is an assistant professor at San Diego State University. Her research interests focus on multiculturalism and school counselor training.
Diandra J. Prescod, PhD, LPC, CCSP, is an associate professor at the University of Connecticut. Her expertise is in mental health and career counseling. Her research focuses on effective career development interventions for science, technology, engineering, and mathematics students and minoritized students in higher education.
Elizabeth A. Prosek, PhD, LPC, NCC, is an associate professor of counseling at The Pennsylvania State University. Her expertise is in clinical mental health counseling. Her research interests focus on counseling military populations; the diagnosis and assessment of co-occurring disorders; and ethics, competence, and professional identity development in counseling and counselor education.
Mark B. Scholl, PhD, LMHC (NY), is an associate professor in the Department of Counseling at Wake Forest University. His expertise is in providing career counseling to members of the ex-offender population. His research interests focus on culturally responsive counseling, promoting career development among ex-offenders, and constructivist career counseling.
Megan Speciale, PhD, is an assistant professor at Palo Alto University. Her expertise is in sexual wellness and lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI+) children, adolescents, adults, and families. Her research interests focus on feminist and queer perspectives on counseling and counselor education, sexuality counseling/education, and LGBTQI+ issues.
Shawn L. Spurgeon, PhD, NCC, LPC-MHSP, ACS, is an associate professor at The University of Tennessee, Knoxville. His research interests focus on African American male development and counselor identity development.
Sam Steen, PhD, PK-12 License in School Counseling, is an associate professor and academic program coordinator at George Mason University. His expertise is in school counseling, group work, and multiculturalism. His research interests focus on group counseling in school settings, school counselor identity development, and the achievement of students of color.
LoriAnn Sykes Stretch, PhD, LCMHC-S, NCC, ACS, BC-TMH, is a clinical associate professor at the College of William & Mary. Her expertise is in issues of social justice, international counseling, telehealth, and online pedagogy. Her research interests focus on educational equity, global counseling, telehealth, and clinical supervision.
Matthew Tirrell, MS, LPC, NCC, ACS, is the director of field placement and an adjunct professor in the Department of Professional Counseling at Monmouth University. His expertise is in counseling people with comorbid disorders and supervising counselors-in-training. His research interests focus on lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI+) people in recovery and contextual factors in multicultural supervision.
Linwood G. Vereen, PhD, NCC, is an associate professor in the Department of Counseling and College Student Personnel at Shippensburg University of Pennsylvania. His research interests focus on leadership, Black existentialism, group work, and humanistic counseling.
Unity Walker, MEd, NCC, is a doctoral student at the College of William & Mary. Their expertise is in marginalized advocacy, transpersonal issues in counseling, and counselor development. Their research interests focus on marginalized advocacy and transpersonal development.
Richard E. Watts, PhD, LPC-S, is SHSU Distinguished Professor and Texas State University System Regents’ Professor in the Department of Counselor Education at Sam Houston State University. His research interests focus on the integration of Adlerian, cognitive, constructivist, humanistic-existential, and psychodynamic theories and applications in work with individuals, couples, and groups; supervision; education; and leadership. He is also interested in ethical, religious, and spiritual issues related to counseling.
Jo Lauren Weaver, MS, ALC, NCC, is a doctoral student and research assistant at the University of Florida. Her research interests focus on effective treatment modalities for children and adolescents, restorative justice, generational impacts of social media, and creativity in counseling and counselor education.
Jane M. Webber, PhD, LPC, is an assistant professor and doctoral program coordinator at Kean University. Her expertise is in trauma counseling; disaster response; and child, adolescent, and school counseling. Her research interests focus on trauma training and counseling approaches and on trauma-informed supervision.
Kelly L. Wester, PhD, LCMHC, NCC, is a professor at the University of North Carolina at Greensboro. Her expertise and research interests focus on researcher identity and research self-efficacy development and on nonsuicidal self-injury.
Cirecie A. West-Olatunji, PhD, is a professor at Xavier University of Louisiana and a past-president of the American Counseling Association. Her research focuses on the relationship between traumatic stress and systemic oppression.
Kathy Ybañez-Llorente, PhD, LPC-S, is an associate professor at Texas State University. Her expertise is in ethics, multicultural supervision, advocacy, professional leadership and service, and licensure regulation. Her research interests focus on professional identity, clinical supervision, ethics, and licensure regulation.
Part I Teaching
Section 1 Student Engagement and Dispositions
Section 2 Dynamics Related to Diversity and Inclusion
Section 3 Instructor Preparedness
Counselor educators spend more time teaching than in any other role. The 2016 Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards (CACREP, 2016) specify teaching as a core area, including coverage of a more traditional knowledge base (e.g., models of adult learning) alongside specialty skills for delivering coursework, assessing skills, and addressing problems of professional competence. Likewise, the ACA Code of Ethics (American Counseling Association [ACA], 2014) addresses ethical issues counselor educators may encounter within the classroom, including the importance of self-growth, clear expectations for students, and gatekeeping responsibilities. Furthermore, the Association for Counselor Education and Supervision Teaching Initiative Taskforce (2016) provides Best Practices in Teaching in Counselor Education to guide these processes.
Like many tasks in our complex profession, teaching is about so much more than delivering content and ensuring aspiring counselors have the knowledge to pass licensure examinations. Rather, counselor educators must create environments in which students learn content, establish foundations for complex skills, and cultivate the dispositions they need to succeed. Even in courses with a high level of content, counselor educators require self-growth and awareness exercises, model elements of counseling relationships, and navigate intricate intrapersonal dynamics and interpersonal peer relationships. Furthermore, counselor educators engage these tasks in the context of holistic, professional programs, thus adding a layer of complexity to our teaching tasks. This part of the book encompasses 13 chapters grouped within three primary, although sometimes overlapping, areas: (a) student engagement and dispositions, (b) dynamics related to diversity and inclusion, and (c) instructor preparedness.
Student Engagement and Dispositions
Most counselor educators in graduate, professional programs focused on human relationship and communication expect a level of preparedness and engagement from adult learners in the classroom. A number of issues or situations may lead students to not meet expectations for engagement. Whether in part-time programs in which many students navigate