Counselling PsyChology Quarterly

2019, Vol. 32, No. 2, 169–185

https://doi.org/10.1080/09515070.2018.1428169

Predicting the evolution of counseling psychology in the

United States: results from a Delphi poll of academic training
directors
Jennifer M. Taylora, Alexandra Z. Kolaskia‡, Hannah Wrighta‡, Halleh Hashtparia and
Greg J. Neimeyerb
a
Department of Educational Psychology, University of Utah, Salt Lake City, UT, USA; bDepartment of Psychology,
University of Florida, Gainesville, FL, USA

ABSTRACT ARTICLE HISTORY

What might the field of counseling psychology in the United States of Received 14 June 2017
America look like 10 years from now? In a Delphi Poll, an expert panel, Accepted 11 January 2018
consisting of 28 training directors from APA-accredited counseling
KEYWORDS
psychology programs, made predictions regarding the future of Counseling psychology;
counseling psychology 10 years from now in relation to three domains Delphi poll; training and
(core features, research and training, and professional training) and education; specialization;
32 specific areas within those domains. The strongest core feature trends and predictions
of counseling psychology was viewed as a continuing commitment
to issues of diversity (M = 4.64, SD = .63); the research and training
theme predicted to attract the most attention in the next 10 years
was a commitment to evidence-based practice (M = 4.71, SD = 1.20);
and the professional training theme predicted to gain the greatest
focus was attention to professional competence (M = 4.43, SD = .65).
Results were compared with a previous Delphi Poll conducted in 2001,
and recommendations are outlined for future research designed to
contribute to the ongoing development of the field of counseling
psychology.

Though counseling psychology is distinctive from clinical psychology in its emphasis on

both normal developmental issues and issues related to emotional adjustment, counseling
psychology’s identity only gradually took shape after a protracted period of introspection
and development (Neimeyer, Taylor, Wear, & Buyukgoze-Kavas, 2011). This development has
been marked by a number of national conferences, including the New York Conference on
Vocational Guidance in 1912, the Northwestern conference in 1951, the Greyston conference
in 1964, and the Georgia conference in 1987 (Vespia, Sauer, & Lyddon, 2006). The Greyston
Conference in particular was key to the solidification of the field’s identity; many important
figures in the field presented there and, with a touch of wry humor, Thomson and Super
(1964) observed that, “Counseling psychologists are no longer a group of people in search

CONTACT Jennifer M. Taylor Jennifer.M.Taylor@utah.edu

‡
Authors 2 and 3 contributed equally to the manuscript and are listed in alphabetical order.
© 2018 Informa UK Limited, trading as Taylor & Francis Group
170 J. M. TAYLOR ET AL.

of a professional identity, but rather a group, some members of which have an identity
problem” (p. 27).
Despite Thomson and Super’s playful comment, counseling psychologists continue to
debate the core features of their field, especially as considerable crossover occurs after stu-
dents graduate, and clinical and counseling psychologists fill similar professional roles
(Hutman, Lichtenberg, Goodyear, Overland, & Tracey, 2016; Neimeyer et al., 2011). This ongo-
ing self-reflection on the field’s identity is showcased in special issues devoted to the direc-
tion of counseling psychology (e.g. The Counseling Psychologist, 8(4), 1980 and 16(3), 1988;
Counselling Psychology Quarterly, 19(2), 2016). The field’s dedication to exploring the forces
that have shaped counseling psychology is also evident through a range of articles that ask,
“How special is the specialty?” (Neimeyer et al., 2011), and through articles that ponder the
future directions and key contributions the field may make (Fouad, 2013; McCord, Saenz,
Armstrong, & Elliott, 2015).
As part of this literature, Neimeyer and Diamond (2001) conducted a study investigating
areas of consensus and dissensus regarding the future of counseling psychology and
explored anticipated trends that would likely increase in emphasis in the years ahead. The
original article clustered topics of interest into three major areas: counseling psychology’s
core identity commitments, scientific subscriptions, and aspects of professional training.
The researchers found that investment in multiculturalism and diversity and lifespan devel-
opment comprised the most central predicted components of counseling psychology’s
future core identity. Within the areas of research and practice, attention to qualitative design
and neuropsychological assessments were projected to rise the most in centrality within
the field in the following 10 years. The current article aims to provide an update on Neimeyer
and Diamond’s study and identify the defining features of the specialty that are likely to
sustain it in the years ahead.

Counseling psychology’s core identities

In distinguishing the field’s core values from those of other similar fields, such as clinical
psychology, school psychology, and counselor education (Altmaier & Hansen, 2012), coun-
seling psychology has long emphasized its commitment to the developmental model of
human growth and adjustment, in contrast to the more diagnostic or medical model of
psychopathology (Goodyear et al., 2016; Magyar-Moe, Owens, Scheel, Buki, & Sheldon,
2015). In spite of efforts to maintain distinctiveness, the allied behavioral health fields have
been subjected to common forces, such as specialization and integrated health care, that
exert homogenizing influences on otherwise discrete specialties (Arredondo, Shealy, Neale,
& Winfrey, 2004; Kaslow, Graves, & Smith, 2012). One result is the repeated call for counseling
psychology to be closely aligned with other health care professions, such as neuropsychology
(Agresti, 1992; Goss, 2016).
Nonetheless, there are several enduring features that continue to distinguish counseling
psychology from other specialties. One central element is the field’s continuing commitment
to lifespan development (Hutman et al., 2016). Neimeyer and Diamond (2001) found that
lifespan development was predicted to constitute a central component of the field’s future
identity. And likewise, Goodyear and colleagues (2016) found lifespan development was an
important value among counseling psychologists within all eight countries they
surveyed.
 COUNSELLING PSYCHOLOGY QUARTERLY  171

In addition to lifespan development, counseling psychology was one of the first areas
within applied psychology to devote attention to issues of diversity, social justice, and mul-
ticulturalism (Baker & Subich, 2008). Similarly, Goodyear and colleagues (2016) found that
multiculturalism and diversity, in addition to social justice and advocacy, were seen as impor-
tant values of counseling psychologists among the countries they studied.
And although the field has long been grounded in its attention to lifespan and multicul-
tural issues, other core features of the field have been transformed across time. A number
of researchers have noted the continuing decline in interest around vocational and career
concerns in many, but not all, countries (Goodyear et al., 2016). This decline comes in spite
of increasing evidence that vocational and career processes are becoming increasingly
important in clinical practice and research (Robitschek & DeBell, 2002).

