M Luke
Biographic Data
| ID | 11833 |
|---|---|
| NAME | M Luke |
| GIVEN NAMES | M |
| FAMILY NAME | Luke |
| SIGNATURE | LUKE M |
| AFFILIATIONS | Syracuse University |
| ORCID | 0000-0001-9406-3069 |
| VERIFIED | Yes |
| TOTAL WORKS | 36 |
| TOTAL CITATIONS | 97 |
| AUTHOR COUNT | 36 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Experiential Andragogy Within a Supervision‐Focused Doctoral Internship: A Collaborative Autoethnography
This collaborative autoethnography (CAE) examined how experiential andragogy, intentionally integrated into a doctoral internship course, shaped the development of novice supervisors. Grounded in experiential learning theory, we reflect on our experiences of supervision‐of‐supervision and highlight the value of experiential approaches in strengthening supervisory identity and skill development, while bridging the gap between theory to practice. U…
Self‐Care in Graduate Counseling Students: Examining Personal and Academic Predictors Through the Job Demands–Resources Model
Self‐care is a critical competency for graduate counseling students (GCS), essential to their wellness and professional functioning. However, intensive academic and clinical demands often impede self‐care engagement, elevating burnout risk. Using the job demands–resources model, this study examined how personal resources, academic environmental demands, and academic environmental resources predict GCS’ engagement in self‐care. Ecological systems …
The Female-Responsive Mentoring Model: A Constructivist Grounded Theory
Researchers used constructivist grounded theory within a feminist standpoint theory framework to examine female counselor educators' (n = 15) mentorship experiences throughout their academic careers. Findings yielded a feminist, process-centered model for mentoring female counselor educators (FRMM) that emphasizes relational and holistic development while navigating academic systems. The FRMM focuses on the efficacy of mentorship processes, rathe…
Amalgamating multiple selves in the storied experience of cross-cultural mentorship
This narrative inquiry explores cross-cultural experiences of a faculty mentor and an international doctoral student mentee in counselor education. Analysis unearthed themes on the approach to and experience of cross-cultural mentorship, attunement and affirmation, growth opportunities, and professional and personal connections. Findings considered mentorship literature and addressed future application implications
Item Response Theory Analysis and Measurement Invariance Testing of the Cultural Humility and Enactment Scale
Objective This study aimed to validate the Cultural Humility and Enactment Scale (CHES) through (a) examining its factor structure with multiple samples; (b) employing item response theory (IRT) analysis to examine its item-level characteristics; (c) reducing potential redundancies among items; and (d) conducting measurement invariance (MI) testing
Relational processes of cultural humility in counseling: A structural equation modeling study
The relational nature of cultural humility (CH) has been evident since the beginning of its conceptual and empirical explorations in multicultural counseling. However, few studies have intentionally used a theory‐driven framework to examine the relational processes of CH. In the current study, we used a structural equation modeling approach to examine the relationships between CH, empathy, therapeutic working alliance, and real relationship throu…
Professional wisdom in counselor education: A consensual qualitative research
Emerging evidence has suggested that practitioners who demonstrate professional wisdom, a multifaceted disposition, show superior judgment and clinical efficacy. In this consensual qualitative research study, we examined 16 peer-nominated wise counselor educators' perspectives on professional wisdom in the context of counselor education. We identified seven domains pertaining to the characteristics and interpersonal effects of professional wisdom…
Repetition in abundant landscapes: Dynamic approaches to Iron Age and Roman settlement in England
In this paper, we draw attention to several regions of England where the knowledge of Iron Age and Roman settlement has reached a level of 'abundance' such that what we can say about the past goes beyond simply creating a gazetteer of 'sites', or discussing the presence or absence of particular settlement types. We explore how this level of 'abundance' has come about, and what the wider implications are interpretatively and for future work
Principles of anti-oppression: A critical analytic synthesis
This study reports post-structural qualitative research that critically examined, analyzed, and synthesized the anti-oppression scholarship in counseling and related disciplines. The systematic Critical Analytic Synthesis resulted in the development of 10 principles of anti-oppression. We discuss the principles in light of extant scholarship and identify limitations and implications
