Godspeed: Counselor Education Doctoral Student Experiences from Diverse Religious and Spiritual Backgrounds

Amidst growing literature regarding the importance of spirituality within counseling and counselor education, little is known of the experiences of doctoral students regarding their religious and spiritual backgrounds while matriculating through their doctoral program. This research explored the experiences of four researcher-participant counselor education doctoral students from diverse religious and spiritual backgrounds. This exploration deepened their understanding of the role their religious and spiritual identities played in their thoughts, emotions, challenges, and strengths of their experiences. A phenomenological autoethnography method was used for this study. A unique data analysis procedure was developed called Integrative Group Process Phenomenology (IGPP), which was used to analyze journal and music data. The overarching experience was described as a journey with four primary categories of themes identified: painful experiences, learning and awareness, velocity (i.e., themes descriptive of movement and action), and connect versus disconnect. This research brought to light the challenges that counselor education doctoral students may encounter in their training, while highlighting the strength and resilience that religion and spirituality may offer. Recommendations, limitations, and implications for the counseling profession are offered to further the development of research regarding religious and spiritual experiences

Pedagogical Perspectives on Counselor Education: An Autoethnographic Experience of Doctoral Student Development

There is minimal literature related to understanding what training factors contribute to the development of qualified counselor educators. Specifically, we wondered if counselor education doctoral students are effectively prepared for their roles as instructors. We chose an autoethnographic phenomenology method as a means for exploring the experiences of doctoral students’ pedagogical development in a doctoral instructional theory course. We sought to understand the essence of our experience through written reflection, photography, and group reflective processes. Analysis revealed the value we all obtained through the instructional theory course, experiential learning, and self-reflection, which contributed to increased self-efficacy as emerging counselor educators. The essence of our experience is described through seven descriptive themes—delineated as methods of coping and reinforcing. The results demonstrate the benefit of including an explicit pedagogical course in counselor education curriculums

Vulnerable Dialogue: Creating a Climate of Connection and Change through Group Processing in Qualitative Research

To attend to current cultural demands, it is essential that qualitative research broaches topics of diversity. More specifically, creating a culture of authentic dialogue and meaningful connection when discussing areas of diversity may help remedy the divisiveness that appears to be prevalent in society. We posit that qualitative research is positioned to add to and change the dialogue in a growth promoting way. In our research, a phenomenological (van Manen, 1990) autoethnography (Muncey, 2010) was utilized to provide enriched understanding of the lived experiences of four counselor education doctoral students with diverse religious/spiritual beliefs. The researcher-participants used music, photographs, reflective journaling, and group process to represent their experiences. The group cohesiveness created from this experience was of a depth that all researcher-participants did not anticipate; one that bypassed individual differences. This presentation will clearly describe the unique aspects of the methodology utilized. In addition to the combination of autoethnography and phenomenology, the creation and use of the group process will be highlighted. This group processing became both a means for data collection and analysis that became central to the research process. This research is an authentic example of vulnerable dialogue; where there was more than merely talking about religion/spirituality. This presentation will teach attendees to encounter and create this form of dialogue to promote connection, growth, and change. As counselors, educators, and qualitative researchers, we plan to focus this presentation on how attendees can aid in molding a culture of authenticity, connection, and cultural awareness