Research trends in counseling psychology

Another major area of identity formation for the field of counseling psychology concerns
the relationship between science and practice (Overholser, 2015). Attendees at the Boulder
Conference of 1949 explored training in clinical psychology and articulated what later
became known as the scientist-practitioner model (Baker & Benjamin, 2000; Nicholson &
Madson, 2015; Raimy, 1950). This model remains the dominant training model in U.S. coun-
seling psychology programs (Ridley & Laird, 2015). The scientist-practitioner model also
provides a foundation for training in Australia, Canada, New Zealand, and the United
Kingdom (Vespia et al., 2006).
Despite its popularity, the field of counseling psychology has long struggled with the
forms that this integration between science and practice might take (Yates, 2013). While the
movement within psychology spans as far back as 1947 (APA, 2006), recent momentum has
shifted toward embracing evidence-based practice as one mechanism for effecting sci-
ence-practice integration within the specialization. Shifts in the research focus of the field
are also demonstrated through the popularity of publications in the field’s major journals.
Three different content analyses conducted over the period of 1954 and 2009 identify the
major areas of interest in the field and trace a significant rise in multicultural concerns. The
most recent study, which covered the years between 1999 and 2009, found that multicul-
turalism and/or diversity accounted for the largest number of articles published (Buboltz,
Deemer, & Hoffmann, 2010; Lee, Rosen, & Burns, 2013), a substantial shift from the prominent
attention given to career and vocational issues in earlier eras of the specialty (Zytowski &
Rosen, 1982).
Social justice and activism, two related areas, have also seen an increase in scholarly focus,
and doctoral students in particular are seeking additional training in the areas of social justice
and activism (Beer, Spanierman, Greene, & Todd, 2012). The focus on issues of social justice
and diversity reflect a trend toward increasing discussion and awareness of these issues (see
Lichtenberg, 2017). Counseling psychology is now emerging as a leader advancing literature
in social justice and advocacy, areas which have long been close to the hearts of those in
related fields (e.g. community psychologists and feminists).
172 J. M. TAYLOR ET AL.

Professional training
In addition to the core commitments and research commitments of counseling psychology,
a third area of increasing importance in the literature is in the area of professional compe-
tence. Although competence is a complicated variable, counseling psychology, with its
emphasis on diversity and multiculturalism, seems to be particularly well suited to answer
some of the questions in this area (Sommers-Flanagan, 2015). There have been a number
of key recent developments in the field of professional competence, including attention to
multicultural competence and its relationship with client outcomes (Owen, Leach, Wampold,
Rodolfa, & Mallinckrodt, 2011). Additionally, a focus on defining and assessing the develop-
mental benchmarks of professional competence has been a key objective in recent research
(Taylor, Neimeyer, & Duffy, 2017).
Closely aligned with the issues of professional competence are issues surrounding the
self-care of counseling psychologists both in training and in practice. Self-care refers to the
behaviors that create a balance between personal and professional life (Bamonti et al., 2014).
The practice of self-care has gained recognition as essential to maintaining high quality
productivity while lowering the chance of burnout (Barnett, Baker, Elman, & Schoener, 2007).
Some go as far as to refer to this as an “ethical obligation” for psychologists (Wise, Hersh,
& Gibson, 2012). Recent research has noted the need to intensify a focus on self-care in
graduate training programs, citing the pervasive impacts of stress on functioning (Rummell,
2015).
Additionally, attention has been directed toward the preparation of doctoral students for
placement in pre-doctoral internships, postdoctoral fellowships, and ultimately, the work-
force. A related focus has been on the required number of practicum hours needed in prepa-
ration for the pre-doctoral internship and how this relates to career placements and the
student’s overall development as a competent psychologist. In 1994, for example, the aver-
age number of practicum hours hovered around 1,500; this number increased by 2006 to
nearly 2000 hours (Rodolfa, Owen, & Clark, 2007).
Also related to issues of training and competence, importance of quality supervision, in
the context of supporting students in practicum, internships, fellowships, and the workplace,
cannot be overstated. Given the influence of counseling psychology training programs on
broad-based professional practice, supervision also maintains its status as a key issue in
counseling psychology (Grus, 2013). However, recent analysis of supervision-related coun-
seling psychology research in the Journal of Counseling Psychology and The Counseling
Psychologist shows a somewhat steady 35-year decline in amount of research published in
these outlets (Mallinckrodt, 2011).
While many of the studies introduced above explored the identities of counseling psy-
chologists in the United States of America, there is evidence to suggest that these values
are also integral in other countries. In a recent international study, Hutman and colleagues
(2016) found 10 core values, albeit to differing degrees, among counseling psychologists in
Australia, Canada, New Zealand, South Africa, South Korea, Taiwan, the U.K., and the U.S.
Their findings were broadly consistent with Neimeyer and Diamond’s (2001) study in the
U.S. Goodyear and colleagues (2016) and Hutman and colleagues report the following fea-
tures of counseling psychologists: (1) a strengths-based approach, (2) multiculturalism and
diversity, (3) person–environment interactions, (4) a developmental emphasis, (5) evi-
dence-based practice, (6) advocacy and social justice, (7) both short- and long-term
 COUNSELLING PSYCHOLOGY QUARTERLY 173

interventions, (8) prevention, (9) career counseling, and, to a lesser degree, 10) conducting
research that furthers knowledge within counseling psychology (p. 19 and 6, respectively).
Goodyear and colleagues found that attention to strengths was designated as the most
important and most consistent value among counseling psychologists within the eight
countries studied. The second most integral value for counseling psychologists in the inter-
national survey was diversity and multiculturalism.
Commonalities among the values of counseling psychologists internationally exist, as do
differences in values evidenced across time. Although the identity of counseling psychology
and the field’s most salient training issues have shifted over time, the questions still remain:
Where is our field possibly headed? What will define us and what will our specialty
emphasize?

Study aims
This article aims to contribute to the field by exploring future directions for counseling
psychology. Attention was placed on the core identity of the field, issues of diversity and
social justice, the relationship of counseling psychology to scientific inquiry, and issues
regarding professional training and practice, areas highlighted in both recent and older
publications in Counselling Psychology Quarterly (Goodyear et al., 2016; Neimeyer & Diamond,
2001). The results of this study intend to serve as stimulus for future research and help define
both professional- and graduate-level training goals.

