Career expectations of future counselors

Presentation Type

Abstract

Faculty Advisor

Amanda Baden

Access Type

Event

Start Date

25-4-2025 1:30 PM

End Date

25-4-2025 2:29 PM

Description

The study highlights a gap in the existing literature regarding counselors-in-training (CIT) expectations of the counseling field. The researchers aimed to understand CIT’s views on advice-giving and their readiness to provide counseling based on age and the number of credits completed in their counseling program. The researchers recruited N=126 participants enrolled in counseling programs across the U.S. between May 2024 through November 2024. Participants completed electronic surveys which included demographics, the Counselor's Expectations About Counseling Questionnaire (CEACQ), and the Cognitive Cognitions Questionnaire (CCQ). A total of N=94 participant responses were recorded for the final synthesis. Based on the results of the study, CIT ages did not demonstrate a significant difference regarding their expectations of advice-giving. Lastly, CIT who had completed more credits demonstrated a higher perceived readiness. Implications include how counselor education programs should consider how the time spent in a program impacts readiness. Furthermore, the researchers of this study emphasized the importance of considering CITs' diverse identities and experiences toward developing tailored and effective counselor education training to ensure that CIT feel confident and well-prepared to enter the counseling field. The limitations of this study included a lack of generalizability, preparedness was subjective, and age-based analysis did not yield significant results. Despite the limitations, the findings highlight the importance of CITs' development and preparedness throughout their training.

Comments

Poster presentation at the 2025 Student Research Symposium.

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Apr 25th, 1:30 PM Apr 25th, 2:29 PM

Career expectations of future counselors

The study highlights a gap in the existing literature regarding counselors-in-training (CIT) expectations of the counseling field. The researchers aimed to understand CIT’s views on advice-giving and their readiness to provide counseling based on age and the number of credits completed in their counseling program. The researchers recruited N=126 participants enrolled in counseling programs across the U.S. between May 2024 through November 2024. Participants completed electronic surveys which included demographics, the Counselor's Expectations About Counseling Questionnaire (CEACQ), and the Cognitive Cognitions Questionnaire (CCQ). A total of N=94 participant responses were recorded for the final synthesis. Based on the results of the study, CIT ages did not demonstrate a significant difference regarding their expectations of advice-giving. Lastly, CIT who had completed more credits demonstrated a higher perceived readiness. Implications include how counselor education programs should consider how the time spent in a program impacts readiness. Furthermore, the researchers of this study emphasized the importance of considering CITs' diverse identities and experiences toward developing tailored and effective counselor education training to ensure that CIT feel confident and well-prepared to enter the counseling field. The limitations of this study included a lack of generalizability, preparedness was subjective, and age-based analysis did not yield significant results. Despite the limitations, the findings highlight the importance of CITs' development and preparedness throughout their training.