Daniel Andrew Decino

Biographic Data

ID1381489
NAMEDaniel Andrew Decino
GIVEN NAMESDaniel Andrew
FAMILY NAMEDecino
SIGNATUREDECINO D A
AFFILIATIONSDivision of Counseling and Psychology in Education University of South Dakota Vermillion South Dakota USA
ORCID0000-0002-5514-3063
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS4
AUTHOR COUNT11
EDITOR COUNT0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX1

  • An Interpretative Phenomenological Analysis of Counselor Educators’ Experiences of Using Artificial Intelligence in Their Teaching

    Open AccessPhillip L Waalkes, Jacqueline M Swank et al.ARTICLECounselor Education and Supervision2026References: 1

    Over the last few years, AI integration has rapidly increased in counseling and counselor education. Given its prevalence, counselor educators have a responsibility to consider AI in their teaching to prepare students to intentionally and critically use AI in their careers. Yet, limited research exists to understand counselor educators’ decisions and meaning making regarding AI in teaching. In this Interpretative Phenomenological Analysis study, …

  • Manuscript-Style Dissertation Format Guidelines in Counselor Education

    Open AccessPhillip L Waalkes, Daniel Andrew Decino et al.ARTICLECounselor Education and Supervision2025References: 19

    Manuscript-style dissertation formats can help support students in completing and publishing their dissertations. Yet, manuscript-style dissertation guidelines often lack structure and clarity in ways that can cause student confusion and frustration. In this qualitative content analysis, we examined the dissertation structure, process, and support described in the counseling program manuscript-style guidelines (N = 18). Many guidelines lacked cla…

  • Development and Initial Validation of the Counselor Self-Reflection Inventory for Counselors and Counselors-in-Training

    Daniel Andrew Decino, Steven R Chesnut et al.ARTICLEMeasurement and Evaluation in…2024References: 3

    Objective The purpose of this study was to develop and validate the Counselor Self-Reflection Inventory (CSRI) from a Transformative Learning Theory framework for counselors, and counselors-in-training to use in clinical and training settings

  • Counselor educators' gatekeeping experiences during dissertation

    Open AccessDaniel Andrew Decino, Phillip L Waalkes et al.ARTICLECounselor Education and Supervision2024References: 28

    Little is known about counselor educators' experiences of gatekeeping doctoral students. Using an interpretative phenomenological approach, we examined counselor educators' experiences of gatekeeping doctoral students during the dissertation. Themes included (a) interventions, (b) prior student gatekeeping interactions, and (c) recommendations for gatekeeping during the dissertation. Implications and suggestions for research are provided

  • Integrating problem-based learning into a school counseling classroom instruction course

    Open AccessPhillip L Waalkes, Nour Alhiyari et al.ARTICLECounselor Education and Supervision2024References: 13

    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

  • A pragmatic guide to generic qualitative research in counselor education

    Open AccessPhillip L Waalkes, Daniel Andrew Decino et al.ARTICLECounselor Education and Supervision2024References: 25

    Few practical guidelines exist for conducting generic qualitative research (GQR) with rigor and intentional purpose. This article offers varied purposes of GQR (practicality and creating change, flexible blending of methods, and innovation) and pragmatic guidance for counselor educators and doctoral students conceptualizing, designing, and conducting rigorous GQR studies

  • Generic qualitative dissertations in counselor education

    Open AccessPhillip L Waalkes, Daniel Andrew Decino et al.ARTICLECounselor Education and Supervision2023Cited by: 1References: 19

    We conducted a content analysis of generic qualitative counseling dissertations (GQR;N = 70), examining their methodological justifications, coherence, and trustworthiness. Dissertations authors often presented vague methodological justifications. Findings have implications for constructing methodological justifications, integrating relevant literature, and awareness of how GQR compares to other qualitative methodologies

  • Psychometric Synthesis of the Center for Epidemiologic Studies Depression Scale – Revised English and Translated/Adapted Versions

    Patricia Joseph Kimong, Bradley T Erford et al.ARTICLEMeasurement and Evaluation in…2022References: 1

    We reviewed 19 English version scholarly works and 11 other language translation articles from 2004–2018 for the Center for Epidemiologic Studies Depression Scale – Revised (CESD-R). Alpha was .92 (.90, .94; N = 13,150); convergent, factorial, and diagnostic validity were robust. Implications for counseling practice and research were discussed

  • Gatekeeper identity development

    Open AccessDaniel Andrew Decino, Phillip L Waalkes et al.ARTICLECounselor Education and Supervision2022Cited by: 1References: 23

    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

  • A Content Analysis of Qualitative Dissertations in Counselor Education

    Open AccessPhillip L Waalkes, Phillip Waalkes et al.ARTICLECounselor Education and Supervision2021Cited by: 2References: 19

    We conducted a qualitative content analysis on counseling dissertations (N= 250) completed between 2017 and 2018. Identified categories included (a) paradigms, philosophies of science, and theories; (b) research methodologies; and (c) trustworthiness. The results indicated an infrequent use of paradigmatic frameworks and a distinct pattern of trustworthiness strategies

  • “It's fun!” using students' voices to understand the impact of school digital technology integration on their well-being

    Open AccessDaniel Mourlam, Daniel Andrew Decino et al.ARTICLEComputers & Education2020