Method
The Delphi method was chosen to explore future trends in counseling psychology. Created
by the RAND Corporation in 1948, the Delphi method was originally used as a statistical
approach to provide projections for military technological advancements (Fink, Kosecoff,
Chassin, & Brook, 1984). Delphi polls utilize an identified panel of experts in a given area that
are serially surveyed regarding anticipated future developments in their field, with the goal
of moving toward greater consensus and clarity across survey iterations.
The Delphi method was selected for several reasons. It provides one of the strongest tools
available to forecast future trends (Cicarelli, 1984), utilizes quantitative data to ensure all
participants’ opinions are effectively represented through the final consensus (James &
Roberts, 2009), and offers more accurate forecasts than conjectures from a single expert
(Ono & Wedemeyer, 1994). Predictions from Delphi polls have been proven to be more
accurate than those gathered through in-person consensus meetings or through the tradi-
tional survey method (Hsu & Sandford, 2007). Because experts are confidentially polled for
their opinions, the Delphi method prevents issues that often arise with group meetings,
such as pressures to conform (Martino, 1972), and encourages participation grounded in
rational thinking, quantitative data, and collective information (Neimeyer, Taylor, & Rozensky,
2012). In recent years, Delphi methodology has been applied to studying professional com-
petencies for psychologists who work with veterans (Leppma et al., 2016) and those in active
duty (Taylor et al., 2017), the durability of knowledge within specialties and proficiencies in
psychology (Neimeyer et al., 2012; Neimeyer, Taylor, Rozensky, & Cox, 2014), and the thera-
peutic alliance (Bedi & Duff , 2014).
174 J. M. TAYLOR ET AL.

Participants
The creation of a strong expert panel is crucial to the integrity of a Delphi Poll. In fact, the
makeup of the panel members is considered “the most important decision the panel director
will make” (Martino, 1972, p. 54). Researchers typically recommend between 10 to 20 par-
ticipants when they are relatively homogeneous, and 50 or fewer participants within heter-
ogeneous populations (Hsu & Sandford, 2007). The size of the Delphi panel is secondary to
the standing and expertise of its panel members, however, who should possess both breadth
and depth of vision regarding the topic of study (in this case, the specialty of counseling
psychology).
In an effort to ensure the representativeness of our U.S. experts, current training directors
from all 69 American Psychological Association (APA)-accredited counseling psychology
training programs were individually invited to participate in the study, and this group formed
the expert panel on the future of the field. Counseling psychology training directors have
been used as experts in other studies as well, in relation to exploring the popularity of the
scientist-practitioner training model (Ridley & Laird, 2015), the relationship between diversity
and trainee competence issues (Shen Miller, Forrest, & Elman, 2009), teaching assistant train-
ing (Prieto & Scheel, 2005), and the popularity (or lack thereof) of qualitative research training
(Ponterotto, 2005) and certain vocational instruments (Watkins, Campbell, & Manus, 1990).
The rationale for inviting training directors as experts in this study followed from four primary
reasons. First, because this study represents an update to a study conducted 15 years prior
(Neimeyer & Diamond, 2001), we wanted to sample from the same population (training
directors) in order to enable comparisons across time. Second, because the study investi-
gated the identity of counseling psychology and research and professional training areas in
the field, training directors were well positioned to contribute (Neimeyer & Diamond, 2001).
Third, because training directors are often seasoned professionals who are in charge of
training the next generation of counseling psychologists, they are likely well situated to
comment on a wide range of areas and trends within the field. Lastly, utilizing training
directors for the expert panel allowed us to solicit everyone in the population and therefore
increased the likelihood that the sample would be representative.
In total, 28 training directors (representing a 40.6% participation rate) responded and
therefore constituted the expert panel. Within the panel, 60.7% identified as female, and the
racial demographics included 78.6% identifying as white, 14.3% as Asian, and 7.1% as Other
(not otherwise specified). Participants graduated, on average, 18 years earlier (M = 17.9;
SD = 8.08), providing evidence that these panelists were relatively seasoned. As a point of
comparison, in Neimeyer and Diamond’s (2001) study, on average, participants graduated
19.77 years prior.

Procedure
Participants received an email invitation, which briefly described the study and included a
secure link to the informed consent and survey content. The survey was composed of three
sections: (1) questions pertaining to the future relevance of “core” components of counseling
psychology, (2) questions related to various research trends in the field, and (3) questions
related to various professional trends in the field. Within counseling psychology’s core
domain, participants were asked to estimate, on a scale of 1 (peripheral to the core of
 COUNSELLING PSYCHOLOGY QUARTERLY 175

counseling psychology) to 5 (central to the core of counseling psychology), “What you believe
will define the core elements of counseling psychology 10 years from now?”. Within the other
two domains of the study, participants were asked to indicate, on a scale of one to five, how
likely certain research and professional training areas (e.g. commitment to evidence-based
practice, attention to training in supervision, consideration of neuropsychological assess-
ment) were to decrease (1), stay the same (3), or increase (5) in the next 10 years. In all
instances, participants were asked to base their estimates on “expected or anticipated
changes,” rather than on how much they would prefer such changes.
After the first round of polling was completed, means and standard deviations were
calculated, and, approximately one week later, a second survey round was conducted. In
this second (and final) round of polling, all the items, along with their aggregated means
and standard deviations, were included in the survey. Armed with this information, partic-
ipants were asked to re-rate the importance of each area within the field of counseling
psychology over the course of the next 10 years, keeping in mind the aggregated data from
the first round of the study. According to Delphi methodology, a reduction in the size of the
standard deviations across polling iterations signals a developing consensus within the
expert panel regarding future developments within a field.

Measures
Because this study was designed as a 15-year follow-up to a study conducted on the future
of counseling psychology (see Neimeyer & Diamond, 2001), the survey items from 2001 were
preserved to maintain the integrity of the study and to aid in comparing results. Original
items were developed through an extensive literature review, which explored the past direc-
tions in the field and extracted predictive themes for counseling psychology and articles
written on the field’s current developments. In addition to the original items, four new items
(commitment to social justice and activism, commitment to evidence-based practice, atten-
tion to professional competence, and attention to development of self-care routines and
skills) were added to the survey, based on an additional literature review in the field (e.g.
Buboltz et al., 2010; Fouad et al., 2009). As is consistent with the original survey, items were
grouped into one of three categories within the poll: Counseling Psychology Core (12 items),
Research and Training (7 items), and Professional Training (13 items).

