Qualitative Examination of Graduate Counselor Education (PDF)

University of South Carolina University of South Carolina Scholar Commons Scholar Commons Theses and Dissertations 2014 Qualitative Examination of Graduate Counselor Education Qualitative Examination of Graduate Counselor Education Students Perceptions of Self-Awareness Pertaining to Future Students Perceptions of Self-Awareness Pertaining to Future Efficacy in the Counseling Environment Efficacy in the Counseling Environment Tara Victoria Huechtker Darby University of South Carolina Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Other Education Commons Recommended Citation Recommended Citation Darby, T. H.(2014). Qualitative Examination of Graduate Counselor Education Students Perceptions of Self-Awareness Pertaining to Future Efficacy in the Counseling Environment. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/3568 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected].  QUALITATIVE EXAMINATION OF GRADUATE COUNSELOR EDUCATION STUDENTS PERCEPTIONS OF SELF-AWARENESS PERTAINING TO FUTURE EFFICACY IN THE COUNSELING ENVIRONMENT By Tara Victoria Huechtker Darby Bachelor of Science Winthrop University, 1995 Master of Science Winthrop University, 1996 Master of Education University of South Carolina, 1998 Educational Specialist University of South Carolina, 1998 _________________________________________________ Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy in Counselor Education College of Education University of South Carolina 2014 Accepted by: Joshua Gold, Major Professor Moody Crews, Committee Member Ryan Carlson, Committee Member Susan Schramm-Pate, Committee Member Lacy Ford, Vice Provost and Dean of Graduate Studies  ii © Copyright by Tara Victoria Huechtker Darby, 2014 All Rights Reserved  iii DEDICATION This work is dedicated in loving memory to my mother, Sandra Dunning Huechtker, whose legacy of generosity, openness, strength, and nurturing is incomparable to any I‘ve ever seen. My mother taught me that every person is worthy and deserving of respect regardless of race, ethnicity, religion, socio-economic status, gender, and/or ability. My mother was an advocate for social justice before I ever knew what that meant. She taught me what unconditional love feels like and I will be forever grateful. Her abundance of faith, kindness, and patience was rare and had no limits. My mother is remembered by testimony, not title, which is what she would have preferred, and what has now become my ultimate goal. Her love continues to inspire me, sustain me, and nourish me even as I ache for her presence daily.  iv ACKNOWLEDGMENTS I must acknowledge my daughter Ariel and my son Ian as you have been by my side through trials, formidable challenges, and hard times. Both of you always made me smile and laugh no matter what. We have been fortunate enough to experience together the unconditional love my mother gave me. Ariel, you are talented, beautiful, kind, and wise beyond your years. You have always had an old soul and your strength and perseverance continue to amaze me. Your openness and genuine regard for all of God‘s creatures is inspiring. Ian, you‘ve had obstacles, challenges, and trials that no one should have but your tenacity and humor have stayed with you throughout. Your quick wit and deep, introspective thoughts are mind boggling. I so admire your determination and strength to carry on. May you always have hope and never lose your will. I thank Ariel, Ian, and my husband Rick for sharing me with my studies and my love of learning and growing. I also thank you for eating at the counter, being patient with my crazy schedules, my stress related moments, and never complaining that the kitchen table had become my personal office. Rick, I appreciate your sharing me with both school and work so quickly after we married and supporting and cheering me on along the way. Thank you for being patient and respectful of my time constraints. Thank you so much for knowing just when I needed a break and for being thoughtful enough to make sure I got one.  v I am ever grateful to my sister Tracie Thompson for the constant encouragement and belief in my abilities. Thank you for knowing that I valued our relationship despite the distance and work load. The amount of phone time you gave me is incredible. I‘d like to acknowledge my father, Edward D. Huechtker for teaching me the value of hard work not only through words but by example. You were relentless about the importance of education and I can truly appreciate that now. I also want to thank you for never once letting me think that gender was a barrier to my goals. Your model of life- long learning has obviously made a lasting and important impression on me. Finally, I‘d like to thank Dr. Joshua Gold. Dr. Gold pushed me, challenged me and worked with me without giving up. I‘d like Dr. Gold to know how much I appreciate his willingness to take a chance on allowing me back into the program knowing that I only left previously due to ―life getting in the way‖. Thank you for understanding and believing in me when I came to you. A special thank you to Dr. Crews, Dr. Carlson, and Dr. Evans for guiding me throughout my ―doctoral‖ journey, all with different and valuable insights unique to each of you and vital for my holistic development. Thank you to Dr. Schramm-Pate for your willingness to serve on my committee without question and being part of my ―team‖. A special thank you to the participants‘ who willingly gave up what little time they had in the last year of their program, to enable me to complete mine. Ultimately, I thank and acknowledge God for his enduring and patient presence in my life. Through God, I have hope and have learned that I am ―enough‖.  