age, gender, culture and variables specific to disability may have on loss are also discussed. A new conceptualization of loss is introduced that tries to integrate many of the key ideas of these theories. This integrated approach takes into account the unique situation of each person, emphasizing the interaction between environmental and personal factors in adapting to loss. The model contends that due to the uniqueness of the individual, to the many possible combinations of environmental and psychological factors, and to the nature of the loss itself, any one or combination of loss theories could be in effect for any single loss. The intent of this thesis is to encourage the reader to become familiar with different perspectives on the subject of loss and grief to help select the method that best fits the individual situation of the person seeking counseling.

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The purpose of this thesis is to (a) summarize a sample of the literature that pertains to suicidal behavior; (b) explore the benefits of the group approach for people who experience suicide-related issues; (c) provide information and models for special suicide-related groups; and (d) discuss age-variations of suicidal behavior.

There is a lack of accredited doctoral-level counselor education and supervision (CES) programs available to meet the documented and growing need for more qualified and competent professional counselors. The problem addressed via this study is the shortage of trained doctoral-level counselors and counselor faculty to train other counselors due to the lack of accredited doctoral-level CES programs. The purpose of this study was to better understand the factors that may influence or predict an institution's decision to pursue Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation in order to increase the number of programs that pursue specialized accreditation. The research question focused on understanding the predictive relationship between institutional factors and CACREP accreditation status. A quantitative, cross-sectional correlation design was employed that used existing secondary data provided by institutions on institutional, government, and CACREP websites, as well as existing literature. The target population was 91 doctoral-level CES programs offered through U.S. institutions. Key findings from both correlational and logistic regression analyses indicated that the existence of master's-level CACREP accredited programs was the strongest predictor of CACREP-accredited doctoral-level CES programs. Graduate enrollment and the public/private status of an institution were also found to be predictors of doctoral-level CES CACREP accreditation status. Increased availability of accredited doctoral CES programs would impact the number of highly trained counselors practicing within mental health services, thereby improving quality of life for counseling clients, their families, employers, communities, and society.

The purpose of this study was to discover the impact of counselors' note-taking on their interview recall, clinical judgment, and general judgment of clients. The notes taken by the subjects were analyzed to discover the role that notes play in the counseling process. Thirteen master's students in the Rehabilitation Counseling program were recruited as participants. The results indicate that counselors' note-taking does not enhance their ability to recall but reviewing complete notes does. In addition, counselors' capability of clinical judgment is not different whether they take notes and review, take notes but do not review, do not take notes, or review complete notes. There is no evidence showing that note-taking helps or impedes counselors from making accurate clinical judgment. The qualitative analysis of the notes indicates that subjects do not take notes with observable organization and enough content. Thus, the result suggests that counselors do not spend much cognitive effort on taking notes and do not utilize note-taking as a strategy to manage information. Moreover, when subjects refrain from taking notes, they can perform on recall and clinical judgment as well as when they take notes in the session and when they review complete notes. Thus, it is suggested that novice counselors would be better off not taking notes if they cannot take complete notes. However, there is also some evidence suggesting that counselors may perceive the client differently when they do not take notes in the session. The results suggest that counselor educators can develop strategies for counselors-in-training to create complete notes. Future research can recruit experienced counselors as participants for comparison.