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The authors explored how mindfulness influenced the relationship between perceived stress and counseling self‐efficacy (CSE) among 187 counseling students. Results suggest mindfulness mediated the relationship, diminishing the negative impact of stress on CSE. Implications address how counselor educators can promote mindfulness as an avenue to enhance counselor development by increasing CSE and reducing stress in counseling students.

The COVID‐19 pandemic disrupted many counselor education programs. We interviewed 10 school counselor educators to explore their experiences navigating practicum and internship experiences during the pandemic. We identified five themes: (a) supporting SCITs, (b) decision‐making, (c) rethinking clinical experiences, (d) preparedness, and (e) gatekeeping. We discuss implications for student training and research.

We investigated the effectiveness of a 5‐week wellness group curriculum for counselors‐in‐training (N = 60). A repeated measures multivariate analysis of variance was conducted to evaluate whether the curriculum positively affected perceived wellness among participants. The results showed statistically significant differences in scores, indicating a higher level of wellness after the intervention.

Many counselors in training may be susceptible to traumatization and/or retraumatization during their training process due to the elevated prevalence of their past trauma experience and the nature of their professional work involving exposure to trauma narratives in coursework and during fieldwork. Recognizing the growing need for a trauma-informed approach in training future helping professionals, including counselors-in-training, we present an overview of a framework called the Trauma-Informed Counselor Education and Supervision (TI-CES). This framework draws on assumptions and principles from trauma-informed care (TIC). Also, we address the applications of four key assumptions (i.e., Realize, Recognize, Respond, and Resist retraumatization) and six principles (i.e., Safety; Trustworthiness and transparency; Peer support; Collaboration and mutuality; Empowerment, voice, and choice; and Cultural, historical, and gender issues) of the TIC. These assumptions and principles are specifically tailored to address the unique challenges and needs of counselor education and supervision. In addition, we offer stepwise key recommendations to prevent (re) traumatization and mitigate the impacts of trauma exposure at three critical levels: throughout the program admission, during the program, and after exposure to traumatic components of training. By following the recommendations, counselor educators and supervisors can create a supportive and safe environment that fosters the well-being of counselors-in-training while equipping them to respond effectively to potentially traumatizing components in their training.

This study explored factors that best predict intentional nondisclosure by counselors‐in‐training (CITs) during onsite supervision, including social judgment about one’s supervisor, the supervisory working alliance (SWA), and supervisee attachment styles. Stepwise regression in a sample of 146 CITs revealed that the SWA and supervisee attachment avoidance predicted 60% of the variance in intentional nondisclosure.

The purpose of this study was to compare the performance of international and domestic counselors-in-training attending a CACREP-accredited counseling program in the northwest region of the U.S. The effectiveness and efficiency of reducing distress levels were compared between these two groups of students. We examined the outcome of 286 clients seen by 57 counselors-in-training over 1-year period in a University Training Counseling Center. Data were analyzed using mixed ANOVA to determine and to evaluate clients’ treatment outcomes per group of counselors. Results indicated a significant decrease in the clients’ distress scores, and there were no significant differences in effectiveness and efficiency between international and domestic counselors-in-training. Implications are made for counselor educators and researchers.

The authors examined the influence of dispositional mindfulness and personal distress on counseling self‐efficacy among 162 counseling students. Results indicated that dispositional mindfulness and personal distress accounted for significant variance in counseling self‐efficacy. These findings suggest that internal dispositions may facilitate or hinder counseling self‐efficacy in counseling students.

The authors examined whether attributional style could explain burnout among 201 counseling graduate students. Hierarchical multiple regression analysis results indicated that stability and globality of attribution explain a significant amount of the variance in counselor trainees’ burnout. These findings suggest intervention and training should be used to promote a more flexible and positive orientation to handle stressful life events.

The authors present an interpretative phenomenological analysis (IPA) case study used to uncover the meaning-making system of professional identity development experienced by a graduate student completing a two-semester school counseling internship. The intern engaged in critical self-reflections as weekly vloggings, which are single-turn video monologs. The rigor of IPA allowed the researchers to explore the intern’s personal reflexivity as a space between what the intern was doing and his process of becoming a professional. The super-ordinate theme that emerged from the analysis in this case study was connecting the dots. . . it’s all about the kids. Findings from this research have implications in higher education and professional studies for creating a transformative learning environment and engaging individuals in the professional identity development process.

This study examined the relationship between demands, resources, meaningful work, and burnout of counselors‐in‐training. The results of structural equation modeling indicated that demands and resources significantly predicted burnout of counselors‐in‐training, whereas meaningful work did not mediate the relationship between resources and burnout. Implications for counselor education are discussed.