| Scholars have long emphasized the importance of research training as a necessary component
of master’s level counseling curriculum needed for students to become competent professional
counselors engaged in ethical, data-informed practice (Jorgensen & Duncan, 2015; Jorgensen &
Schweinle, 2018; Jorgensen & Umstead, 2020; Steele & Rawls, 2015). Common themes of
research training recommendations, for counselor educators, include the alignment of research
training with counselor identity and practice (Lee et al., 2014; Umstead, 2019), fostering the
development of student’s research identity (Jorgensen & Duncan, 2015) and self-efficacy
(Steele & Rawls, 2015) through early and frequent integration of research into curriculum
(Steele & Rawls, 2015). However, researchers have suggested some counselors-in-trainings do
not conceptualize research as relevant and/or practically applicable to counseling practice. As
such, it is important that counselor educators are prepared to provide research training that
counselors in training see as practical and applicable to counseling practice. A qualitative
analysis was conducted utilizing constructivist grounded theory methodology to understand
counselor educators’ process of research training aligned with counselor identity and practice.
Two rounds of interviews were conducted, transcribed, and analyzed. Six core categories
emerged: Connecting the Dots, Challenging Preconceived Notions, Teaching the Research
Process, Reinforcing Research Training Across Curriculum, Navigating Support, and Dreaming of
Possibilities. The findings offer valuable insights into how research training can be effectively
aligned with counselor identity and practice, providing a foundation for enhancing counselor
education programs and promoting a culture of research within the counseling profession.
Keywords: Counselor Education, Counselors in Training, Masters level Research Training,
Research Training |