•  
  •  
 

Journal of Counselor Preparation and Supervision

Author ORCID Identifier

Monique Starling: https://orcid.org/0009-0005-8650-5919; Richard Green: https://orcid.org/0000-0002-6866-6744; Robyn Simmons: 0000-0001-8993-6179

Author Biography

Monique Starling, MA, LMHC, received her Ed.D in Community Care and Counseling from Liberty University in 2024. She currently works as a licensed mental health counselor (LMHC) at Life Transformation Counseling in Wesley Chapel, Florida. She specializes in helping clients heal from trauma and grief. She has also developed a specialized clinical interest in helping healthcare professionals, healthcare trainees, and other frontline professionals recover from burnout and secondary traumatic stress. Monique also enjoys working with couples and families as they heal systemically and look to develop and restore healthy relationship dynamics.

Dr. Richard Green has over three decades of experience in higher education as an instructor and manager, as well as management in the area of ministry have honed skills for organization and development of process improvement procedures. The ability to learn new material, process the information and break it down in simple terms has had a direct positive influence on students, church members, subordinates and peers.

Robyn Trippany Simmons, LPC-S, RPT-S received her Ed.D. in Counselor Education from the University of Alabama in 2001. She serves as Professor and Director of Faculty Development in the Department of Counseling at the University of the Cumberlands. Dr. Simmons’s research and clinical interests include sexual trauma, vicarious trauma, play therapy, counselor education curriculum, supervision, and professional identity issues.

Document Type

Empirical Research Article

Keywords

practicum, internship, self-efficacy, CIT, perceived preparedness

Subject Area

Counselor Education

Abstract

The purpose of this transcendental, phenomenological study was to describe master’s-level Counselors-in-Training (CITs) perceived preparedness to treat real clients before transitioning to their practicum or internship experience. Adult learning theory and self-efficacy development theory guided this study. The research questions included a) How do master-level CITs describe their experience of perceived preparedness to real clients before transitioning to their practicum or internship experience? b) How do study participants describe the influence that the counseling program curriculum, including structure and practicum timing, had on their readiness to transition to practicum or internship? c) How do study participants describe the influence that clinical supervision had on their readiness to transition to practicum or internship? d) How did study participants perceive their experiences with anxiety, apprehension, or dread before transitioning to practicum or internship? What do they feel would have decreased any of these perceived distresses? Data collection methods included semi-structured interviews, visual representations, and reflective journaling. Data was analyzed using Moustakas’ (1994) modified version of the Van Kaam method- horizontalization, reduction, clustering, theme development, validation, and textural and structural descriptions for the meaning of experiences. Four main themes emerged through data analysis: a) external factors were a major source of increased confidence or preparedness, (b) lack of engagement was a major factor for decreased confidence or preparedness, c) a perceived disconnect between course content and how to apply the knowledge while conducting counseling sessions, and d) overall feelings of anxiety and apprehension were present.

Public Significance Statement

This study highlights the critical gap in preparedness among master’s-level Counselors-in-Training (CITs) as they transition to clinical practicums and internships, focusing on the impact of curriculum structure, clinical supervision, and personal anxiety. By analyzing experiences through interviews and reflective practices, the research identifies key factors influencing CIT readiness, which could inform enhancements in counselor education programs. The findings suggest that improved engagement and integration of practical application within the curriculum may alleviate anxiety and better prepare CITs for effective client interactions.

DOI

http://dx.doi.org/10.70013/5ghab6h1

Download

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.