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Research & Best Practice Award Grants

Call for Proposals

Purpose: The purpose for this call for proposals is to fund innovative best practices and research studies related to counselor education and supervision. SACES will fund up to six proposals, of up to $500 each.

Who May Apply: This grant competition is open to both professional and student members of SACES. Because of their need and because of the limited funding available for student research, student researchers are especially encouraged to apply. Individuals may submit (or be part of a submission team) for only one proposal. Multiple submissions by any researcher (individually or as part of multiple research teams) will not be accepted. Projects being considered for funding cannot already be completed by the time the award is announced (i.e., September 2017).

Proposal Format: Proposals must adhere to the following requirements in order to be considered:

  • Follow the guidelines set forth in the Publication Manual of the American Psychological Association (6th ed.) (2010). [No title page and abstract needed/application form will be title page.]
  • Proposal must be no more than four pages, excluding the application form and references.

Evaluation Criteria: A panel of reviewers will evaluate research proposals using the following criteria:

  • The researcher is a current Professional or Student member of SACES, and the researcher has submitted only one proposal for funding in this year’s grant program.
  • Points will be awarded according to the following formula:
    • Proposed topic is within the scope of counselor education and supervision (30 pts.)
    • Relevance of research or practice to counselor education and supervision as evidenced by the literature review (30 pts.)
    • Strength and clarity of the research methodology or description of program (30 pts.)
    • Applicable ethical standards for research with human subjects (10 pts.)

As a condition of the acceptance of the grant award, the researcher is required to:

  • Submit an interim and final report including a description of research activities and how funding is being used.
  • Submit a copy of the proposal in presentation form and present the research results at a SACES or ACES conference when the next call is announced. [The next call would be for the SACES 2018 or ACES 2019 conferences.]
  • The researcher will include an acknowledgment of SACES financial support of the project in all reports, presentations, or publications related to the supported project.

Deadline for Submission: The deadline for submission is August 11, 2017, 11:59 EST.

Maximum amount funded: SACES provides a maximum amount of $500 per grant that is awarded.

Submission Instructions: 

  • Click here to access the application form (or insert http://tinyurl.com/sacesresearch into your web browser)
  • Complete the application form
  • Upload one "masked" copy of the proposal (this copy should have no author identification on it) to the application form
  • Upload one copy of the proposal with author identification to the application form

Research Grant Recipients

2017

Sara Andrews, University of North Carolina at Charlotte and Daniel Gutierrez, College of William & Mary
An Investigation Examining the Association between Counselor Burnout, Personal Resilience, and the Supervisory Relationship

Ryan Cook, University of Alabama and Connie Jones,  University of North Carolina at Greensboro

Supervisor Cultural Humility as a Predictor of Supervisee Nondisclosure and Multicultural Competence

Rachael Marshall and Melinda Gibbons, University of Tennessee Knoxville

Counselor Educators Wellness Levels Impact On How They Promote Wellness

Sean Newhart and Colin Vaughn, College of William & Mary

Development of the Counseling Intervention Skills Competence Scale 

Laura Pignato , College of William & Mary
Improving Through Improv: Promoting Tolerance for Ambiguity and Counselor Development

Brooke Wymer, University of South Carolina
Supervisory Experiences Related to Secondary Traumatic Stress of Supervisees Treating Child Sexual Abuse Survivors

2016

Nikki Elston, Laura Shannonhouse, Amanda Rumsey, Mary Chase Mize, and Yung-Wei Dennis Lin
Georgia State University
Suicide Training in Counselor Preparation: Behavioral Observations of Counselor Trainees’ Suicide Intervention Skills

Caitlyn McKinzie and Gulnora Hundley, University of Central Florida
Anxiety and Cortisol Levels Amongst College Students: An Exploratory Investigation of the Effectiveness of Neurofeedback Training

Marina Vladimir, University of Texas – San Antonio
Lived Experiences of Non-Offending Fathers with Children who Survived Sexual Abuse

Shaywanna Harris and Glenn Lambie, University of Central Florida
An Investigation of the Relationship between Supervisors’ Self-Efficacy and Supervisees’ Satisfaction in the Supervisory Relationship.

