A Content Analysis of Doctoral-Level Counselor Education Remediation Policies

Abstract

We conducted a Qualitative Content Analysis (QCA) content analysis of handbooks (N=54) from CACREP-accredited doctoral counselor education and supervision programs. The purpose of this study was to better understand how counselor education programs communicate remediation policies and procedures and what specific elements are included in handbooks. Our findings revealed that while dismissal policies, dispositions, due process, and evaluation procedures were commonly included, there was significant variability in the inclusion of other domains, such as retention policies and definitions of remediation. Notably, only one handbook included all ten documented domains. The study highlights a need for more comprehensive and standardized remediation policies to align with updated CACREP standards. Implications for counselor education programs include the importance of clear delineation of student expectations, the inclusion of both formal and subjective evaluation procedures, and the potential benefits of defining the purpose of remediation to support student development and program consistency.

Keywords:

• Counselor education Keyword: Counselor education
• counselor education and supervision Keyword: counselor education and supervision
• remediation Keyword: remediation
• gatekeeping Keyword: gatekeeping
• remediation policy and procedure Keyword: remediation policy and procedure

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