ABSTRACT This study operationalized the construct of linguistic justice in clinical supervision and presented the results of validating such measurement instrument to assess native English‐speaking supervisors’ competence with emerging multilingual learner (EML) supervisees. Items for the Linguistic Justice Scale (LJS) came from authors’ prior qualitative research, multilingual supervision literature, and expert input; 146 clinical supervisors completed the survey. Confirmatory factor analysis (CFA) assessed construct validity and internal consistency used Cronbach's alpha and McDonald's omega. CFA supported a multilayer model with three domains and six factors, 31‐item structure: Advocacy for Linguistic Equity, Linguistic Humility and Sensitivity, Linguistic and Cultural Knowledge, Reciprocal and Strength‐Based Practices, Inclusive Communication, Research‐Based Practice. Model showed acceptable fit (CFI = 0.903, RMSEA = 0.047, SRMR = 0.066), with significant factor loadings. Internal consistency was excellent ( α = 0.93, ω = 0.93). The LJS is the first empirical, multidimensional measure of linguistic justice in supervision, providing a validated tool and framework to guide linguistically equitable, culturally sustaining practices.
ABSTRACT The purpose of this study was to increase understanding of the role of psychological safety among counselor educators (CEs) in relation to job stress, burnout, and job satisfaction. Participants ( n = 205) were recruited from a list of all faculty members in Council for Accreditation of Counseling and Related Educational Programs‐accredited programs. A series of one‐way analyses of variance and Kruskal–Wallis tests indicated no differences in psychological safety scores based on race, ethnicity, gender identity, rank, or tenure type, and bivariate correlations revealed no significant associations with age or years of experience. Multiple linear regression analyses indicated that psychological safety was a significant predictor of professional well‐being, with higher levels associated with lower job stress and burnout and greater job satisfaction. Psychological safety also functioned as a protective moderator, weakening the effects of job stress on burnout. Findings suggest that fostering psychological safety may play an important role in reducing stress and burnout while enhancing job satisfaction and professional effectiveness among CEs.
ABSTRACT As counselor education sees a rapid increase in representation of BIPOC faculty members, intentional efforts are needed to retain these faculty members. This study utilized the Delphi method to engage an expert panel ( n = 20) of BIPOC counselor educators who have been promoted at least once and academic leaders in counselor education who have successfully retained BIPOC faculty members. After three rounds of data collection, the panel reached consensus on 66 retention strategies across nine categories: mentorship, community, department culture, administrative support, financial support, professional development, BIPOC wellness, individual perseverance, and policy. Implications for supporting and retaining BIPOC faculty members in counselor education in the current sociopolitical climate are explored.
ABSTRACT This study examined PPCs, remediation interventions, and outcomes in completed remediation cases within CACREP‐accredited counselor education programs. Full‐time counselor educators who served as primary faculty on at least one completed remediation in the past 3 years completed a brief survey for each case, yielding 80 unique remediation cases ( N = 80). Descriptive analyses indicated that remediation typically involved multiple co‐occurring PPCs and multiple interventions; 61.3% of cases resulted in successful outcomes. We conducted hierarchical binary logistic regression to examine whether the number of PPCs, the number of interventions, and faculty tenure status predicted remediation outcome. The number of PPCs was a modest negative predictor of success, whereas the number of interventions and faculty tenure status were not statistically significant predictors. Findings indicate that remediation is typically multidimensional and highlight the importance of earlier identification of PPC patterns.
This collaborative autoethnography (CAE) examined how experiential andragogy, intentionally integrated into a doctoral internship course, shaped the development of novice supervisors. Grounded in experiential learning theory, we reflect on our experiences of supervision-of-supervision and highlight the value of experiential approaches in strengthening supervisory identity and skill development, while bridging the gap between theory to practice. Using a CAE design, we analyzed post-course reflective journal entries using thematic analysis to identify patterns across our experiences. We identified four interrelated themes: contributing factors, occurrences, outcomes, and synthesis.