Results
Results revealed a number of important themes central to the future identity of counseling
psychology, and projected future trends for both research and practice. Table 1 presents the
findings from rounds 1 and 2 of the current study, along with data from round 2 of the 2001
study, as a point of comparison. Consistent with the framework from the 2001 study, results
are organized through three domains: the core of counseling psychology, research and
training, and professional training. As illustrated in Table 1, some aspects of counseling
psychology in the U.S. were viewed as more central or peripheral than others, and some
aspects of science and practice were viewed as topics of increasing or decreasing attention
within the next decade. In keeping with the traditional presentation of Delphi studies, inter-
pretations will focus on round 2, the final results from the study.
Table 1. Means and standard deviations for 2001 and 2016 Delphi poll iterations.
176

2016 Results Round 1 2016 Results Round 2 2001 Results Round 2

Counseling psychology corea M SD M SD M SD
1. Commitment to issues of diversity 4.79 .50 4.64 .63 4.39 .79
2. Commitment to social justice and activism 4.64 .73 4.64 .50 – –
3. Individual counseling and psychotherapy 4.29 .81 4.21 .80 3.74 .62
4. Research and program evaluation skills 4.00 .90 4.00 .78 3.74 .81
5. Identification with adjustment and preventative mental health methods 4.21 1.00 3.93 .62 3.97 .77
6. Supervision skills 3.86 .80 3.86 .66 3.94 .65
J. M. TAYLOR ET AL.

7. Commitment to scientist-practitioner model 4.18 .86 3.86 1.10 3.90 .82

8. Group counseling and psychotherapy 3.79 1.03 3.57 .65 3.67 .57
9. Vocational and career counseling 3.64 1.13 3.50 1.23 3.45 .49
10. A commitment to life span development 3.82 1.16 3.36 .93 4.29 .75
11. Family counseling and psychotherapy 2.89 1.07 2.79 .70 3.74 .62
12. Skills in organizational and management administration 2.56 1.01 2.64 .84 3.27 .72
Research and trainingb
1. Commitment to evidence-based practice 4.25 1.32 4.71 1.20 – –
2. Attention to methodological diversity and triangulation 4.29 1.36 4.64 1.50 4.35 .70
3. Attention to descriptive and qualitative sophistication 3.93 1.22 4.43 1.70 4.43 .69
4. Attention to statistical and quantitative sophistication 4.11 1.50 4.36 1.55 3.90 .64
5. Critique of the Received View of science and efforts to transform and redefine what 3.86 1.15 4.36 1.74 3.68 .59
constitutes the domain and/or practice of science
6. Exploration of alternative models of training 3.93 1.64 4.07 1.54 4.00 .73
7. Commitment to the scientist-practitioner model 3.85 1.51 3.29 1.33 3.48 .62
Professional trainingb
1. Attention to professional competence 4.62 .64 4.43 .65 – –
2. Attention to training in consultation 3.71 .66 3.86 .36 3.77 .89
3. Attention to training in supervision 3.64 .87 3.86 .66 3.84 .78
4. Consideration of neuropsychological assessment 3.93 .92 3.71 .73 3.81 .75
5. Attention to behavioral forms of assessment 3.50 .88 3.50 .94 3.16 .61
6.Attention to objective methods of personality and intellectual assessment 3.50 .79 3.43 .65 3.29 .77
7. Changes in the required number of practicum hours in preparation for the 3.50 .69 3.29 .61 3.97 .89
pre-doctoral internship
8. Attention to development of self-care routines and skills 3.26 .94 3.29 .99 – –
9. Attention to training in group therapy 3.25 .65 3.14 .36 3.39 1.02
10. Inclusion of “captive” practica in professional training 3.29 .54 3.14 .54 3.67 .73
11. Inclusion of “captive” internships in professional training 3.32 .55 3.07 .48 3.53 .56
(Continued)
Table 1. (Continued).
2016 Results Round 1 2016 Results Round 2 2001 Results Round 2
a
Counseling psychology core M SD M SD M SD
12. Attention to vocational assessment 2.93 .87 3.07 .83 3.13 .67
13. Attention to projective methods of personality assessment 2.25 .70 1.86 .66 2.84 .86
Notes: A dash indicates new components added to the measure since the 2001 study was conducted. 1a = peripheral to the core of counseling psychology, 5a = central. 1b = predicted to decrease,
3b = stay the same, 5b = increase in the next 10 years.
COUNSELLING PSYCHOLOGY QUARTERLY
177
178 J. M. TAYLOR ET AL.

Counseling psychology core

The top five most essential future counseling psychology core themes in the U.S. were iden-
tified as: (1) commitment to issues of diversity (M = 4.64, SD = .63), (2) commitment to social
justice and activism (M = 4.64, SD = .50), (3) individual counseling and psychotherapy
(M = 4.21, SD = .80), (4) research and program evaluation skills (M = 4.00, SD = .78), and (5)
identification with adjustment and preventative mental health methods (M = 3.93, SD = .62).
In contrast, family counseling and psychotherapy (M = 2.79; SD = .70) and skills in organiza-
tional and management administration (M = 2.64, SD = .84) were projected to be relatively
peripheral aspects of the field by 2026.

Research and training

The research and training themes predicted to grow the most in attention over the next
10 years in the U.S. were: (1) commitment to evidence-based practice (M = 4.71, SD = 1.20),
(2) attention to methodological diversity and triangulation (M = 4.64, SD = 1.50), (3) attention
to descriptive and qualitative sophistication (M = 4.43, SD = 1.70), (4) critique of the received
view of science1 and efforts to transform and redefine what constitutes the domain and/or
practice of science (M = 4.36 SD = 1.74), and (5) attention to statistical and quantitative
sophistication (M = 4.36, SD = 1.74). On the other hand, exploration of alternative models
of training (M = 4.07, SD = 1.54) and commitment to the scientist-practitioner model
(M = 3.29, SD = 1.33) were projected to increase only slightly or stay the same by 2026.

Professional training
The professional training core themes identified as most likely to increase in attention over
the next 10 years in the U.S. were: (1) attention to professional competence (M = 4.43,
SD = .65), (2) attention to training in consultation (M = 3.86, SD = .36), (3) attention to training
and supervision (M = 3.86, SD = 3.84), (4) consideration of neuropsychological assessment
(M = 3.71, SD = .73), and (5) attention to behavioral forms of assessment (M = 3.50, SD = .94).
Whereas several areas were perceived as becoming increasingly relevant in the field, a num-
ber of other areas, which were originally projected to be somewhat important by 2011, are
now viewed as decreasing (e.g. attention to training in group therapy, inclusion of “captive”
practica in professional training, inclusion of “captive” internships in professional training,
attention to vocational assessment, and attention to projective methods of personality
assessment).