LGBTQI+ responsive school counseling: Exemplary school counselor educators' curricular integration
Experiences of 17 school counselor educators who integrated LGBTQI+ issues in their school counseling curricula were explored. This consensual qualitative research study resulted in four categories: turning points, professional reasons to integrate, school counseling andragogy, and integration and balance of knowledge/skills/awareness. Implications for teaching and future research will be explored
A Supervisory Framework for Systematically Attending to Outcomes in Clinical Supervision
The Development and Initial Validation of the Cultural Humility and Enactment Scale in Counseling
Researchers developed and initially validated a client-report measure of counselors’ cultural humility, entitled the Cultural Humility and Enactment Scale (CHES). The sample includes 434 adults recruited from web-based surveys. Exploratory factor analyses were performed to examine the initial factor structure of the CHES. Bivariate correlations and hierarchical multiple regression analyses were used to examine the convergent and discriminant vali…
Initial validation of the corrective feedback acceptance and synthesis in supervision scale
This article describes the initial validation of the Corrective Feedback Acceptance and Synthesis in Supervision Scale (CFASS), with results supporting a brief five-item single factor instrument. The CFASS is intended to be a measure of supervisees’ perceptions upon receipt of corrective feedback that may lead to subsequent supervisory behavior. A Factor Analysis was performed to examine and validate the structure of this supervisory instrument. …
A Grounded Theory Analysis of Cultural Humility in Counseling and Counselor Education
Using a grounded-theory methodology, we interviewed 14 experienced counselor educators regarding the enactment and development of cultural humility (CH). We present a coherent theory depicting a cyclical process of CH involving lifelong learning. Implications include enacting CH in addressing microaggressions in the therapeutic setting and incorporating critical incident reflection in CH in counselor education
A Call for Radical Reflexivity in Counseling Qualitative Research
In this article, we provide an interdisciplinary overview of reflexive practice within qualitative research and discuss dominant views on reflexivity within qualitative counseling literature. We propose a new way to frame the reflexive process called radical reflexivity. Finally, we offer examples from our research experience and discuss implications
Socially Just and Culturally Responsive Leadership Within Counseling and Counseling Psychology: A Grounded Theory Investigation
The purpose of this study was to develop an abstracted theory concerning how counseling and counseling psychology leaders and educators engage in and enact socially just and culturally responsive leadership in professional association and higher education contexts. This grounded theory study included 18 participants with a range of social locations and professional leadership experiences in counseling and counseling psychology associations and hi…
Preliminary Validation of the Feelings Experienced in Supervision Scale
The authors conducted a preliminary validation of the Feelings Experienced in Supervision Scale (FESS), with findings supporting a single-factor instrument. Relationships between the FESS and attachment patterns, cognitive distortions, and difficulty with corrective feedback are reported. Implications include emotion-focused supervision to identify thoughts and feelings interfering with supervisees' ability to synthesize corrective feedback
Stakeholder Perspectives on School-Based Guidance and Counseling in Uganda: Emerging Priorities for Student Support and Teacher Training
Supervisee Attachment, Cognitive Distortions, and Difficulty With Corrective Feedback
Among a sample of counseling students, results from hierarchical regression and mediation analyses indicated that attachment anxiety led to an increase in use of cognitive distortions, contributing to increased difficulty with corrective feedback during clinical supervision. Findings implicate a need for awareness of attachment patterns among trainees and the possible utility of cognitively focused supervisory interventions
Mental Health Facilitator (MHF) Implementation in Mexico: Perceptions of Facilitators and Beneficiaries
Incorporating Comprehensive Counselling and Guidance Models into School Curricula in Sub-Saharan Africa
Queer Humanism: Toward an Epistemology of Socially Just, Culturally Responsive Change
