Counseling Research Trends: A Content Analysis 2016–2020

ABSTRACT

A content analysis of research published in six key counseling journals was conducted from the years 2016–2020 including: Counselor Education and Supervision, Journal of Counseling and Development, Journal of Counseling Psychology, Journal of Humanistic Counseling, Journal of Multicultural Counseling and Development, and Measurement and Evaluation in Counseling and Development. This research sought to identify trends in contemporary counseling literature. The articles reviewed were categorized in terms of: (a) research paradigm (i.e. theoretical vs empirical), (b) whether the article explored the efficacy of a specific intervention, and (c) keywords. The paper concludes with implications for academic counseling literature.

KEYWORDS:

• Content analysis
• counseling literature
• counseling methodology
• counseling interventions

Acknowledgments

We are grateful for the contributions made to this work by Katherine Fuchs, who helped with the initial coding. We are also appreciative for the feedback we received from attendees at the 2021 Alabama Counseling Association’s annual conference.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

David T. Marshall

David T. Marshall is an associate professor of educational research in the College of Education at Auburn University. He teaches graduate-level coursework in research methodologies. Much of Dr. Marshall’s research over the past four years has focused on the impact that the COVID-19 pandemic has had on K-12 schools, with an emphasis on student and teacher well-being. His research interests also include charter schools and school choice, education reform and policy, and teacher preparation. Dr. Marshall earned a Ph.D. from Virginia Commonwealth University in educational research and evaluation. He also holds master’s degrees from La Salle University and Virginia Tech. Dr. Marshall previously taught middle and high school social studies in Philadelphia, Pennsylvania. He spent seven years working with urban teacher residency programs in Virginia. Recently, Dr. Marshall served two terms as chair of the Alabama Public Charter School Commission.

John W. Elmer

John W. Elmer is a third-year doctoral student in the Counseling Psychology Ph.D. program at the University of Missouri-Columbia. He received his master’s degree in Clinical Mental Health Counseling at Auburn University. He has served as a counselor at a VA hospital, college career counseling center, and community mental health clinic. His research primarily focuses on (a) vocational psychology, (b) identity development, and (c) persons with disabilities.

Claire C. Hebert

Claire C. Hebert is a Licensed Professional Counselor (LPC) for the state of Alabama, a National Certified Counselor (NCC), and Board Certified Telemental Health Professional (BC-TMH) who provides counseling services to adults who are survivors of various forms of trauma, as well as those within the disability community. Claire earned her master’s degree in clinical mental health counseling from Auburn University and is currently completing her third year in the Counselor Education doctoral program at Auburn University. Claire’s research interests include (a) quality of life interventions for individuals with disabilities, (b) self-regulation and processing for counselors-in-training, and (c) crisis interventions for support persons of trauma survivors.

Krista E. Barringer

Krista E. Barringer received her master’s degree in Clinical and Mental Health Counseling from Auburn University and her Bachelor of Arts in Psychology with a focus on child development from St. Edward’s University in Austin, Texas. She is a Professional Counselor Associate in the state of Oregon, but currently lives in Raleigh, North Carolina. Krista has advanced clinical training in Perinatal Mental Health and focuses her clinical practice on perinatal therapy and relationship therapy.