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Teaching and Supervision in Counseling

Author ORCID Identifier

https://orcid.org/0000-0003-3696-7494

Author Biographies

Alexander T. Becnel, Ph.D., LCPC, NCC is an assistant professor in the Department of Special Education, Counseling, and Student Affairs at Kansas State University in Manhattan, Kansas. His research interests are suicide assessment, school counselor education, and counseling leadership issues.

Sarah D. Irvin, Ph.D., NCC, LPC, is an assistant professor in the counseling program at Stephens College in Columbia, Missouri. Her research interests include counselor self-care, humor, and counselor education and supervision.

Theodore P. Remley, Jr., J.D., Ph.D., NCC, LPC-S, is a professor in the counseling graduate program at the University of Holy Cross in New Orleans, Louisiana. His research interests are legal and ethical issues in counseling and counselor education and supervision.

DOI

https://doi.org/10.7290/tsc0550qh

Abstract

Although recent literature addresses online pedagogy and online counselor education, few articles address the challenges faced by counselor educators during emergency remote teaching, an unplanned and unanticipated switch from in-person education to online education. To address this gap, we conducted a phenomenological study of the lived experiences of practicum and internship coordinators (N = 8) during the emergency remote teaching phase of the COVID-19 pandemic. Five themes emerged: (a) uncertainty, (b) adaptation to leadership, (c) changes to student experience, (d) personal support, and (e) readiness. Implications for counselor educators and supervisors are addressed.

Public Significance Statement

This study advances the idea that counselor preparation programs should increase their preparedness for remote teaching during emergencies or wide-scale disasters. Additionally, it suggests that all counselor educators need to be prepared to assume leadership roles rather than only those who are in formalized leadership positions.

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