Queer theory is a postmodern critical theory that grew out of the women’s, gay, and queer studies’ movements of the 1990s. As a critical theory, queer theory explores the disconnect between biological sex, gender, desire, identity, and culture, and how the discrepancies between each can speak to the multiple forms of reality present within the world, and instability of binary positions. Although queer theory has been widely adopted in fields such…
Metadiscourse in group supervision: How school counselors-in-training construct their transitional professional identities
We use discourse analysis to examine a group supervision meeting in which graduate students who are training to become school counselors discuss counseling experiences that they had at local high schools. Focusing on metadiscourse, or talk about talk, we integrate Ochs’ concepts of epistemic stance and affective stance and Tannen’s discussion of linguistic strategies as ambiguous and polysemous in terms of power and solidarity in order to demonst…
Spiritual and Sexual Identity: Exploring Lesbian, Gay, and Bisexual Clients' Perspectives of Counseling
Although religious and spiritual issues have emerged as areas of focus in counseling, very few scholars have explored the meaning and experiences of lesbian, gay, and bisexual (LGB) clients who addressed their sexual and religious/spiritual identities in counseling. Using consensual qualitative research (CQR; Hill, 2012), the current study explores the perspectives of 12 LGB persons who sought counseling that involved religious/spiritual concerns…
We Are in the Room to Serve Our Clients: We and Professional Identity Socialization in E-Mail Supervision of Counselors-in-Training
This study uses computer-mediated discourse analysis to investigate use of the first-person plural pronoun "we" in e-mail supervision of 23 graduate-level counselors-in-training who are completing internships. Extending prior research on pronouns and relationship and identity construction, expert-novice discourse, professional identity socialization, and cybersupervision, our analysis highlights two prominent uses of "we" that differ by professio…
A Call for Radical Reflexivity in Counseling Qualitative Research
In this article, we provide an interdisciplinary overview of reflexive practice within qualitative research and discuss dominant views on reflexivity within qualitative counseling literature. We propose a new way to frame the reflexive process called radical reflexivity. Finally, we offer examples from our research experience and discuss implications
A Content Analysis of 10 Years of Clinical Supervision Articles in Counseling
This content analysis follows Borders's (2005) review of counseling supervision literature and includes 184 counselor supervision articles published over the past 10 years. Articles were coded as representing 1 of 3 research types or 1 of 3 conceptual types. Articles were then analyzed for main topics producing 11 topic categories
The School Counseling Supervision Model: An Extension of the Discrimination Model
It is well documented that clinical supervision in school settings is underutilized. One hypothesis for this situation is the lack of fit between current supervision models that emphasize the supervision of individual counseling and the multiple roles of school counselors within comprehensive school counseling programs (CSCPs). The authors propose the School Counseling Supervision Model (SCSM) as an extension of J. M. Bernard's (1979, 1997) Discr…
Socially Just and Culturally Responsive Leadership Within Counseling and Counseling Psychology: A Grounded Theory Investigation
The purpose of this study was to develop an abstracted theory concerning how counseling and counseling psychology leaders and educators engage in and enact socially just and culturally responsive leadership in professional association and higher education contexts. This grounded theory study included 18 participants with a range of social locations and professional leadership experiences in counseling and counseling psychology associations and hi…
Queering Education in Response to the Needs of LGBTQQIA Students in P–12 Schools
There is currently a crisis in American P–12 (pre-kindergarten to 12th grade) schooling. This introductory statement echoes the media's educational battle cry, specifically related to the academic
Chi Sigma Iota Chapter Leadership and Professional Identity Development in Early Career Counselors
As the academic and professional honor society of counseling, Chi Sigma Iota (CSI) has been recognized in developing advocacy, leadership, and professional identity in student and professional members. A qualitative, grounded theory study was conducted to investigate experiences of 15 early career counselors who were CSI chapter leaders as graduate students. An emergent theory of CSI chapter leadership and professional identity development in ear…
We Are in the Room to Serve Our Clients: We and Professional Identity Socialization in E-Mail Supervision of Counselors-in-Training
