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Counselor educators with international backgrounds (CEIBs) play critical roles in counselor education by mentoring international students, conducting important cross-cultural research, developing international partnerships, increasing institutional focus on diversity, and promoting higher work environment satisfaction among non-international faculty members. Yet, higher education systems have too often ignored the barriers to success faced by faculty with international backgrounds, which can cause CEIBs to experience complex and challenging journeys. In this online photovoice (OPV) study, we utilized the accessibility of photography and online data collection and participant-informed interpretative phenomenological analysis to explore the professional identity development of CEIBs to promote greater awareness in counselor education and amplify CEIBs’ voices. Additionally, OPV provided opportunities for counselor educators and stakeholders to engage with the CEIBs’ photographs and stories in exhibitions to help address discrimination and injustices experienced by CEIBs as well as highlight the strengths of their complex and multicultural identities. Themes resulting from our data analysis process included mentorship, advocacy, empowerment, shifted positionality, and acculturation positioned in a complex interchange of personal development and professional experience. Implications for counselor education resulting from this study include the need for culturally sensitive faculty mentoring, the importance of expressions of valuing and accepting of CEIBs’ cultural identities by the counseling profession, and greater awareness of the complex and divergent ways participants viewed their intersectional identities in positive terms.

For international faculty in the USA, the transition from international student to international faculty is one of the primary stressors. Although there have been an increasing number of international counselor educators (ICE), little is known about their experiences navigating through the job search and immigration processes. Understanding this topic could help with the recruitment and retention of diverse faculty who identify as ICE. Utilizing a decolonizing and indigenous research paradigm, 15 counselor educators shared their lived experiences of navigating through the job search and immigration processes. Data analysis revealed two broad themes: obstacle course and international identity. Implications of the results are discussed.

This article features strengths and challenges indicated by foreign-born counselor educators in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. To gain a deeper understanding of this topic, we utilized a convergent parallel mixed methods design with merged quantitative and qualitative findings. Quantitative results indicated that foreign-born faculty (FBF) experienced more strengths in the personal, spiritual, and health domains while facing more challenges in the social, political, and financial domains. In addition, a thematic analysis identified three overarching themes reflecting FBF’s strengths, challenges, areas of support, and the impact of COVID-19: (a) adjustment as a foreign-born individual in the United States, (b) immigration status and procedures, and (c) working as a foreign-born faculty in counselor education. This article presents implications for FBF and stakeholders seeking to support this population, while also suggesting recommendations for future research.

The authors conducted a phenomenological study to explore the experiences of 32 school counselor educators preparing preservice school counselors. Analysis of data from 3 focus groups revealed 3 themes: breadth versus depth, balancing specialties and professor partiality, and preparation versus practice. These results highlight the need for collaboration across counseling specialties at the preservice level.

The authors examined the occupational satisfaction of 107 counselor educator mothers and found that work‐to‐family enrichment, support from colleagues, and number of children under age 6 were significant predictors of occupational satisfaction. These results underscore the importance of policies and programs to increase occupational satisfaction of academic mothers and to support their recruitment and retention.

Counselor educators in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (N = 335) were surveyed about their knowledge of colleagues' problems of professional competency (PPC). Findings suggest most participants are aware of colleagues with PPC. Professional behavior standards must be developed for those entrusted with counselor preparation.

Through a phenomenological study, the experiences of 8 early‐career school counselor educators who entered academia directly from positions as P–12 school counselors were examined. Results revealed that the participants experienced numerous challenges and supports related to their transition. Recommendations for counselor educators, doctoral students, and new faculty are provided.

Previous research suggests high school counselors are not living up to their potential as social/emotional, academic, and postsecondary counselors. This article addresses this concern by studying how schools and districts utilize counselors. Through interviews and observations of high school counselors, administrators, and counselor educators in an urban midwestern community, I find that counselors suffer from role ambiguity and role conflict due to lack of a clear job description, overlap with similar professions, supervision by noncounseling administrators, inadequate forms of performance evaluation, and conflict between their roles as counselors and educators. This conflict leads to poor boundaries at work, with counselors receiving an overwhelming amount of noncounseling duties that reduce their time with students. High school counselors have the potential to improve student social and academic outcomes, but these obstacles of role ambiguity and role conflict reduce them to school managers rather than master’s-level trained educators with a mental health background.

Interpretative phenomenological analysis (IPA) is a contemporary qualitative research method grounded in phenomenology, hermeneutics, and idiography. Philosophical principles and rigorous methodology make this approach well suited for research in counselor education and supervision. In this primer, the authors introduce counselor educators, counseling students, and counseling researchers to IPA theory and methodology and discuss considerations for implementation in counseling research.

The number of children of minoritized backgrounds from low socioeconomic backgrounds has increased in the United States. This shift has heightened concerns about the well-being of these children. Play therapists, trained to work closely with children, are expected to meet the needs of all children and promote social justice advocacy on behalf of their clients including children. Existing scholarship is limited, however, when understanding play therapist efforts to engage in advocacy. This phenomenological pilot study explored play therapists' perceptions of their social justice advocacy. The main findings revealed five themes: social justice, advocacy, training, challenges, and suggestions. Implications of these findings, future research directions, and limitations of the study are discussed.