News

Volume 6, Issue 3 of Teaching and Supervision in Counseling (TSC) is now available.

“A Target Model for Social Justice Supervision” by Sara E. Ellison, Paul Tierney, and Margaret Taylor
https://trace.tennessee.edu/tsc/vol6/iss3/1/

““Showing Up”: An Autoethnographic Exploration of Black Women’s Teaching Mentorship Narrative in Counselor Education” by Brean'a M. Parker, Shawntell Pace, Collette Chapman-Hilliard, and Raven Cokley
https://trace.tennessee.edu/tsc/vol6/iss3/2/

“Beyond the Standards: A Qualitative Analysis of Perfectionism Among Master’s-Level Counseling Students” by Sara E. Ellison, Jessica M. Tyler, and Malti Tuttle
https://trace.tennessee.edu/tsc/vol6/iss3/3/

“Enhancing Cultural Competence in Counselor Education through Sociolinguistic Awareness” by Jessica Haas, Diane D. Walsh, and Marisa Marroquin
https://trace.tennessee.edu/tsc/vol6/iss3/4/

“Multicultural Competencies: A 30-Year Content Analysis of American Counseling Association Journals” by Vanessa Placeres, Don Davis, Sarah Gazaway, Nic Williams, Erin Mason, Wendy Hsu, Lina Alsaegh, Tania Quintero Rico, and Brittany Glover”
https://trace.tennessee.edu/tsc/vol6/iss3/5/

“Wellness and Discrimination in Counselor Education” by Brett K. Gleason, Madeline Clark, Lena Salpietro, and Rachel Jacoby
https://trace.tennessee.edu/tsc/vol6/iss3/6/

“The Culturally Informed-Social Justice School Counselor Supervision Model” by Mariama C. Sandifer, Malti Tuttle, Melissa Mecadon-Mann, and Katrina D. Wilson
https://trace.tennessee.edu/tsc/vol6/iss3/7/

“Application of the Principles of Anti-Oppression to Address Marginalized Students and Faculty’s Experiences in Counselor Education” by Afroze N. Shaikh, Sravya Gummaluri, Jyotsna Dhar, Hannah Carter, Daun Kwag, Javier E. Ponce, Erin C. M. Mason, and Harvey C. Peters
https://trace.tennessee.edu/tsc/vol6/iss3/8/

As an open access journal, all of these articles are freely available. TSC is the official journal of the Southern Association for Counselor Education and Supervision (SACES), a region of the Association for Counselor Education and Supervision (ACES). The mission of SACES is to empower and support diverse counselor educators and supervisors in scholarship, advocacy, community, education, and supervision. The aim of TSC is to publish high quality scholarship that informs teaching, supervision, and mentoring in educational and clinical settings.

TSC invites manuscript submissions for consideration in upcoming issues of the journal. Manuscripts submitted to TSC fall within one of four categories: teaching, clinical supervision, mentorship, and current issues and topics relevant to the Southern Region of ACES. More information about these categories can be found on the journal’s aims and scope page at https://trace.tennessee.edu/tsc/aimsandscope.html.

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. All manuscripts are submitted to a blinded peer-review process. Additionally, a goal of TSC is to provide mentoring to graduate students in the area of peer review and writing. Accordingly, graduate students are encouraged to submit manuscripts to TSC.

Quantitative and conceptual manuscripts should not exceed 25 double-spaced typewritten pages, and qualitative and mixed method manuscripts should not exceed 30 double-spaced typewritten pages. These page limits include title page, abstract, references, and all tables and figures in addition to the body of the manuscript. 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.

Manuscripts can be submitted to https://trace.tennessee.edu/cgi/submit.cgi?context=tsc

If you have any questions, please contact us at tscjournal@saces.org

W. Bradley McKibben, Editor, Jacksonville University

Christian D. Chan, Associate Editor, The University of North Carolina at Greensboro

Erin C. M. Mason, Assistant Editor, Georgia State University

Katherine Espano, Editorial Assistant, Jacksonville University

Parishi Sanjiv Gandhi, Editorial Assistant, The University of North Carolina at Greensboro

Special Issue of Teaching and Supervision in Counseling Supporting a Research-Informed Future for Our Profession:Doctoral-level Research Training in Counselor Education and Supervision