This study uses computer-mediated discourse analysis to investigate use of the first-person plural pronoun "we" in e-mail supervision of 23 graduate-level counselors-in-training who are completing internships. Extending prior research on pronouns and relationship and identity construction, expert-novice discourse, professional identity socialization, and cybersupervision, our analysis highlights two prominent uses of "we" that differ by professio…
A Grounded Theory Analysis of Cultural Humility in Counseling and Counselor Education
Using a grounded-theory methodology, we interviewed 14 experienced counselor educators regarding the enactment and development of cultural humility (CH). We present a coherent theory depicting a cyclical process of CH involving lifelong learning. Implications include enacting CH in addressing microaggressions in the therapeutic setting and incorporating critical incident reflection in CH in counselor education
Metadiscourse in group supervision: How school counselors-in-training construct their transitional professional identities
We use discourse analysis to examine a group supervision meeting in which graduate students who are training to become school counselors discuss counseling experiences that they had at local high schools. Focusing on metadiscourse, or talk about talk, we integrate Ochs’ concepts of epistemic stance and affective stance and Tannen’s discussion of linguistic strategies as ambiguous and polysemous in terms of power and solidarity in order to demonst…
Working with Family, Friends, and Allies of LBGT Youth
As a historically marginalized population, lesbian, gay, bisexual, and transgender (LGBT) youth are at risk for myriad negative outcomes and as a result, seek counseling services at disproportionate rates. Although the role of family, friends, and allies (FFA) has been supported as a resiliency factor with LGBT youth, minimal attention has been given to the inclusion of FFA in counseling interventions. Building on the developmental, preventative,…
Item Response Theory Analysis and Measurement Invariance Testing of the Cultural Humility and Enactment Scale
Objective This study aimed to validate the Cultural Humility and Enactment Scale (CHES) through (a) examining its factor structure with multiple samples; (b) employing item response theory (IRT) analysis to examine its item-level characteristics; (c) reducing potential redundancies among items; and (d) conducting measurement invariance (MI) testing
Principles of anti-oppression: A critical analytic synthesis
This study reports post-structural qualitative research that critically examined, analyzed, and synthesized the anti-oppression scholarship in counseling and related disciplines. The systematic Critical Analytic Synthesis resulted in the development of 10 principles of anti-oppression. We discuss the principles in light of extant scholarship and identify limitations and implications
LGBTQI+ responsive school counseling: Exemplary school counselor educators' curricular integration
Experiences of 17 school counselor educators who integrated LGBTQI+ issues in their school counseling curricula were explored. This consensual qualitative research study resulted in four categories: turning points, professional reasons to integrate, school counseling andragogy, and integration and balance of knowledge/skills/awareness. Implications for teaching and future research will be explored
Queer Humanism: Toward an Epistemology of Socially Just, Culturally Responsive Change
Queer theory is a postmodern critical theory that grew out of the women’s, gay, and queer studies’ movements of the 1990s. As a critical theory, queer theory explores the disconnect between biological sex, gender, desire, identity, and culture, and how the discrepancies between each can speak to the multiple forms of reality present within the world, and instability of binary positions. Although queer theory has been widely adopted in fields such…
Spiritual and Sexual Identity: Exploring Lesbian, Gay, and Bisexual Clients' Perspectives of Counseling
Although religious and spiritual issues have emerged as areas of focus in counseling, very few scholars have explored the meaning and experiences of lesbian, gay, and bisexual (LGB) clients who addressed their sexual and religious/spiritual identities in counseling. Using consensual qualitative research (CQR; Hill, 2012), the current study explores the perspectives of 12 LGB persons who sought counseling that involved religious/spiritual concerns…
School Counselor Supervisors' Perceptions of the Discrimination Model of Supervision
The authors examined 38 school counselor supervisors' perceptions of the Discrimination Model (DM; Bernard, 1979, 1997) of supervision, replicating and extending Ellis and Dell's (1986) investigation of the DM with mental health counselor supervisors. Participants judged the dissimilarity of each unique combination of roles and foci of the DM. The authors conducted a confirmatory multidimensional scaling analysis to compare the implicit dimension…
