The aim of TSC is to publish high quality scholarship that informs teaching, supervision, and mentoring in educational and clinical settings. Articles may be empirical, conceptual or theoretical, or based on current issues; with an emphasis on empirical research. Articles must be scholarly, grounded in existing literature, and have implications for the counseling profession including, but not limited to, counselor education, supervisory practice, clinical training, pedagogy, mentoring, or advocacy and public policy. Additionally, a goal of TSC is to provide mentoring to graduate students in the area of peer review and writing. All manuscripts are submitted to a blind peer-review process. Manuscripts submitted to TSC fall within one of four categories, although other kinds of submissions may be considered...
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For quantitative and conceptual submissions, manuscripts should not exceed 25 double-spaced typewritten pages, including title page, abstract/public significant statement page, references, and all tables and figures in addition to the body of the manuscript. For qualitative and mixed-method submissions, manuscripts should not exceed 30 double-spaced typewritten pages, including title page, abstract/public significant statement page, references, and all tables and figures in addition to the body of the manuscript. Current issues manuscripts should be between 10 to 15 pages in total length. The manuscripts should also be written according to the American Psychological Association (APA) Publication Manual style, 7th edition, and APA Journal Article Reporting Standards (JARS). More information about TSC’s submission guidelines and policies is available at https://trace.tennessee.edu/tsc/policies.html.
If you have any questions, please contact Dr. Bradley McKibben, TSC Editor, at firstname.lastname@example.org
We are thrilled to share the information on the latest issues in Teaching and Supervision in Counseling, the flagship journal of SACES! The journal is open-access, and each hyperlink below takes you directly to the article for your reading and downloading purposes. Check out the latest articles in the journal! Additionally, feel free to follow our social media accounts on Facebook, Twitter, and Instagram.
2022 Special Edition - Volume 4, Issue 2 – TSC
Empathy-In-Teaching as a Multidimensional Disposition in Counselor Education
Eric R. Baltrinic and Melissa Luke
Veterans in Counseling Programs: Military Service and the Counselor Training Process
Crystal D. Hahn, Carl R. Price, and Claudia G. Interiano-Shiverdecker
Motivation, Belonging, and Support: Examining Persistence in Counseling Programs
Alisa Housenecht and Jacqueline Swank
Cross-Cultural Distance Dialogues in Counselor Education: Collaborative Pedagogy
Sarah N. Baquet and Jehan Hill
Introduction to the Special Section: Suicide Risk Assessment and Intervention in School Counselor Training
Lucy L. Purgason, Christian D. Chan, and Bradley McKibben
Suicide Intervention in Schools: If Not School Counselors, Then Who?
Laura Gallo and Carrie A. Wachter Morris
A Wrap Around Approach to Suicide Prevention in Schools: It’s not just School Counselors….
Tahani Dari and Jan Gay
MTSS for Suicide Prevention and Intervention: Considerations for School Counseling Preparation
Emily Goodman-Scott, Jennifer Betters-Bubon, and Rebecca Pianta
School Counselor Suicide Response: A Final Rejoinder
Carrie A. Wachter Morris and Laura Gallo
2022 Volume 4, Issue 1 – TSC
Counselor Education Doctoral Students’ Research Self-Efficacy: A Systemic Perspective
Zahide Sunal and Gulsah Kemer
The Impact of a Counseling Techniques Course on Self-efficacy and Stigma
Allison Crowe, Richard Lamb, Janee Avent Harris, Loni Crumb, and Syntia Santos Dietz
Predictors of Counseling Self-Efficacy: Examining Counselor Trainee’s Perception of Supervisory Interaction Style
Poonam V. Doshi, Alfred W. Ward, and Rostyslaw W. Robak
Impact of Service-Learning on Student Counselors’ Self-Reported Measures of Program Evaluation, Counselor Advocacy, and Interprofessional Education
Jessica Lloyd-Hazlett, Cory Knight, Emily Horton, and Samantha Airhart-Larraga
Enhancing Counselor Education and Supervision through Deliberate Practice
Zach Budesa and Casey A. Barrio Minton
Determining Cross-Cultural Mentorship Readiness in Counselor Education and Supervision Programs
Jody Vernam, Brian Paulson, Bridger D. Falkenstien, Lynn Bohecker, and Nivischi Edwards
A Pilot Study on Counselor Trainees’ Social Justice Identity Development and Effective Pedagogy in a Multicultural Counseling Course
Shelby Messerschmitt-Coen, Gayle Garcia, Colette T. Dollarhide, and Damon Drew
Students’ Experience of Family Counseling Role-Play with Developmental Considerations
Emily Horton, Crystal Hughes, Priscilla R. Prasath, and Jessica Lloyd-Hazlett
W. Bradley McKibben, (he, him, his)
Christian D. Chan (he, him, his)
The University of North Carolina at Greensboro
Emu Aragon (he, him, his)
The University of North Carolina at Greensboro
Alex Kristjansson (he, him, his)