This special issue focuses exclusively on the research training of doctoral-level students in counselor education and supervision programs. Counselor education and supervision programs train doctoral students to be prepared for professional identities such as educator, researcher, counselor, clinical supervisor, clinic director, and consultant (Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2024). Within each of those roles, doctoral students are bound by ethical and professional standards to continuously engage with research through various activities (e.g., consuming scholarly literature, gathering and making meaning of data, disseminating data) as part of monitoring effectiveness, promoting their own and others competence and growth, and advancing the field (American Counseling Association [ACA], 2014; Wester & Borders, 2014). Given that research is embedded within all professional identities and practices, it is critical for doctoral training programs to create a research training environment (Gelso, 1999) in which students are developed as researchers. Relatedly, scholars explored the phenomenon of researcher identity and have found it to be a developmental process in which students come to know themselves as researchers, and it is largely facilitated by intentional program design and faculty behaviors such as mentorship and modeling (Jorgensen & Duncan, 2015; Lamar & Helm, 2017; Limberg et al., 2020). Scholars also have found that research self-efficacy, interest, productivity, and perceived competence are impacted by those same program ingredients (Borders et al., 2020; Sunal & Kemer, 2022). To further emphasize the importance of program elements and design, Moore and colleagues (2024) found the research training environment accounted for more variance in doctoral students’ research self-efficacy than other variables such as intrapersonal, interpersonal, and experiential.  

That said, researchers have provided ongoing evidence for the need to address systemic issues and improve doctoral research training (Balkin, 2020; Barrio Minton et al., 2008; Borders et al., 2014; Borders et al., 2020; Moore et al., 2024; Wester et al., 2019), and recent changes in accreditations standards indicate the importance of continuing to advocate for rigorous training. For example, Balkin (2020) suggested it is difficult to develop a signature pedagogy in doctoral research training because research courses are often taught by faculty outside of counseling disciplines and do not meet the needs of counselor education and supervision doctoral students. Moore and colleagues (2024) found doctoral students often did not experience direct application of research to practice and were negatively impacted by a lack of research mentorship and modeling. Also, researchers found that counselor education doctoral students frequently report low research self-efficacy, imposter phenomenon related to researcher identity, and difficulties with understanding statistics (Borders et al., 2014; Borders et al., 2020; Limberg et al., 2020; Wester et al., 2020). To further compound those findings, CACREP 2024 accreditation standards allow greater flexibility within doctoral programs regarding research, which could result in even more challenges in research training and rigor in the development of doctoral-level scholars. Given this information, it is timely for the field of counselor education and supervision to come together and build upon existing literature about doctoral research training (e.g., Balkin, 2020; Borders et al., 2014; Borders et al., 2020; Lamar & Helm, 2017; Limberg et al., 2020; Moore et al, 2024; Wester et al., 2020) to understand challenges to research training, as well as solutions and strategies for supporting a research-informed future for our profession.  

In this special issue, we invite both conceptual and empirical manuscripts that relate to doctoral research training in counselor education and supervision. Given the role evidence-informed literature plays in advancing our field, we will aim to accept more data-driven manuscripts for this special issue. Furthermore, the topic of this special issue indicates the importance of mentoring and involving doctoral students in research and thus, we encourage collaboration between faculty and doctoral students. Potential topics for this special issue may include, but are not limited to, the following: 

• Impact of professional standards and/or institutional, College/School, and Departmental practices and norms related to doctoral research training environments

• Researcher development of doctoral students (e.g., researcher identity, research self-efficacy, research interest)

• Innovative teaching strategies for doctoral research courses

• Guidelines for doctoral programs to develop rigorous research training/models for infusion of research

• Models of training, research questions, and methodologies that promote research that has high social validity

• Culturally inclusive and responsive research training practices

• Research mentorship models and practices within doctoral programs

• The dissertation process and its connection to researcher development

• Imposter phenomenon amongst doctoral-level researchers

• Evaluation of research teaching or training effectiveness

• Integration of artificial intelligence or other technologies/software into doctoral research training

• Research ethics and doctoral research training 

• Grant writing development and training in doctoral programs 

We are inviting authors to provide a proposal for a manuscript that they would like to submit for consideration to tscjournal@saces.org by April 15, 2025. 

The proposal needs to include: 

• Working title 

• Authors (use a * to indicate doctoral student author)

• Indication if this is an empirical or conceptual manuscript 

• A description of the rationale, research question(s) and method (if applicable), and call for action/challenge/solutions for research training and education this manuscript hopes to provide. 

The proposal should not exceed 3-pages (the title page and references are not included in the 3-page limit)and should be double spaced, 12-point font, and 1- inch margins. Please also note the proposals do not have to be de-identified.

TSC will be publishing this special issue in the summer of 2026, so the timeline is noted below. The proposal should indicate that you are aware of the timeline and will be able to finalize a manuscript for submission within the time frame if invited. 