A Discourse Analysis of School Counseling Supervisory E-Mail
This article is a discourse analysis of weekly computer-mediated communications between 8 school counseling interns and their e-mail supervisor over a 16-week semester. Course-required e-mail supervision was provided as an adjunct to traditional face-to-face individual and group supervision. School counselor supervisees and supervisor enacted 3 discursive strategies (repetition, labeling, and plural pronoun usage), which were observed to contribu…
Repetition in abundant landscapes: Dynamic approaches to Iron Age and Roman settlement in England
In this paper, we draw attention to several regions of England where the knowledge of Iron Age and Roman settlement has reached a level of 'abundance' such that what we can say about the past goes beyond simply creating a gazetteer of 'sites', or discussing the presence or absence of particular settlement types. We explore how this level of 'abundance' has come about, and what the wider implications are interpretatively and for future work
Relational processes of cultural humility in counseling: A structural equation modeling study
The relational nature of cultural humility (CH) has been evident since the beginning of its conceptual and empirical explorations in multicultural counseling. However, few studies have intentionally used a theory‐driven framework to examine the relational processes of CH. In the current study, we used a structural equation modeling approach to examine the relationships between CH, empathy, therapeutic working alliance, and real relationship throu…
The Development and Initial Validation of the Cultural Humility and Enactment Scale in Counseling
Researchers developed and initially validated a client-report measure of counselors’ cultural humility, entitled the Cultural Humility and Enactment Scale (CHES). The sample includes 434 adults recruited from web-based surveys. Exploratory factor analyses were performed to examine the initial factor structure of the CHES. Bivariate correlations and hierarchical multiple regression analyses were used to examine the convergent and discriminant vali…
Preliminary Validation of the Feelings Experienced in Supervision Scale
The authors conducted a preliminary validation of the Feelings Experienced in Supervision Scale (FESS), with findings supporting a single-factor instrument. Relationships between the FESS and attachment patterns, cognitive distortions, and difficulty with corrective feedback are reported. Implications include emotion-focused supervision to identify thoughts and feelings interfering with supervisees' ability to synthesize corrective feedback
Supervisee Attachment, Cognitive Distortions, and Difficulty With Corrective Feedback
Among a sample of counseling students, results from hierarchical regression and mediation analyses indicated that attachment anxiety led to an increase in use of cognitive distortions, contributing to increased difficulty with corrective feedback during clinical supervision. Findings implicate a need for awareness of attachment patterns among trainees and the possible utility of cognitively focused supervisory interventions
Testing the Intercultural Model of Ethical Decision Making With Counselor Trainees
A training intervention using the Intercultural Model of Ethical Decision Making was tested with a sample of 48 counselor trainees enrolled in 3 counseling courses across 2 universities. Postintervention data indicated students' scores increased significantly on 5 of 6 evaluation criteria as well as on the overall total score. Although pretest scores were significantly different between students who had taken a multicultural course and those who …
The School Counseling Supervision Model: An Extension of the Discrimination Model
It is well documented that clinical supervision in school settings is underutilized. One hypothesis for this situation is the lack of fit between current supervision models that emphasize the supervision of individual counseling and the multiple roles of school counselors within comprehensive school counseling programs (CSCPs). The authors propose the School Counseling Supervision Model (SCSM) as an extension of J. M. Bernard's (1979, 1997) Discr…
Group Coleadership: A Critical Review
A review of group literature, much of which is anecdotal or theoretical, revealed that coleadership has been a common practice in training and therapeutic settings for well over 50 years. Careful examination of group practice reveals a surprisingly small amount of empirical evidence to support what apparently is a widely practiced method for the training of group leaders. However, the anecdotal support of group coleader practice is impressive if …
Chi Sigma Iota Chapter Leadership and Professional Identity Development in Early Career Counselors