Melissa Zeligman and Ramona Grad, Georgia State University
The Use of Mindfulness/Meditation in Skill Development for Counselors in Training

Katherine Feather, University of South Carolina
Counselor Competencies Working with Children Diagnosed with Autism Spectrum Disorder: A Phenomenological Investigation

Merry Leigh Dameron, Ami Camp, and Sejal Parikh Fox, University of North Carolina at Charlotte
Multicultural Education and Perceived Multicultural Competency of School Counselors

2015

Ariel Winston
Counselor Educators' Multicultural Competencies: Understanding Relationships between Race and Ethnic Identity Awareness

Courtney Holmes and Chris Reid
A Comparison Study of Traditional and Distance Learning Outcomes in Counselor Education

Emi Lenes, Katie Fields, and Jacqueline Swank; University of Florida
Body Whispers of Counselor Education Students: A Phenomenological  Inquiry

Katherine Feather
Preparing School Counselors to Assist Students with Disabilities: Rethinking Training, Competencies, and Standards in Counselor Education

Tiffany Rogers
Examining the Effect of Feminist Self-Labeling and Feminist Perspectives on Self-Efficacy of Undergraduate Students

Sandy-Ann Maria Griffith and Mike Kalkbrenner
Attendance in Counseling by Counselors: Identifying and Overcoming Barriers to Counseling

2014

Melissa Fickling; University of North Carolina at Greensboro
Career Counselors' Perspectives on Advocacy Behaviors

Dodie Limberg, Kimberly Dawes, Jonathan Ohrt, & Casey Barrio-Minton
University of South Carolina and University of North Texas
Research Identity Development of Counselor Education Doctoral Students: A Qualitative Investigation

Marlise Lonn; University of Texas at San Antonio
Supervisees' Experiences of Role Ambiguity and Disclosure Experiences in Triadic Supervision: A Phenomenological Study of Counseling Students

Corrine Sackett & Alyssa Jenkins; Clemson University
Advocacy in Childhood Obesity: Examining Adolescent Girls' Perspectives through Photovoice

Marcella Stark, Angie Wilson, & Jennifer Boswell

Texas Christian University, Texas A & M University-Commerce, and University of Houston - Victoria
Determining the Mentoring Needs of Counseling Students and Junior Faculty

Melissa Swartz; University of South Carolina
Becoming an Advocate: Perceptions of Exemplar Counselor Advocates

2013

Bethany Garr; University of North Carolina-Greensboro
Out of Harm’s Way: The Role of Clinical Supervision in the Prevention and Alleviation of Vicarious Trauma and Promotion of Vicarious Growth

Caroline O'Hara; Georgia State University
The Relationships among the Experiences of Racial Microaggressions in Supervision, Traumatic Experiences, and the Supervisory Working Alliance in Professional Counselors and Counselors-in-Training

Raissa MIller; University of North Texas
Experiences in Learning Interpersonal Neurobiology: An Interpretative Phenomenological Analysis

Hanna Lainas; University of North Carolina-Charlotte
Research: The Relationship between Supervisory Working Alliance and Supervisees’ Client Outcomes

Jessica Lloyd-Hazlett; College of William & Mary  
Epistemological Ties that Bind: A Developmental Approach for Exploring Counseling Trainees’ Constructions of Personal and Professional Identity

Daniel Guiterrez; University of Central Florida
Research: The Influence of Meditation on the Emotional Intelligence and stress levels, of Student Counselors

2012

Chastity Hope Bell

Janee’ R. Avent

Patrick R. Mullen

Lucy Lewis

Jennifer M. Johnson, Ph.D.

Wanda Briggs Ph.D.

2011

Julie Ballinger and Casey Barrio-Minton; University of North Texas

Laura Shannonhouse and Jane Myers; University of North Carolina at Greensboro

Melissa Alverado; University at Texas- Brownsville

Abigail Conley North; Carolina State University

Johnathan Ohrt
and Elizabeth Prosek; University of North Texas

Tamekia Bell; Old Dominion University

2010

Sejal Mehta; University of North Carolina at Greensboro

Laura Boyd Farmer; Virginia Tech

Robyn L. Lower; The University of North Carolina at Greensboro

John F. Kennedy; Regent University

Veronica J. Motley; Argosy University

Kathryn L. Henderson; University of Texas San Antonio

2009

Karen Cathey-Austin; University of Mississippi

Melodie H. Frick; University of Virginia

Amanda C. Healey; Old Dominion University

Amy T. Carrier; The University of North Carolina at Greensboro

Christine E. Murray and Amber L. Pope; The University of North Carolina at Greensboro

Julia Y. Porter and Mary Ann Hollingsworth; Mississippi State University-Meridian

Breyan N. Williams-Haizlip; Old Dominion University

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