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Counselor educators are responsible for training counselors-in-training (CITs), equipping them with knowledge and skills to best serve racially diverse clients (CACREP, 2015). CITs may demonstrate multicultural competence by broaching race, or inviting clients to consider the extent to which race contributes to one's presenting problem (Day-Vines et al., 2017). Practicum and Internship experiences offer counselor educators the opportunity to prepare CITs to broach race through group supervision. Thus, this interpretative phenomenological analysis aimed to explore experiences of Black counselor educators in CACREP-accredited counseling programs, as their voices have historically been overlooked in scholarship (Haskins and Singh, 2015). Five GETs were revealed including: (a) Degree of Multiculturalism in Counseling Program, (b) Regular Conversations of Race, (c) Defining Broaching, (d) Centering Clients' Culture, and (e) Feeling Tension with Students as well as three divergent experiences. Overall, these findings highlight the ways in which Black counselor educators navigate the task of supporting CITs with the broaching intervention. This study illuminates what counselor education programs, counselor educators, and CACREP can do to improve what is currently being done about broaching preparation in counselor education. / Doctor of Philosophy / Counselor educators are responsible for training counselors-in-training (CITs), equipping them with knowledge and skills to best serve racially diverse clients (CACREP, 2015). CITs may demonstrate multicultural competence by broaching race, or inviting clients to consider the extent to which race contributes to one's presenting problem (Day-Vines et al., 2017). Practicum and Internship experiences offer counselor educators the opportunity to prepare CITs to broach race through group supervision. Thus, this qualitative study aimed to explore experiences of Black counselor educators in CACREP-accredited counseling programs, as their voices have historically been overlooked in scholarship (Haskins and Singh, 2015). Five GETs were revealed including: (a) Degree of Multiculturalism in Counseling Program, (b) Regular Conversations of Race, (c) Defining Broaching, (d) Centering Clients' Culture, and (e) Feeling Tension with Students as well as three divergent experiences. Overall, these findings highlight the ways in which Black counselor educators navigate the task of supporting CITs with the broaching intervention. This study illuminates what counselor education programs, counselor educators, and the accrediting body for counselor education programs can do to improve what is currently being done about broaching preparation in counselor education.

There has been little research to date specifically addressing counselors' experiences with complementary therapy. The objective of this exploratory survey was to assess counselors' professional practice, knowledge and training, and personal experience with complementary therapy. The study design was a web-based, random sample survey of American Counseling Association members. Results indicated the typical respondent was female, Caucasian, holds a Master's degree and works in a private practice/self-employed or community agency setting as an outpatient counselor. Few respondents asked about or had clients volunteer use of complementary therapy. Anxiety and depression were the most common client concerns for which respondents recommended or referred for complementary therapy. Respondents agreed that client referrals should be to licensed or certified practitioners. Respondents reported that complementary therapy provided clients with at least some positive benefits and few negative consequences. The majority of respondents included complementary therapy in counseling during the past year and thought that complementary therapy should be included in addition to counseling. Although respondents considered themselves qualified to discuss a variety of complementary therapies, few possessed licensure or certification. The majority of respondents used informal, self-study to gain knowledge of complementary therapy. Most respondents have personally experienced at least one complementary therapy, primarily "To improve overall wellness". Respondents reported they received some to large benefits from this experience. A number of respondents descriptors had moderately positive associations with client usage, recommendation and referral, inclusion, and knowledge factors. These descriptors were those respondents who worked in a private practice/self-employed setting, as an outpatient counselor, were licensed as an LPC, provided individual, family/couples, or alcohol/substance abuse counseling, and had a psychodynamic orientation. There were moderately negative associations between respondents who worked in a K-12 setting, did not possess mental health licensure and were a Master's student and client usage, recommendation and referral, and inclusion factors. The data provide support for the idea that counselors are beginning to embrace a post-modern approach, which gives consideration to complementary therapy interventions. However, the findings also suggested that the counseling profession still has a good deal of work to do before it can be considered truly holistic. / Ph. D.

The purpose of this study was to investigate post-secondary students' perceptions of the role and functions of their high school counselor. One hundred seventy-three students currently attending a community college in a suburban area of a large metropolitan city participated in this study. The participants were asked to complete a survey developed by the researcher. Five research questions (listed below) guided this study. 1) Do post-secondary students perceive that high school counselors are performing the functions outlined by the American School Counselor Association (see Appendix B and C), and are there gender and ethnic differences? 2) How are perceptions of services rated as "very" important by post-secondary students, and are there gender and ethnic differences? 3) How are perceptions of services rated as "often" performed by post-secondary students, and are there gender and ethnic differences? 4) What are post-secondary student's perceptions of the importance with which specific counseling functions are performed as compared to perceptions of frequency? 5) What is the level of unmet need for counseling services perceived as "very" important by post-secondary students? The results indicated that only two percent of high school counselors performed all functions identified on the questionnaire, however the majority of participants indicated counselors performed nearly one-third of the functions. The functions were noted as academic, career, or personal/social domain. The most important function and the most often performed function rated by participants was discussing graduation requirements and the least important as well as the least performed function was identified as assistance with relationship issues. In general, there was not a significant difference between gender and ethnicity. The percentage of participants who indicated a function was "very" important, however was "seldom" or "never" performed was above 50% for most functions. / Ph. D.