Counseling research is shifting as ideas spread quickly through trainings, podcasts, and social media while traditional publishing moves slowly. This session examines how to get trustworthy findings to clinicians and counselor educators sooner through rapid but rigorous publication pathways, living evidence products, and clinician-friendly translation tools, using a recent theory dispute to illustrate how counseling can reduce knowledge lag without sacrificing rigor, equity, or ethics.
This session presents the development and initial psychometric evaluation of the Counselor Self-Discrepancy Inventory, a measure assessing discrepancies between counselors’ professional and personal selves. Grounded in self-discrepancy theory, results from EFA and CFA support a multidimensional structure with reliability and validity evidence. Implications for counselor training, supervision, and assessment practices will be discussed.
How do we dismantle systemic barriers and increase client access to competent and affirming ADHD assessments? Providing intensive assessment training to pre-independently licensed clinicians is an avenue to addressing this issue in Oregon, increasing access to care and treatment for clients.
There is often a parallel process in the development of a scholarly research identity between the junior faculty creating a research agenda and the counselors in training who are learning how to conduct counseling research. This session will explore that process and discuss how organization and mentorship impacts that process and what we have learned from our students about being mentors and researchers.
This session explores the integration of AI in clinical mental health and educational assessment. Participants will analyze current research, debate AI’s role through theoretical and pedagogical lenses, and apply ethical and cultural competencies to real-world scenarios. Attendees will leave with practical frameworks for evaluating responsible AI use in assessment contexts.