Tentative timeline:

• Submission of 3-page proposal to tscjournal@saces.org by April 15, 2025 

• Invitation to submit will be provided to authors by the guest editors by May 31, 2025

• Submission of invited manuscripts through https://trace.tennessee.edu/tsc by January 5, 2026 and all submissions should follow author guidelines and submission requirements listed on the website) 

• Peer review received approximately February 15, 2026 

• Final manuscript revisions need to be received by April 30, 2026 

• Potential issue will be published in July 1, 2026

Guest Editors 

The editors of this special issue are Dr. Maribeth F. Jorgensen at Sam Houston State University and Dr. Dodie Limberg at University of South Carolina. If you have questions related to the special issue, please contact Dr. Maribeth F. Jorgensen at mxj040@shsu.edu. If you have any questions about TSC, please contact Dr. Bradley McKibben, the TSC Editor, at wmckibb@ju.edu or Dr. Christian Chan, TSC Associate Editor, at cdchan@uncg.edu or tscjournal@saces.org, or Dr. Erin Mason, TSC Assistant Editor, at emason15@gsu.edu.

Teaching and Supervision in Counseling (TSC) is the official journal of the Southern Association for Counselor Education and Supervision (SACES), a region of the Association for Counselor Education and Supervision (ACES). The mission of SACES is to empower and support diverse counselor educators and supervisors in scholarship, advocacy, community, education, and supervision. The aim of TSC is to publish high quality scholarship that informs teaching, supervision, and mentoring in educational and clinical settings.

Call for Doctoral Student Editorial Board Members

We are seeking applications for doctoral student editorial board positions on the TSC journal. Graduate student board members will be appointed for a three-year term beginning July 1, 2025 and are expected to provide continuous service during that period of time. Student board members who graduate during their three-year term of service will be eligible to finish their term as a professional board member after graduating. Student board members will also be expected to work with a mentor from the TSC editorial board each year that they are a student.

Requirements for TSC graduate student editorial board members include:

• A doctoral student in a counselor education and supervision program with at least one year of academic coursework completed by the application deadline (March 15, 2025).

• Proficiency in one or more qualitative, quantitative, or mixed method research methodologies as evidenced by: 1) completion of research method coursework; and 2) a record of, or evidence of potential for, publishing in national peer-reviewed journals.

• Member of SACES in good standing.

• Commitment to prompt (within 21 days) and thorough review of manuscripts as assigned.

• Commitment to attending editorial board meetings.

• Commitment to completing the free online training course “Focus on Peer Review” hosted by Nature Masterclasses prior to July 1, 2025.

• Commitment to working with an assigned mentor each year while serving as a graduate student editorial board member. Mentors will be professional members of the editorial board.

To apply for a graduate student editorial board member position, please submit the following documents in one PDF using this link: https://jacksonvilleu.az1.qualtrics.com/jfe/form/SV_2gFDY5DVkDAPinA 

1. A brief cover letter outlining: a) your qualifications for graduate student editorial board membership, b) a commitment to board service (including mentorship), and c) scholarly interests

2. A current curriculum vita

3. A letter of recommendation from a faculty member/advisor in your program attesting to your qualifications for graduate student editorial board membership

If you have any questions, please contact the TSC Editorial team, Drs. Bradley McKibben, Christian Chan and Erin Mason, at tscjournal@saces.org.

Applications are due by March 15, 2025.

Hello SACES Members! 

Happy Holidays~

The Fall 2024 Issue of the SACES Newsletter is now available!

Thank you to all those who expressed interest in this edition, and special thanks to our contributors who made this issue on Scholarship a success.

Please consider contributing to our Spring 2025 issue, which will focus on the topic of Advocacy: advocate for the profession and inspire a commitment to social justice. 

You can find details for submission on page 2 of this issue. Submissions are due by February 28, 2025.

All the best for 2025!

Thank you,

Kara Hurt, John Harrichand, Lisa Whitehead, & Rebecca Gill
SACES Newsletter Team

SACES Webinar Committee is pleased to collaborate with the Gender Equity Committee for our Fall webinar series under the theme Gender Equity in Counselor Education and Supervision. The second webinar of this series, titled 'Clinical Supervision and the Transition Process: Transgender and Gender Expansive Clients,' will be held on Thursday, November 21st from 12 PM to 1 PM EST with presenters Beck A. Munsey Ph.D., NCC, LPC-S  and  Ryan Holliman, PhD, LPC-S.

Please visit SACES Webinar page to register and access previou s webinars!