Discussion
Results from this study provide opportunities to reflect on counseling psychology’s roots,
consider transitions across time, and gain a glimpse into where the field within the U.S. is
potentially headed in its foreseeable future. In exploring the continuity of predicted trends
from 2001 and 2016, 82.1% of the predictions from 2001 were statistically similar to the
predictions in 2016, at p < .01. Of the 28 areas, five differences were found in predictions
between the two time periods. Participants from 2001 predicted stronger rises in the cen-
trality of family counseling andpsychotherapy (M1 = 3.74, SD1 = .62; M2 = 2.79, SD2 = .70),
 COUNSELLING PSYCHOLOGY QUARTERLY 179

skills in organizational and management administration (M1 = 3.27, SD1 = .72; M2 = 2.64,
SD2 = .84), changes in the required number of practicum hours in preparation for the pre-doc-
toral internship (M1 = 3.97, SD1 = .89; M2 = 3.29, SD2 = .61), inclusion of a “captive” practica
in professional training (M1 = 3.67, SD1 = .73; M2 = 3.14, SD2 = .54), and inclusion of “captive”
internships in professional training (M1 = 3.53, SD1 = .56; M2 = 3.07, SD2 = .48) than did par-
ticipants in 2016 (1 = results from 2001, 2 = results from 2016). These decreases in expected
importance are explored in further detail below.

Counseling psychology core

Consistent with Neimeyer and Diamond’s (2001) study, the area identified as most central
to the future identity of U.S. counseling psychology was “commitment to issues of diversity”
(M = 4.64, SD = .63). This finding underscores the importance of the developing body of
research on diversity in support of culturally infused graduate training, multiculturally com-
petent professional practice, and culturally informed research. Recent current events affirm
the importance of conducting research on diversity and providing multiculturally competent
care, as counseling psychologists work with increasingly diverse clients, aid in crises world-
wide (e.g. the Syrian refugee crisis), and brand ourselves as advocates for diversity and social
justice. In fact, “social justice and activism” was seen as an equally crucial component of the
field’s future identity (M = 4.64, SD = .50). The field of counseling psychology is actively work-
ing to address the call for social justice. The critical foundations of diversity, multiculturalism,
and social justice to counseling psychology are evidenced through many recent seminal
publications and major contributions. A few examples include the Counseling Psychology
Model Training Values Statement Addressing Diversity and articles addressing the impor-
tance of adequately advertising the foundation of multiculturalism in training programs for
prospective students, providing opportunities for cultural growth during training, and fos-
tering cultural competence across the lifespan (e.g. Lichtenberg, 2017; Mintz et al., 2009).
Whereas attention to multiculturalism and diversity were projected to form the most
central core of counseling psychology in the U.S., both by 2011 (Neimeyer & Diamond, 2001)
and by 2026, the area projected in 2001 to be the second most central core component of
counseling psychology by 2011 (a commitment to lifespan development; M = 4.29, SD = .75)
dropped to the tenth most important projected component of the field (M = 3.36, SD = .93).
Likewise, “family counseling and psychotherapy” comprised the third most central compo-
nent in the field in 2001 (M = 3.74, SD = .62), but was viewed as the 11th most central com-
ponent (M = 2.79, SD = .70) in the current study, with only “skills in organizational and
management administration” (M = 2.64, SD = .84) falling below it. Although lifespan devel-
opmental communities and family counseling and psychotherapy commitments may con-
tinue to thread the field of counseling psychology, they may have been eclipsed by the
resurgence of interest in other key areas, and faded in importance as distinguishing facets
defining the specialty (Neimeyer et al., 2011; see also Lichtenberg, Goodyear, Hutman, &
Overland, 2016).

Research and training

In relation to historical trends, the field of psychology has contributed substantially to
research design and application of statistical approaches and theories. Interestingly, as is
180 J. M. TAYLOR ET AL.

broadly consistent with the larger literature, “attention to methodological diversity and tri-
angulation” was projected to increase in relevance within the next decade. Given that both
qualitative and quantitative methodology offer distinctive advantages, mixed-method
approaches have surged in the field (see Flick, 2016; Hanson, Creswell, Clark, Petska, &
Creswell, 2005), with no indications that the trend will slow down. There has been an increas-
ing sense of urgency for the field to move toward more pluralistic forms of research and
scholarship (Hanson et al., 2005; Morrison, 2014).
Perhaps most striking, the research and training domain was the only domain of the three
with no themes projected to decrease or become peripheral within the next 10 years. Within
that domain, the theme projected to increase the most in centrality overall was “commitment
to evidence-based practice.” The present study’s finding provides validation for Norcross,
Hedges, and Prochaska’s (2002) Delphi study on the future of psychotherapy. Their partici-
pants also expected an increase in future attention to evidence-based practice in
psychotherapy.

Professional training
The predicted rise in evidence-based practice can only be matched by the anticipated
increase in attention to professional competence. Since the 2002 Competencies Conference,
attention toward professional and multicultural competence has exploded (Neimeyer, Taylor,
& Cox, 2012; Rodolfa et al., 2005; Taylor et al., 2017). Likewise, neuropsychological assessment
was also predicted to increase in relevance for counseling psychologists.
Older studies suggest that neuropsychological assessment courses have not been par-
ticularly popular in counseling psychology programs, but a shift may be in the process of
occurring. Ryan, Lopez, and Lichtenberg (1999) found that although many counseling psy-
chology students were interested in coursework in neuropsychological assessment and
theory, only a limited number of programs offered such opportunities. The researchers also
discovered that 97% of training directors noted neuropsychology as “compatible” with coun-
seling psychology, but somewhat “inconsistent” with the historical identity of counseling
psychology. Even so, the researchers found that most training directors (82%) believed that
counseling psychology students should be trained in neuropsychological assessments (Ryan
et al., 1999), a finding corroborated by the present study. Adding further credibility to the
prediction, Goss (2016) conducted a systematic review exploring the integration of neuro-
science in counseling psychology and concluded that the wave of new publications in the
area may indicate a renewed interest in neuroscience and neuropsychology in counseling
psychology programs.
Given the integration of neuropsychological assessments and training in counseling psy-
chology, it may come as no surprise that working in these contexts requires skills in areas
like consultation, an item identified in the present study as the second strongest area for
professional and training growth within the next decade. In fact, consultation is listed as
one of 16 critical competency benchmarks for psychologists (APA, 2012).
Whereas experts projected a rise in attention to neuropsychological assessments and
consultation, the same fate was not predicted for projective or vocational assessments in
the U.S. In fact, attention to projective assessments was projected to decrease even more
within the next 10 years than experts projected in 2001 (M = 1.86, SD = .66; M = 2.84, SD = .86,
respectively). Counseling psychology’s commitment to the scientist-practitioner model,
 COUNSELLING PSYCHOLOGY QUARTERLY 181

