| According to CACREP (2009), doctoral-level students receive training in five professional roles (counselor educator, supervisor, researcher, counselor, and leader and advocate) within four facets (ethical and legal issues, purpose, understanding relationships, and "role"). A systematic review of the professional guides (2009 CACREP Doctoral Standards and 2005 ACA Code of Ethics) highlighted five researcher identified areas of no guidance: (A) the purpose in the role of a counselor educator; (B), purpose in the role of a researcher; (C) ethical and legal issues, (D) purpose, and (E) understanding relationships in relation to the role of advocate.;Additionally, it seemed that these guides were written for an individual that already possessed the base of knowledge expected at the conclusion of doctoral-level training, as opposed to being written for an individual that is looking to guide their acquisition of additional knowledge at the doctoral-level. Furthermore, it appeared that a lack of guidance existed in three relationships specific to doctoral-level study: (1) doctoral-level student and master's-level student, (2) counselor educator and counselor educator, and (3) doctoral-level student and counselor educator.;This study explored how useful doctoral-level students and first year faculty find the combination of the professional guides in helping doctoral-level students understand and function within the five roles that doctoral-level students receive training through the use of the SPGRDTR-SV assessment tool.;Results support the existence of four out of the five researcher identified areas of no guidance in the professional guides and revealed that doctoral-level students do have questions regarding the three relationships specific to doctoral-level study that the researcher identified as overlooked in the professional guides. Additionally, it was found that twelve out of the twenty role and facet combinations were viewed as "useful" or "very useful" by participants in helping doctoral-level students understand and function within the five roles that doctoral-level students receive training. Furthermore, information contained in the professional guides was perceived as "useful" for three out of the five roles. Based on the findings of this study, implications and recommendations are explored, as well as areas of future study. |
