Authorship is a common yet complex ethical issue in counseling research. This interactive session will explore professional standards, power dynamics, and practical strategies for determining authorship and order of authorship across collaborative teams. Through case discussion and guided reflection, attendees will develop skills to prevent and address authorship conflicts, promote transparency, and strengthen ethical and inclusive research collaboration.
Professional mentoring may support school counselors’ well-being and sustainability, yet existing measures offer limited applicability for research. This presentation describes the development and initial validation of the Mentoring Engagement Scale, a self-report measure of mentoring engagement. Results from 324 U.S. school counselors supported a two-factor structure—Investment and Impact—and demonstrated evidence of reliability and validity, with implications for research and practice.
CACREP requires doctoral students to receive faculty mentorship. Empirically we know the importance of this mentorship on researcher identity and that these benefits are greater when centering intersectional and cultural factors. However: how does this look practically? Our panel includes counselor educators who identify as female, Full Professors, at high research institutions. We’ll discuss our doctoral mentoring experiences rooted in research-informed strategies and intersectional feminism.
Anti-diversity, equity, and inclusion (DEI) policies at the state and federal level have inhibited research participation among historically minoritized groups, who were already underrepresented in counseling research. In this roundtable, we will discuss barriers to participation in research for minoritized groups, present strategies from the literature for recruiting and retaining research participants from minoritized backgrounds, and collaborate on unique approaches for counseling research.
The RARE Model framework was originally designed to help reluctant faculty engage in program assessment. Counseling students often present with similar apprehensions and limiting beliefs when it comes to research: “I’m not a research person!” This session shows how the RARE Model can be applied in counselor education to foster confidence and support research identity development through intentional, practice-based strategies.
The public accessibility of data does not eliminate the researcher's obligation to protect the individuals represented within it. Through analysis of sample publications and pre-existing data, this presentation examines the ethical risks of using publicly accessible data in academic manuscripts and offers guidance for determining what should and should not be published. The session concludes with an applied exercise using the ethical frameworks presented.
As attachment theory is increasingly used in counseling, accurate assessment is essential. This session presents findings from a study of counseling students examining the convergent and discriminant validity of the primary attachment style questionnaire (PASQ) with measures of adult attachment and self-object needs. Results show borderline-secure styles actually reflect self-deficits more than attachment. Attendees will learn how these patterns inform the clinical use of attachment assessments.
