Within this research study, a qualitative phenomenological approach was used to explore the lived experiences of Black master's students (n = 10) who engage in mentorship in CACREP-accredited counselor education programs. The participants in this study represent different ACES regions in the United States, including SACES, NARACES, and NCACES. Six themes were discovered as a result of participants' experiences: (a) impact of mentorship, (b) benefits of mentorship, (c) qualities within mentoring relationships, (d) composition of mentoring relationships, (e) saliency and influence of identity, and (f) barriers to mentorship and program satisfaction. Furthermore, I offer suggestions for increasing support for Black master's students in counseling programs as well as recommendations for supporting the professional and personal development of this population.

The purposes of this study were (a) to assess the life stress, coping strategies and mental health of master¡¦s students in Taiwan (b) to compare the three factors for master¡¦s students with different backgrounds (c) to explore the correlation among the three factors (d) to find out how students¡¦ background information, life stress and coping strategies predict their mental health. ¡§Master¡¦s students¡¦ life stress, coping strategies and mental health questionnaire¡¨ was applied in the study. The subjects were 2,515 master¡¦s students in Taiwan. Data were analyzed by descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation, and stepwise regression analysis. Besides, interviews were used to verify results of the quantity analysis. According to the results, conclusions were as follows: 1.The life stress of master¡¦s students was moderate, and ¡§study stress¡¨ was the highest life stress. Besides, the life stress related to various identification, marital status, academy, and age. 2.The frequency of coping strategies of master¡¦s students was between ¡§sometimes¡¨ and ¡§often¡¨, and most students used ¡§solving problems¡¨ strategy to deal with stressful problems and situations. Besides, the coping strategies related to various gender, academy, university type, area. 3.There are forty percent master¡¦s students with bad mental health, and ¡§anxiety and worrying¡¨ was the worst part of students¡¦ mental health. Besides, the mental health related to various gender, marital status, academy, grade, and age. 4.There were significant correlation among master¡¦s students¡¦ life stress, coping strategies, and mental health. 5.The background information, life stress and coping strategies of master¡¦s students could predict their mental health effectively.

The purpose of this research was to examine counselor educators’ perceptions of the gatekeeping process. To fulfill this purpose, a qualitative methodology using grounded theory procedures was utilized. Eight counselor educators participated in three rounds of individualinterviews. These counselor educators were located in the south-east region of the United States and had five or more years of experience teaching in CACREP-accredited graduate programs. Initial interviews occurred face-to-face and follow-up interviews were conducted via electronic mail. Initial face-to-face interviews were audio taped and transcribed for the purpose of data analysis. Electronic mail interviews were printed for analysis purposes. For each round of individual interviews, coding procedures were utilized to identify emergent themes. Emergent themes were organized in four general categories: pre-admission screening phase, postadmission screening phase, remediation plan phase, and remediation outcome phase. Additionally, two interwoven themes emerged related to each gatekeeping phase: support and cultural sensitivity. Verification procedures are discussed and methods to address potential limitations are presented. Implications for counselor educators, counselor education programs, related educational programs, CACREP, and ACA are highlighted. Finally, suggestions for further research are offered.

Master's education is a quickly growing area of higher education that provides students higher lifetime earnings and lower levels of unemployment. Despite the benefits, the little research conducted over the past 20 years, using institutional, programmatic, and sociological student factors (e.g., age, race, and financial status) has had minimal success creating a universal model to understand what promotes the retention and graduation of master's students. C�t�'s identity capital model (ICM) holds that interactions of both sociological and agentic capital aid in the development of an individual's identity. While cultural capital is essential for building the foundation of identity, it is agentic capital that develops a strong sense of self, providing the ability to shift successfully between social contexts while remaining committed to life path goals despite inherent obstacles. The purpose of this study was to apply C�t�'s identity capital model to predict CACREP counseling and counseling psychology master's students' (n = 88) retention in their academic programs when the sociological factors of age and personal funding contributions were held constant. Using a quantitative, nonexperimental, survey study design, full-time students, in good standing, not enrolled in an online program completed the Multi-Measure Agentic Personality Scale20 assessment to measure the agentic characteristics of the ICM. The logistic regression analysis did not yield significant results, but data mining to discover data patterns did suggest future directions for research. A clearer understanding of the factors that promote retention could encourage institutions to create appropriate programmatic efforts to increase students' academic goal achievement and support their improved psychological well-being.

Counseling can promote positive outcomes for grieving clients by addressing personal loss and helping the client process their grief. However, a lack of understanding on the part of counselors of how people grieve may result in negative client outcomes such as psychological stress, poor health, or an increased risk of depression. Education and training in grief counseling can improve counselors' problem recognition and skills in treatment planning. The purpose of this study was to examine whether Council for Accreditation of Counseling and Related Educational Programs (CACREP) master's degree counseling students view themselves as having been adequately trained in grief theories and skills. The theoretical foundation used was modern grief theory based on John Bowlby's work on Attachment Theory. The overall research question was how competent do master's-level counselors view themselves regarding the education or training they received in grief theories or counseling skills in their CACREP-accredited studies. I used a non-experimental, one shot survey comparative quantitative research design. Cicchetti's Grief Counseling Competency Scale (GCCS) was administered to CACREP master's-level counseling students enrolled in their practicum or internship experience, which resulted in 153 participants. Using a MANCOVA, there was significance found for relationships between coursework taken and (a) perceived assessment skills (p = .029), (b) perceived treatment skills (p = .025), and (c) perceived conceptual skills and knowledge (p = .003). Results of this study provided insight for CACREP master's-level counseling programs to explore and discuss curriculum coursework inclusion of education and training in grief theories and skills.