As the academic and professional honor society of counseling, Chi Sigma Iota (CSI) has been recognized in developing advocacy, leadership, and professional identity in student and professional members. A qualitative, grounded theory study was conducted to investigate experiences of 15 early career counselors who were CSI chapter leaders as graduate students. An emergent theory of CSI chapter leadership and professional identity development in ear…
The LGBTQ Responsive Model for Supervision of Group Work
Although supervision of group work has been linked to the development of multicultural and social justice competencies, there are no models for supervision of group work specifically designed to address the needs of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) persons. This manuscript presents the LGBTQ Responsive Model for Supervision of Group Work (RMSGW), offering a trans-theoretical framework through which group leaders and su…
School Counselor Supervisors' Perceptions of the Discrimination Model of Supervision
The authors examined 38 school counselor supervisors' perceptions of the Discrimination Model (DM; Bernard, 1979, 1997) of supervision, replicating and extending Ellis and Dell's (1986) investigation of the DM with mental health counselor supervisors. Participants judged the dissimilarity of each unique combination of roles and foci of the DM. The authors conducted a confirmatory multidimensional scaling analysis to compare the implicit dimension…
A Discourse Analysis of School Counseling Supervisory E-Mail
This article is a discourse analysis of weekly computer-mediated communications between 8 school counseling interns and their e-mail supervisor over a 16-week semester. Course-required e-mail supervision was provided as an adjunct to traditional face-to-face individual and group supervision. School counselor supervisees and supervisor enacted 3 discursive strategies (repetition, labeling, and plural pronoun usage), which were observed to contribu…
Queering Education in Response to the Needs of LGBTQQIA Students in P–12 Schools
There is currently a crisis in American P–12 (pre-kindergarten to 12th grade) schooling. This introductory statement echoes the media's educational battle cry, specifically related to the academic
Testing the Intercultural Model of Ethical Decision Making With Counselor Trainees
A training intervention using the Intercultural Model of Ethical Decision Making was tested with a sample of 48 counselor trainees enrolled in 3 counseling courses across 2 universities. Postintervention data indicated students' scores increased significantly on 5 of 6 evaluation criteria as well as on the overall total score. Although pretest scores were significantly different between students who had taken a multicultural course and those who …
Group Counseling with LGBTQI Persons
Working with Family, Friends, and Allies of LBGT Youth
As a historically marginalized population, lesbian, gay, bisexual, and transgender (LGBT) youth are at risk for myriad negative outcomes and as a result, seek counseling services at disproportionate rates. Although the role of family, friends, and allies (FFA) has been supported as a resiliency factor with LGBT youth, minimal attention has been given to the inclusion of FFA in counseling interventions. Building on the developmental, preventative,…
A Content Analysis of 10 Years of Clinical Supervision Articles in Counseling
This content analysis follows Borders's (2005) review of counseling supervision literature and includes 184 counselor supervision articles published over the past 10 years. Articles were coded as representing 1 of 3 research types or 1 of 3 conceptual types. Articles were then analyzed for main topics producing 11 topic categories
Queer Humanism: Toward an Epistemology of Socially Just, Culturally Responsive Change
Queer theory is a postmodern critical theory that grew out of the women’s, gay, and queer studies’ movements of the 1990s. As a critical theory, queer theory explores the disconnect between biological sex, gender, desire, identity, and culture, and how the discrepancies between each can speak to the multiple forms of reality present within the world, and instability of binary positions. Although queer theory has been widely adopted in fields such…
Metadiscourse in group supervision: How school counselors-in-training construct their transitional professional identities
We use discourse analysis to examine a group supervision meeting in which graduate students who are training to become school counselors discuss counseling experiences that they had at local high schools. Focusing on metadiscourse, or talk about talk, we integrate Ochs’ concepts of epistemic stance and affective stance and Tannen’s discussion of linguistic strategies as ambiguous and polysemous in terms of power and solidarity in order to demonst…
Spiritual and Sexual Identity: Exploring Lesbian, Gay, and Bisexual Clients' Perspectives of Counseling
