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Article
Master Counselors as Teachers: Clinical Practices of Counselor Educators
Journal of Mental Health Counseling (2014)
  • Dee Ray, University of North Texas
  • Dr. Kimberly M. Jayne, Portland State University
  • Raissa Miller, University of New Mexico
Abstract
Using a mixed methods design, we surveyed 117 counselor educators to explore their clinical practices and their perceptions of the impact of clinical practice on teaching, supervision, research, and service. The results indicate that clinical practice had the greatest influence on their supervision and teaching. A negative relationship between years served as a counselor educator and hours engaged in counseling was found. Through qualitative analysis, we identified several themes related to counselor educators' decisions to engage in clinical practice, among them staying relevant, enhancing teaching and supervision, and staying current in the field. Implications for counselors and counselor educators are discussed.
Keywords
  • Counseling -- Research -- Methodology
Publication Date
January, 2014
DOI
10.17744/mehc.36.1.r71044x11x44tn5p
Publisher Statement
Copyright (2014) American Mental Health Counselors Association/Sage

*At the time of publication, Kimberly Jayne was affiliated with the University of New Mexico.
Citation Information
Dee Ray, Kimberly M. Jayne and Raissa Miller. "Master Counselors as Teachers: Clinical Practices of Counselor Educators" Journal of Mental Health Counseling Vol. 36 Iss. 1 (2014) p. 78 - 94
Available at: http://works.bepress.com/kimberly-jayne/6/