vi ABSTRACT Research in this study indicates that high levels of self-awareness as well as a clearly defined self-identity are related to increased levels of care and ethical decision making among counselors. An enhanced social-cognitive development of the counselor education graduate student is associated with an increased ability for them (in the future) to process legal and ethical dilemmas such as the right to die legislation and how it could affect them professionally. This study includes implications for counselors and the training and supervision of counselor education graduate students who may be affected by the right to die legislation and the way it affects their interaction with their clients. Keywords: Self-Awareness, Morality, Ethics, Spirituality, Suicide/ Right to Die  vii TABLE OF CONTENTS DEDICATION................................................................................................................... iii ACKNOWLEDGEMENTS............................................................................................... iv ABSTRACT....................................................................................................................... vi CHAPTER ONE: INTRODUCTION..................................................................................1 Title..........................................................................................................................1 Statement of Focus...................................................................................................1 Overview..................................................................................................................1 Suicide......................................................................................................................5 Right to Die..............................................................................................................7 Problem Statement...................................................................................................9 The Nature of the Study, Hypotheses ....................................................................10 The Purpose of the Study.......................................................................................11 Conceptual Framework..........................................................................................14 Operational Definitions..........................................................................................15  viii Assumptions...........................................................................................................18 Limitations.............................................................................................................18 Scope......................................................................................................................19 Delimitations..........................................................................................................19 The Significance of the Study................................................................................20 Knowledge Generation ..........................................................................................20 Professional Application........................................................................................21 Social Change ........................................................................................................21 Transition Statement..............................................................................................22 CHAPTER TWO: LITERATURE REVIEW....................................................................24 Introduction............................................................................................................24 Self-Awareness and Social Cognitive Development of Counselor Education Students..................................................................................................................25 Historical Perceptive..............................................................................................30 Conceptual Framework-Including Spirituality, Morality, and Ethics ...................35 Significance for Counseling and Counseling Education .......................................37 Summary................................................................................................................41  ix CHAPTER THREE: METHODOLOGY ..........................................................................44 Introduction............................................................................................................44 Design ....................................................................................................................45 Role of the Researcher...........................................................................................47 Measures for the Protection of Participants...........................................................49 Context and Participants ........................................................................................49 Data........................................................................................................................50 Interview Questions ...............................................................................................52 Summary................................................................................................................56 CHAPTER FOUR: RESULTS ..........................................................................................57 Introduction............................................................................................................57 Data Analysis Approach ........................................................................................58 Participants.............................................................................................................62 Summary of Interview Analysis ............................................................................63 Themes...................................................................................................................63 Impact of Course Work on Self-Awareness ..........................................................63 Life Experiences Affecting Self-Awareness..........................................................65  x Spirituality and Personal Values as Related to Specific Issues within this Study.66 Final Thoughts from Group Discussion.................................................................69 Conclusion .............................................................................................................69 CHAPTER FIVE: DISCUSSION......................................................................................71 Introduction............................................................................................................71 Summary................................................................................................................72 Themes...................................................................................................................74 Credibility of Study................................................................................................79 Implications............................................................................................................80 Limitations.............................................................................................................85 Conclusion .............................................................................................................86 REFERENCES ..................................................................................................................89 