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Teaching and Supervision in Counseling

Author ORCID Identifier

https://orcid.org/0000-0002-9234-0541

Author Biographies

Lena Salpietro, PhD., LPCC (OH), NCC is an Assistant Professor at Kent State University. Her research interests include best practices in/standardization of gatekeeping and remediation in Counselor Education, LGBTGEQIAP+ health, wellness, and counseling experiences, and the experiences of counselors who have lost a client to suicide.

Madeline Clark, PhD, LCPC (NV), LPC (VA), NCC, CCHMC, ACS is an Associate Professor at the University of Nevada, Las Vegas. Her research interests include poverty and social class issues in counseling, specifically best practices and improvement of client outcomes.

Rosalyn Zacarias, M.S., RMHCI is a practitioner at the Jacksonville Center for Sexual Wellness. Her research has focused on exploring past sexual experiences and their impact on sexual curiosity in bisexual women and reproductive rights.

DOI

https://doi.org/10.7290/tsc0740fd

Abstract

We conducted a Qualitative Content Analysis (QCA) content analysis of handbooks (N=54) from CACREP-accredited doctoral counselor education and supervision programs. The purpose of this study was to better understand how counselor education programs communicate remediation policies and procedures and what specific elements are included in handbooks. Our findings revealed that while dismissal policies, dispositions, due process, and evaluation procedures were commonly included, there was significant variability in the inclusion of other domains, such as retention policies and definitions of remediation. Notably, only one handbook included all ten documented domains. The study highlights a need for more comprehensive and standardized remediation policies to align with updated CACREP standards. Implications for counselor education programs include the importance of clear delineation of student expectations, the inclusion of both formal and subjective evaluation procedures, and the potential benefits of defining the purpose of remediation to support student development and program consistency.

Public Significance Statement

This content analysis of remediation policies and procedures in doctoral-level counseling program handbooks reveals essential insights into how institutions support student success. Understanding these findings is crucial for educators, administrators, and counselors alike, as they work collaboratively to enhance the effectiveness and fairness of remediation processes in higher education.

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