Third culture kids (TCKs), defined as those who have spent their childhood and adolescence outside of their home countries, have increased due to globalization in recent years. This population has ...attracted researchers over time. However, few researchers have studied Confucian Asian adult TCKs (CAATCKs), who face unique challenges because of their cultural values and high mobile backgrounds during their adult lives. The present transcendental phenomenological study focused on how CAATCKs (
N
= 11) develop their sense of belonging in college. We generated three themes to capture the experience of this population including connection and belonging, disconnection, and identity.
Confucian Asian Adult Third Culture Kids (CAATCKs) experience various challenges in college including identity confusion and difficulties establishing social networks due to their international ...transit lifestyles. They face challenges in navigating college social climates which are often ignorant of their unique backgrounds. In this article, we present the Circle of Relationship counseling intervention modified for CAATCKs to help them develop a sense of belonging and seek more support from their social networks. In this article, we also offer a fictional case study to illustrate the use of the intervention.
Abstract
Given the prevalence of suicide among school‐aged children and youth, school counselors may experience a student death by suicide in their careers. Yet, there is little empirical research ...exploring the nuances and depth of school counselors’ experiences with student suicide. In this study, the authors employed consensual qualitative research to explore the experience of 12 school counselors who encountered student death by suicide. Three domains emerged consisting of five general, four typical, and four variant categories highlighting school counselors’ experiences learning about the student suicide, the long‐term impact of the student death on school counselors’ personal and professional lives, and their advice for school counselors who experience a student suicide at some point in their careers. Findings have implications for school counseling practice, counselor educators, and future research.
School counseling graduate programs can fall short of preparing students with authentic and systems‐focused skills in classroom instruction. We offer three problem‐based learning assignments for ...counselor educators to help school counselors‐in‐training develop pedagogical skills and deliver lessons that address authentic problems facing students and schools.
School counselors can be influenced by a wide variety of beliefs and emotions when reporting suspected child sexual abuse (CSA) including worry, fear, sadness, depression, helplessness, anger, and ...distrust of child protective services. These beliefs and emotions can keep school counselors from reporting suspected CSA despite their duties as mandated reporters. We sought to uncover patterns of school counselors' (N = 85) shared beliefs and emotions that can impact their decision making in reporting suspected CSA. Q methodology allowed us to reveal common profiles of school counselors' viewpoints on reporting CSA to inform school counseling practice and training. Our data analysis revealed two profiles representing distinct patterns of school counselor viewpoints: worry about consequences and knowledge gap. School counselors in the worry about consequences factor felt that the potential negative consequences of their reports for the child and themselves impacted their reporting process. School counselors in the knowledge gap factor believed their lack of knowledge of signs of CSA, school procedures, and school counseling ethical codes influenced their reporting of CSA. School counselors should reflect on their beliefs and emotions that may prevent reporting, communicate and collaborate with child protective services, and seek support and mentorship as necessary.
Using Bronfenbrenner's bioecological system theory as a framework, we propose an individual's gatekeeper identity development occurs through interactions within multiple social contexts. We conducted ...a thematic analysis of 11 counselor educators’ experiences gatekeeping within each bioecological system. Implications for counselor educators to promote gatekeeper identity development are provided.
Aligning epistemology with member checks DeCino, Daniel A.; Waalkes, Phillip L.
International journal of research & method in education,
08/2019, Volume:
42, Issue:
4
Journal Article
Peer reviewed
Thoroughly conceptualized and designed member checks can strengthen credibility in qualitative research. Member checks can help researchers increase accuracy of their findings, reflect on their ...topic, and create change. Although member checks are widely used, numerous researchers have argued that they are often underdeveloped in terms of design and implementation. Yet, few researchers have examined how differences in epistemology may contribute to discrepancies between participants and researchers. A personal example is described where epistemology and member checking procedures complicated data analysis between a researcher and participant.
Trusting and supportive relationships with school counsellors can help first-generation college students access college despite barriers. In this narrative inquiry, 11 first-generation college ...students in the United States shared stories of their positive relationships with their former high school counsellors. After an iterative and consensus-based data analysis process, we summarised our participants’ grand narrative with five themes: family context, school counselling delivery, relationships with school counsellors, impact of relationships with school counsellors, and suggested improvements. Participants valued how school counsellors helped them advocate for themselves, build their confidence, and feel encouraged and accountable through individual meetings, career counselling, and college guidance. School counsellors can offer targeted and relational interventions to help first-generation college students access and persist through college.
Supportive relationships with counselor educators as dissertation chairs are valuable to doctoral students overcoming barriers to successful completion of their dissertations. Yet, few have examined ...the complex and mutually influenced dissertation-chairing relationships from the perspective of dissertation chairs. Using hermeneutic phenomenology, we interviewed counselor educators (N = 15) to identify how they experienced dissertation-chairing relationship dynamics with doctoral students. Counselor educators experienced relationships characterized by expansive connections, growth in student autonomy, authenticity, safety and trust, and adaptation to student needs. They viewed chairing relationships as fluid and non-compartmentalized, which cultivated mutual learning and existential fulfillment. Our findings provide counselor educators with examples of how empathy and encouragement may help doctoral students overcome insecurities and how authentic and honest conversations may help doctoral students overcome roadblocks. Counselor education programs can apply these findings by building structures to help facilitate safe and trusting relationships between doctoral students and counselor educators. Keywords: dissertation-chairing relationships, hermeneutic phenomenology, counselor education, doctoral students, relationship dynamics
In our consensual qualitative research investigation of teaching development, beginning counselor educators’ (N = 13) grew in transitioning from teacher‐centeredness to student‐centered learning ...approaches, as well as in student engagement, adaptation to student needs, and confidence. They felt challenged by setting boundaries with students and managing time.