together with the disputed validity of projective tests (Kline, 2000), may in part explain this
finding. Likewise, attention to vocational assessment was not predicted to increase within
the next 10 years (M = 3.07, SD = .83), a finding consistent with the 2001 study. It should be
noted that this finding may not be consistent in other countries. While their study did not
explore future predictions, Goodyear and colleagues (2016), for example, found that cur-
rently, Taiwanese counseling psychologists report that career counseling is quite central to
their identity as counseling psychologists (M = 4.16, SD = .57), whereas it is much less central
in countries like the U.K. (M = 2.93, SD = 1.05; 1 = not at all and 5 = very much). Given that
the field’s groundings are based, at least in part, on vocational guidance, the reasons under-
lying the anticipated inattention to vocational assessment in the U.S. are uncertain and
beyond the scope of the current study. These reasons remain open to further exploration
and clarification through subsequent studies.
In addition to vocational assessment, another area projected to decrease in centrality in
the U.S. in the upcoming 10 years, in comparison to findings from the last 15 years, involved
the number of required practicum hours before applying for internship. In 2001, changes in
the required number of practicum hours in preparation for the pre-doctoral internship was
seen as the professional training area projected to increase the most by 2011. However,
many U.S. programs currently require students to complete a relatively high number of
practicum hours (see Rodolfa et al., 2007), particularly since the previous study was con-
ducted in 2001. This may explain why attention to practicum requirements is not expected
to gain greater prominence within the foreseeable future of the specialty of counseling
psychology in the U.S.

Limitations, implications, and future directions

The findings from this study must also be interpreted within the context of its limitations.
Although the sample size in this study accounted for nearly 50% of the population (i.e.
Counseling Psychology Training Directors), the Delphi method is only as strong as its experts
and relies on opinions from those who choose to participate, leaving unclear the extent to
which their predictions may be shared by other prospective members of the expert panel.
Furthermore, the sample consisted entirely of U.S. counseling psychologists, and thus, the
findings may be inconsistent in other countries. Relatedly, it is unclear what percentage of
training directors were affiliated with Research 1 versus less research-intensive colleges/
universities, and biases and assumptions may result from the participants’ academic setting
(e.g. commitment to the scientist-practitioner model, the importance of evidence-based
practice, attention to descriptive and qualitative/quantitative sophistication).
A replication study, with the additional demographic questions listed above, would be
valuable and, if conducted in additional countries, could provide an interesting discussion
on the predicted weight of certain values within counseling psychology internationally. A
replication study like this would both build on the present study and Goodyear and col-
leagues’ (2016) study, which compared and contrasted the current identity of counseling
psychology in eight countries. Given Goodyear and colleagues’ findings, it is hypothesized
that, given the centrality of the following values currently, countries like Australia, Canada,
New Zealand, South Africa, South Korea, Taiwan, the U.K., and the U.S. may continue to
emphasize the importance of attending to multiculturalism and diversity and applying a
182 J. M. TAYLOR ET AL.

strength-based approach in the future. However, future studies should tease out projected
international trends.
In addition to limitations with regard to participants, Delphi polls require well-composed
questions that invite participants to consider their answers thoughtfully and reflectively
(Neimeyer & Diamond, 2001). Although the survey items were developed from a detailed
literature review, the items are not exhaustive of all relevant themes, both now or in 10 years.
Unanticipated developments have occurred in the field that were not part of the zeitgeist
in 2001 and therefore were not included in that study and, by extension, in the current one.
In the future, it is likely that areas such as telehealth and integrated health care, for example,
will likely become central features of the professional landscape within the specialty of
counseling psychology (see also McCord et al., 2015; Strong, Vegter, Chondros, & McIntosh,
2017).
Despite some inherent limitations, the purpose of this study was to facilitate reflection
on the identity of counseling psychology and the directions it may take in the years ahead.
As one panel member noted, counseling psychologists may be more effective at providing
viability and visibility to the field by making concerted efforts to stand out in the areas in
which we have been pioneers and areas in which we are prominent. These areas might
include vocational psychology, multicultural issues, prevention, and supervision, but it
remains for future work to explore specific ways in which we can engage the next generation
of counseling psychologists to connect with areas most central to our identity. Lastly, this
study was designed to bring attention to clinical and research areas projected to gain traction
in the field (e.g. neuropsychology and health psychology, professional competence, social
justice and advocacy, multiculturalism, and attention to triangulation and diverse research
methods). By anticipating directions the specialty may take within the foreseeable future,
the field may be better prepared to concentrate its attention on distinctive areas of interest
and thereby maximize its impact on the broader profession and those we seek to teach,
train, and serve.

Note
1. 
By the “received view” of science, we are referring to the logical positivism that came to
dominate physics and the hard sciences in the last century and was “received” as the primary
approach to science by much of psychology and the social sciences.

Disclosure statement
No potential conflict of interest was reported by the authors.

Notes on contributors
Jennifer M. Taylor, PhD, is an assistant professor of Counseling Psychology and Counseling at the
University of Utah. Her research interests include professional competence, continuing professional
development, training and mentoring, continuing education, and lifelong learning. To date, she has
published 33 articles and book chapters and one edited book.
Alexandra Z. Kolaski, BA, is a second-year doctoral student in Counseling Psychology at the University
of Utah. Her research interests include professional competence, wilderness therapy, women in psy-
chology, and mental health and wellness in physicians. To date, she has collaborated on an edited
book, a book chapter, and has a number of ongoing research projects.
 COUNSELLING PSYCHOLOGY QUARTERLY 183

Hannah Wright, BS, is a second-year doctoral student in Counseling Psychology and a masters student
in Statistics at the University of Utah. Her research interests include competence, suicide prevention,
and statistical theory. She has published one book chapter to date and is involved in several studies
in progress exploring culturally sensitive suicide assessment competencies.
Halleh Hashtpari, MS is a second-year doctoral student in Counseling Psychology at the University of
Utah. The author’s research interests include intersectionality of multiple minoritized identities and
how they impact people’s well-being. The author is truly passionate about increasing counselor's
understanding of these dynamics. To date, the author has published 2 articles and book chapters.
Greg J. Neimeyer, PhD, is an Emeritus Professor of Psychology at the University of Florida. A fellow of
the American Psychological Association, he has served as the director of training and graduate coor-
dinator in the Department of Psychology and was inducted as a lifetime member of the Academy of
Distinguished Teaching Scholars.