Appendix A: Questions......................................................................................................98 Appendix B: Informed Consent.......................................................................................100  1 CHAPTER ONE: INTRODUCTION Title A Qualitative Examination of Graduate Counselor Education Students‘ Perceptions of Self-Awareness Pertaining to Future Efficacy in the Counseling Environment. Statement of Focus The present study focuses on the perceptions of self-awareness of counselor education students as related to their future ethical decision-making process in the counseling environment, specifically pertaining to the right-to-die issue. This study was conducted to explore how aware future counselors report to be pertaining to this matter, as a possible venue for ensuring that they do not inadvertently impose their personal value systems on a client. Overview The professional association of counseling claims for itself the right to develop codes of conduct for its members. These codes are written by counselors, for counselors and those who claim this professional title, are expected to adhere to their many clauses and directives. These groups include professional counselors and those in training, as well as the faculty who prepare and supervise them. It must be borne in mind that these codes of conduct or ethical codes are undergoing constant scrutiny and review as new social issues confront the profession. In addition to the continual evaluation of ethical  2 codes, so too is scholarly attention paid to the ways in which counselors make ethical decisions encompassing the domain of social-cognitive development. A) Ethical Issues Around Suicide As Pertaining To What Has Yet To Be Learned About Right-To-Die ―As social-cognitive growth occurs, individuals are better able to be responsive to the clients they serve‖ (Lambie, Hagedorn & Ieva, 2010, p. 229). Counselor education programs that are accredited through the Council for Accreditation of Counseling and Related Educational Programs (CACREP) are required to foster development in this area. ―Counselors in training begin the development of their ethical and legal knowledge base and decision-making skills while enrolled in counselor education programs‖ (Lambie, Hagedom, & Ieva, p. 240). Historically, counselors have been confronted with multiple issues that required them to ascertain how their personal values will impact the delivery of high quality, value-aware counseling services. These issues include, but are not limited to, the right to die (as discussed in this particular study), sexual orientation, abortion, spirituality, religion, gender issues, race, and ethnicity issues. Moreover, this challenge to the decision-making process has not abated. At the time this study began, the aforementioned code of ethics (1997) includes End of Life Care for Terminally Ill Clients in section A.9. In , A.9.b. ―Counselor Competence, Choice, and Referral‖, the ACA code of ethics clearly indicates an impact on the counselor both morally and personally related to this issue. ―Recognizing the personal, moral and competence issues related to end-of-life decisions, counselors may  3 choose to work or not to work with terminally ill clients who wish to explore their end- of-life options.‖ This ethical standard relates only to the terminally ill. It also gives the counselor an option of referral. While that option is viable, as the world around us changes along with the legislation pertaining to moral, spiritual, and ethical issues, it may become difficult to avoid working with a client facing these types of issues. As this study progressed, the American Counseling Association published a revised/updated Code of Ethics in January, 2014. This new Code of Ethics, states things differently, which may or may not have to do with impending legislation, new legislation or public interests groups. In section B.2 b, titled; Confidentiality Regarding End-of-Life Decisions, the updated code states: Counselors who provide services to terminally ill individuals who are considering hastening their own deaths have the option to maintain confidentiality, depending on the applicable laws and the specific circumstances of the situation and after seeking consultation or supervision from appropriate and professional legal parties. (p.7) Referring out may possibly become less feasible as new legislation will continue to come up throughout time. Looking at the updated code of ethics, it appears that it would behoove most counselors to take an intimate and intense look at where they are in their own development of self-awareness and social cognitive development in order to best serve the clientele of the world we live in. Should legislation such as the right to die become prevalent, counselors and counselors in training may be forced to look at new ways to work with these clients in an effective manner without compromising or imposing their own values onto the client.  4 The right-to-die issue can be closely linked to the ethical debate around the client‘s right to suicide. However, while this paragraph has briefly outlined current stances on this issue, no equivalent understanding is as of yet available for dealing with client right-to-die issues, the theme of this study. B) Ethical Decision-Making Regarding Social Cognitive Content The issue of suicide was chosen for this study to show the severity and seriousness of why counselors in training may choose to strive for enhanced self- awareness and develop a positive self-identity. Implications are that if they do not possess such attributes, their ability to be value sensitive, (so as not to impose their own values on their clients) will remain critical. Professional morality, ethics, and spirituality among counselor education students are very likely to be challenged and this group may be required to commit to self-reflection and possibly get more training on how they are going to handle these changes in the clinical setting. Counselors in training could benefit from an in depth look at their own self-awareness and thoughts surrounding this issue. Counselors in training may need to work on developing a solid self-identity and to grow in the area of social-cognitive development. Positive growth in this area of self-awareness could be a benefit to them when making ethical decisions based on new legislation as it occurs. According to Lambie, Hagedorn & Ieva (2010), Effective counselors possess sound ethical and legal knowledge and have the ability to successfully integrate a code of ethics with diverse clients in various settings, therefore, the acquisition and application of ethical and legal knowledge must occur at the preparation and practice levels (p. 230).