Student-Counselor Development, First-Year Experience, Grounded Theory
This qualitative study examined the experiences of 9 first-year master’s-level counseling students. Data revealed that students progressed through a constructivist sense making process in which previous experiences as well as personal expectations were used to make sense of their current experiences. A comprehensive—yet tentative—grounded theory based on in-depth interviews and a focus group is described. Implications for counselor education are provided.
Patterson, C. A., & Levitt, D. H. (2012). Student-Counselor Development During the First Year: A Qualitative Exploration. The Journal of Counselor Preparation and Supervision, 4(1). Retrieved from http://repository.wcsu.edu/jcps/vol4/iss1/1