References
Agresti, A. A. (1992). Integrating neuropsychological training into a counseling psychology curriculum.
The Counseling Psychologist, 20, 605–619.
Altmaier, E. M., & Hansen, J. I. C. (2012). The Oxford handbook of counseling psychology. New York, NY:
Oxford University Press.
American Psychological Association. (2012). Revised competency benchmarks in professional psychology.
Retrieved from http://www.apa.org/ed/graduate/benchmarks-evaluation-system.aspx?tab=1
American Psychological Association Presidential Task Force on Evidence-Based Practice. (2006).
Evidence-based practice in psychology. American Psychologist, 61, 271–285.
Arredondo, P., Shealy, C., Neale, M., & Winfrey, L. L. (2004). Consultation and interprofessional
collaboration: Modeling for the future. Journal of Clinical Psychology, 60, 787–800.
Baker, D. B., & Benjamin, L. T. (2000). The affirmation of the scientist-practitioner: A look back at Boulder.
American Psychologist, 55, 241–247.
Baker, D. B., & Subich, L. M. (2008). Counseling psychology: Historical perspectives. Biennial review of
counseling psychology. Thousand Oaks, CA: Sage Publications.
Bamonti, P. M., Keelan, C. M., Larson, N., Mentrikoski, J. M., Randall, C. L., Sly, S. K., … McNeil, D. W. (2014).
Promoting ethical behavior by cultivating a culture of self-care during graduate training: A call to
action. Training and Education in Professional Psychology, 8, 253–260.
Barnett, J. E., Baker, E. K., Elman, N. S., & Schoener, G. R. (2007). In pursuit of wellness: The self-care
imperative. Professional Psychology: Research and Practice, 38, 603–612.
Bedi, R. P., & Duff , C. T. (2014). Client as expert: A Delphi poll of clients’ subjective experience of
therapeutic alliance formation variables. Counselling Psychology Quarterly, 27, 1–18.
Beer, A. M., Spanierman, L. B., Greene, J. C., & Todd, N. R. (2012). Counseling psychology trainees’ perceptions
of training and commitment to social justice. Journal of Counseling Psychology, 59, 120–133.
Buboltz, W., Jr., Deemer, E., & Hoffmann, R. (2010). Content analysis of the Journal of Counseling
Psychology: Buboltz, Miller, and Williams (1999) 11 years later. Journal of Counseling Psychology,
57, 368–375.
Cicarelli, J. (1984). The future of economics. Technological Forecasting and Social Change, 25, 139–157.
Fink, A., Kosecoff, J., Chassin, M., & Brook, R. H. (1984). Consensus methods: Characteristics and
guidelines for use. American Journal of Public Health, 74, 979–983.
Flick, U. (2016). Mantras and myths: The disenchantment of mixed-methods research and revisiting
triangulation as a perspective. Qualitative Inquiry, 1, 1–12.
Fouad, N. A. (2013). Future of counseling psychology research. Counselling Psychology Quarterly, 26,
227–237.
Fouad, N. A., Grus, C. L., Hatcher, R. L., Kaslow, N. J., Hutchings, P. S., Madson, M. B., … Crossman, R.
E. (2009). Competency benchmarks: A model for understanding and measuring competence in
professional psychology across training levels. Training and Education in Professional Psychology,
3, S5–S26.
184 J. M. TAYLOR ET AL.

Goodyear, R. K., Lichtenberg, J., Hutman, H., Overland, E., Bedi, R., Christiani, K., … Young, C. (2016). A
global portrait of counselling psychologists’ characteristics, perspectives, and professional behaviors.
Counselling Psychology Quarterly, 29, 115–138.
Goss, D. (2016). Integrating neuroscience into counseling psychology. The Counseling Psychologist,
44, 895–920.
Grus, C. (2013). The supervision competency. The Counseling Psychologist, 41, 131–139.
Hanson, W. E., Creswell, J. W., Clark, V. L. P., Petska, K. S., & Creswell, J. D. (2005). Mixed methods research
designs in counseling psychology. Journal of Counseling Psychology, 52, 224–235.
Hsu, C., & Sandford, B. A. (2007). The Delphi technique: Making sense of consensus. Practical Assessment,
Research and Evaluation, 12, 2–8.
Hutman, H., Lichtenberg, J. W., Goodyear, R. K., Overland, E. A., & Tracey, T. J. G. (2016). Counselling
psychology’s genotypic and phenotypic features across national boundaries. Counselling Psychology
Quarterly, 29, 225–233.
James, R. L., & Roberts, M. C. (2009). Future directions in clinical child and adolescent psychology: A
Delphi survey. Journal of Clinical Psychology, 65, 1009–1020.
Kaslow, N. J., Graves, C. C., & Smith, C. O. (2012). Specialization in psychology and health care reform.
Journal of Clinical Psychology in Medical Settings, 19, 12–21.
Kline, P. (2000). The handbook of psychological testing. Florence, KY: Psychology Press.
Lee, D. L., Rosen, A. D., & Burns, V. (2013). Over a half-century encapsulated: A multicultural content analysis
of the Journal of Counseling Psychology, 1954–2009. Journal of Counseling Psychology, 60, 154–161.
Leppma, M., Taylor, J. M., Spero, R. A., Leonard, J. A., Foster, M. N., & Daniels, J. A. (2016). Working with
veterans and military families: An assessment of professional competencies. Professional Psychology:
Research and Practice, 47, 84–92.
Lichtenberg, J. W. (2017). Reflections: Thoughts on moral diversity and counseling psychology’s
commitment to social justice. The Counseling Psychologist, 45, 113–124.
Lichtenberg, J. W., Goodyear, R.K., Hutman, H., & Overland, E. A. (2016). Counselling psychology in the
United States. Counseling Psychology Quarterly, 29, 216–224.
Magyar-Moe, J. L., Owens, R. L., Scheel, M. J., Buki, L. P., & Sheldon, K. M. (2015). Applications of positive
psychology in counseling psychology. The Counseling Psychologist, 43, 494–507.
Mallinckrodt, B. (2011). Addressing the decline in counseling and supervision process and outcome
research in the journal of counseling psychology. The Counseling Psychologist, 39, 701–714.
Martino, J. P. (1972). An introduction to technological forecasting. New York, NY: Gordon and Breach
Science .
McCord, C. E., Saenz, J. J., Armstrong, T. W., & Elliott, T. R. (2015). Training the next generation of counseling
psychologists in the practice of telepsychology. Counselling Psychology Quarterly, 28, 324–344.
Mintz, L. B., Jackson, A. P., Neville, H. A., Illfelder-Kaye, J., Winterowd, C. L., & Loewy, M. I. (2009). The
need for a counseling psychology model training program values statement addressing diversity.
The Counseling Psychologist, 37, 644–675.
Morrison, D. T. (2014). Walls of knowledge: An evaluation of the role of scholarship in counseling
psychology. Counselling Psychology Review, 29, 48–60.
Neimeyer, G. J., & Diamond, A. K. (2001). The anticipated future of counselling psychology in the United
States: A Delphi poll. Counselling Psychology Quarterly, 14, 49–65.
Neimeyer, G. J., Taylor, J. M., & Cox, D. (2012). On hope and possibility: Does continuing professional
development contribute to ongoing professional competence? Professional Psychology: Research
and Practice, 43, 476–486.
Neimeyer, G. J., Taylor, J. M., & Rozensky, R. H. (2012). The diminishing durability of knowledge in
professional psychology: A Delphi poll of specialties and proficiencies. Professional Psychology:
Research and Practice, 43, 364–371.
Neimeyer, G. J., Taylor, J. M., Rozensky, R. H., & Cox, D. R. (2014). The diminishing durability of knowledge
in professional psychology: A second look at specializations. Professional Psychology: Research and
Practice, 45, 92–98.
Neimeyer, G. J., Taylor, J. M., Wear, D. M., & Buyukgoze-Kavas, A. (2011). How special are the specialties?
Workplace settings in counseling and clinical psychology in the United States. Counselling Psychology
Quarterly, 24, 43–53.
 COUNSELLING PSYCHOLOGY QUARTERLY 185