Although religious and spiritual issues have emerged as areas of focus in counseling, very few scholars have explored the meaning and experiences of lesbian, gay, and bisexual (LGB) clients who addressed their sexual and religious/spiritual identities in counseling. Using consensual qualitative research (CQR; Hill, 2012), the current study explores the perspectives of 12 LGB persons who sought counseling that involved religious/spiritual concerns…
We Are in the Room to Serve Our Clients: We and Professional Identity Socialization in E-Mail Supervision of Counselors-in-Training
This study uses computer-mediated discourse analysis to investigate use of the first-person plural pronoun "we" in e-mail supervision of 23 graduate-level counselors-in-training who are completing internships. Extending prior research on pronouns and relationship and identity construction, expert-novice discourse, professional identity socialization, and cybersupervision, our analysis highlights two prominent uses of "we" that differ by professio…
Incorporating Comprehensive Counselling and Guidance Models into School Curricula in Sub-Saharan Africa
Mental Health Facilitator (MHF) Implementation in Mexico: Perceptions of Facilitators and Beneficiaries
Stakeholder Perspectives on School-Based Guidance and Counseling in Uganda: Emerging Priorities for Student Support and Teacher Training
Supervisee Attachment, Cognitive Distortions, and Difficulty With Corrective Feedback
Among a sample of counseling students, results from hierarchical regression and mediation analyses indicated that attachment anxiety led to an increase in use of cognitive distortions, contributing to increased difficulty with corrective feedback during clinical supervision. Findings implicate a need for awareness of attachment patterns among trainees and the possible utility of cognitively focused supervisory interventions
Socially Just and Culturally Responsive Leadership Within Counseling and Counseling Psychology: A Grounded Theory Investigation
The purpose of this study was to develop an abstracted theory concerning how counseling and counseling psychology leaders and educators engage in and enact socially just and culturally responsive leadership in professional association and higher education contexts. This grounded theory study included 18 participants with a range of social locations and professional leadership experiences in counseling and counseling psychology associations and hi…
Preliminary Validation of the Feelings Experienced in Supervision Scale
The authors conducted a preliminary validation of the Feelings Experienced in Supervision Scale (FESS), with findings supporting a single-factor instrument. Relationships between the FESS and attachment patterns, cognitive distortions, and difficulty with corrective feedback are reported. Implications include emotion-focused supervision to identify thoughts and feelings interfering with supervisees' ability to synthesize corrective feedback
A Supervisory Framework for Systematically Attending to Outcomes in Clinical Supervision
The Development and Initial Validation of the Cultural Humility and Enactment Scale in Counseling
Researchers developed and initially validated a client-report measure of counselors’ cultural humility, entitled the Cultural Humility and Enactment Scale (CHES). The sample includes 434 adults recruited from web-based surveys. Exploratory factor analyses were performed to examine the initial factor structure of the CHES. Bivariate correlations and hierarchical multiple regression analyses were used to examine the convergent and discriminant vali…
Initial validation of the corrective feedback acceptance and synthesis in supervision scale
This article describes the initial validation of the Corrective Feedback Acceptance and Synthesis in Supervision Scale (CFASS), with results supporting a brief five-item single factor instrument. The CFASS is intended to be a measure of supervisees’ perceptions upon receipt of corrective feedback that may lead to subsequent supervisory behavior. A Factor Analysis was performed to examine and validate the structure of this supervisory instrument. …
A Grounded Theory Analysis of Cultural Humility in Counseling and Counselor Education
Using a grounded-theory methodology, we interviewed 14 experienced counselor educators regarding the enactment and development of cultural humility (CH). We present a coherent theory depicting a cyclical process of CH involving lifelong learning. Implications include enacting CH in addressing microaggressions in the therapeutic setting and incorporating critical incident reflection in CH in counselor education
Psychology (33 works) · Counseling Practices and Supervision (26 works) · Pedagogy (18 works) · Social Psychology (18 works) · Medical education (13 works) · Medicine (12 works) · Sociology (12 works) · Psychotherapy Techniques and Applications (11 works) · Applied Psychology (10 works) · Psychotherapist (9 works)