SACES Webinar Committee is pleased to collaborate with the Gender Equity Committee for our Fall webinar series under the theme Gender Equity in Counselor Education and Supervision. The first webinar of this series, titled 'Affirmative Clinical Supervision: An Integrative Model,' will be held on Thursday, October 24th from 12 PM to 1 PM EST with presenters Sarah Stillwell, PhD, LPC-S, NCC and Amanda St. Germain-Sehr, MS, MA, LPC, MT-BC.

Please visit SACES Webinar page to register and access previous webinars!

The SACES Graduate Student Committee (GSC) is excited to welcome students at the SACES conference in Dallas! The GSC is happy to announce that we will be hosting a Graduate Student 3 Minute Thesis event at the upcoming conference on Friday, November 8th from 10am-10:50am. The purpose of this event is to present students the opportunity to practice their presentation skills, network and connect with other students who may have similar research interests, and add to their presentation section on their CV. This is an event that the GSC previously hosted at the SACES Graduate Students Lounge at the ACES 2021 conference and the SACES 2022 conference. Due to the success of that event and our desire to meet the conference needs of students, we have decided to bring this event to the SACES 2024 conference in Dallas. Selected students (from any region) are welcome to apply to present their research interest(s) for 3 minutes (yes, only 3, it's time to practice for those job talks!) aided by a one-slide PowerPoint presentation. Through a peer-review process, the SACES GSC will select as many submissions as possible. Selections will be based on the quality of the applicant's responses and rationale for presentation need. Preference will be given to students who are presenting less than twice at the SACES conference. Submissions are due NOW October 11TH.

Elections for SACES President-Elect-Elect and Secretary-Elect-Elect are Open

Dear SACES Members,

The SACES Executive Board is proud to present our candidates for SACES President-Elect-Elect (2025-2028) and Secretary-Elect-Elect (2025-2027).

The SACES Elections are now open! You can view our slate of candidates here and then vote for the candidates here. Please note that only active SACES members are eligible to vote.

Voting begins on September 26th, 2024, and will close on October 27th, 2024, at 11:59 pm EST. Historically, we haven't seen a high turnout in voting, so I encourage each of you to take just 10 minutes to review the candidates and vote for those you believe will best serve the mission and purpose of our organization.

If you have any questions about the process, please don’t hesitate to reach out to me.

Sincerely,
Dr. Michael Jones, LPC-S, NCC, BC-TMH
SACES Past President (2024-2025)

Hello SACES Members! 

The Summer 2024 Issue of the SACES Newsletter [link] is now available!

Thank you to all those who expressed interest in this edition, and special thanks to our contributors who made this issue on Supervision a success.

Please consider contributing to our Fall 2024 issue, which will focus on the topic of Scholarship: encourage, support, and recognize a diverse range of scholarship and research. You can find details for submission on page 3 of the current newsletter. Submissions are due by October 31, 2024.

Thank you,

Kara Hurt, John Harrichand, & Lisa Whitehead
SACES Newsletter Team

The purpose of the 2024 SACES Job Talks is to facilitate face-to-face presentations of active searches. Therefore, the Job Talks Committee assumes that all participants who submit materials to reserve a job talk presentation also register for and attend the conference. 

The 2024 SACES Job Talks Committee will not be hosting job postings therefore, employers/institutional representatives are encouraged to visit the ACES Career Center for posting their position information. 

Information for Employers/Institutional Representatives

To request a job talk presentation or access to job seekers’ CV’s, please complete the SACES Job Talks Request by October 18^th. Reservations will be made on a first come, first serve basis. Requests made after the 18^th deadline will only be made pending space available. 

There will be a $50 charge for job talk presentations. All proceeds will support sponsored programs. The university or employer will pay through CE-GO. Scroll to the bottom of the “tickets” where you will see Job Talks. Once the fee is paid and confirmed, the committee will move forward with scheduling. 

SACES Job Talks does not include scheduling meetings or spaces for individual job seeker and employer/institutional representatives. 

Information for Job Seekers

If you would like your CV made available to employers/institutional representatives and are open to being contacted for informal meetings, please email your CV to jobtalks@saces.org. Please save your CV materials as a pdf with the following naming convention: Name Specialty Area.pdf. Specialty areas include clinical mental health counseling, school counseling, marriage and family, rehabilitation, or general area.  

Job seekers are also encouraged to post their CV materials for free on the ACES Career Center. Please visit the ACES Career Center website for information. 

For questions or concerns, please contact via email at jobtalks@saces.org.

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Dr. Jonathan Ohrt
Dr. Jennifer Deaton
Amelia Mathis