Nicholson, B. C., & Madson, M. B. (2015). Introduction to the special issue: Science-practice integration
in counseling psychology training: Trends and models. Counselling Psychology Quarterly, 28, 215–219.
Norcross, J. C., Hedges, M., & Prochaska, J. O. (2002). The face of 2010: A Delphi poll on the future of
psychotherapy. Professional Psychology: Research and Practice, 33, 316–322.
Ono, R., & Wedemeyer, D. J. (1994). Assessing the validity of the Delphi technique. Futures, 26, 289–304.
Overholser, J. C. (2015). Training the scientist-practitioner in the twenty-first century: A risk-benefit
analysis. Counselling Psychology Quarterly, 28, 220–234.
Owen, J., Leach, M., Wampold, B., Rodolfa, E., & Mallinckrodt, B. (2011). Client and therapist variability in
clients’ perceptions of their therapists’ multicultural competencies. Journal of Counseling Psychology,
58, 1–9.
Ponterotto, J. G. (2005). Qualitative research training in counseling psychology: A survey of directors
of training. Teaching of Psychology, 32, 60–62.
Prieto, L. R., & Scheel, K. R. (2005). Teaching assistant training in counseling psychology. Counselling
Psychology Quarterly, 21, 49–59.
Raimy, V. C. (Ed.). (1950). Training in clinical psychology. New York, NY: Prentice Hall.
Ridley, C., & Laird, V. (2015). The scientist–practitioner model in counseling psychology programs: A
survey of training directors. Counselling Psychology Quarterly, 28, 235–263.
Robitschek, C., & DeBell, C. (2002). The reintegration of vocational psychology and counseling
psychology: Training issues for a paradigm shift. The Counseling Psychologist, 30, 801–814.
Rodolfa, E., Bent, R., Eisman, E., Nelson, P., Rehm, L., & Ritchie, P. (2005). A cube model for competency
development: Implications for psychology educators and regulators. Professional Psychology:
Research and Practice, 36, 347–354.
Rodolfa, E. R., Owen, J. J., & Clark, S. (2007). Practicum training hours: Fact and fantasy. Training and
Education in Professional Psychology, 1, 64–73.
Rummell, C. M. (2015). An exploratory study of psychology graduate student workload, health, and
program satisfaction. Professional Psychology: Research and Practice, 46, 391–399.
Ryan, J. J., Lopez, S. J., & Lichtenberg, J. W. (1999). Neuropsychological training in APA-accredited
counseling psychology programs. The Counseling Psychologist, 27, 435–442.
Shen Miller, D. S., Forrest, L., & Elman, N. S. (2009). Training directors’ conceptualizations of the
intersections of diversity and trainee competence problems: A preliminary analysis. The Counseling
Psychologist, 37, 482–518.
Sommers-Flanagan, J. (2015). Evidence-based relationship practice: Enhancing counselor competence.
Journal of Mental Health Counseling, 37, 95–108.
Strong, T., Vegter, V., Chondros, K., & McIntosh, C. J. (2017). Medicalizing developments in counsellor
education? Counselling and counselling psychology students’ views. Canadian Journal of Counselling
and Psychotherapy, 51, 161–186.
Taylor, J. M., Neimeyer, G. J., & Duffy, R. (2017). The development of the Professional Competencies Scale: An
assessment of foundational, functional, and continuing competencies for psychotherapists. Manuscript
in preparation, University of Utah, Salt Lake City, UT.
Taylor, J. M., Scott, O., Greenbaum, H., Daniels, J., Leppma, M., Shaw, J. L. A., … Blatt, A. (2017). Components
of competence: What makes a military psychologist?. Manuscript in preparation, University of Utah,
Salt Lake City, UT.
Thomson, S. D. & Super, D. E. (Eds.). (1964). The professional preparation of counseling psychologists:
Report of the 1964 Greyston Conference. New York, NY: Teachers College, Columbia University.
Vespia, K. M., Sauer, E. M., & Lyddon, W. J. (2006). Counselling psychologists as scientist-practitioners:
Finding unity in diversity. Counselling Psychology Quarterly, 19, 223–227.
Watkins, C. E., Campbell, V. L., & Manus, M. (1990). Is vocational assessment training in counseling
psychology programs too restricted? Counselling Psychology Quarterly, 3, 295–298.
Wise, E., Hersh, M., & Gibson, C. (2012). Ethics, self-care and well-being for psychologists: Reenvisioning
the stress-distress continuum. Professional Psychology: Research and Practice, 43, 487–494.
Yates, C. (2013). Evidence-based practice: The components, history, and process. Counseling Outcome
Research and Evaluation, 4, 41–54.
Zytowski, D. G., & Rosen, D. A. (1982). The grand tour: 30 years of counseling psychology in the Annual
Review of Psychology. The Counseling Psychologist, 10, 69–81.
Copyright of Counselling Psychology Quarterly is the property of Routledge and its content
may not be copied or emailed to multiple sites or posted to a listserv without the copyright
holder's express written permission. However, users may print, download, or email articles for
individual use.