Predicting the Perceived Importance of Professional Advocacy Among Counselor Educators

Predicting the Perceived Importance of Professional Advocacy Among Counselor Educators by Rebecca Diane Nate MS, Walden University, 2011 BA, University of Texas San Antonio, 2008 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Counselor Education and Supervision Walden University May 2015 Abstract The goal of this nonexperimental quantitative research study was to determine if the professional identity of a counselor educator (CE) predicted their perceived importance of professional advocacy. Social identity theory (SIT) constituted the framework for this study, which asked whether CEs would follow the established norms of the dominant professional group and thus consistently perceive the importance of professional advocacy. The Professional Counselor Advocacy Inventory (PCAI) was used to measure CEs’ perceptions. The data of 92 participants were analyzed in SPSS 21 using an ordinal regression. Specialization, age, gender, primary setting, and years of experience were the predictor variables, and multiple elements of perceived importance were the outcome variables. While CEs overwhelmingly agreed that professional advocacy as a general concept was important as indicated by majority responses, there was less agreement on the importance of other elements, particularly concerning insurance coverage and job attainment. Of the five predictor variables examined, only gender and age produced significant results on study inquiries related to insurance, employment, and selfadvocacy. The findings do not support SIT in the context of professional advocacy among CEs and additional research may be needed to determine if other variables predict the level of importance CEs assign to professional advocacy. As the results of this study demonstrated only age and gender produced a significant effect, this research could contribute to social change by sparking conversation about advocacy patterns and efforts in CEs, which may ultimately contribute to policy change and improve the reputation of the counseling and counselor education fields for its members and clients.The goal of this nonexperimental quantitative research study was to determine if the professional identity of a counselor educator (CE) predicted their perceived importance of professional advocacy. Social identity theory (SIT) constituted the framework for this study, which asked whether CEs would follow the established norms of the dominant professional group and thus consistently perceive the importance of professional advocacy. The Professional Counselor Advocacy Inventory (PCAI) was used to measure CEs’ perceptions. The data of 92 participants were analyzed in SPSS 21 using an ordinal regression. Specialization, age, gender, primary setting, and years of experience were the predictor variables, and multiple elements of perceived importance were the outcome variables. While CEs overwhelmingly agreed that professional advocacy as a general concept was important as indicated by majority responses, there was less agreement on the importance of other elements, particularly concerning insurance coverage and job attainment. Of the five predictor variables examined, only gender and age produced significant results on study inquiries related to insurance, employment, and selfadvocacy. The findings do not support SIT in the context of professional advocacy among CEs and additional research may be needed to determine if other variables predict the level of importance CEs assign to professional advocacy. As the results of this study demonstrated only age and gender produced a significant effect, this research could contribute to social change by sparking conversation about advocacy patterns and efforts in CEs, which may ultimately contribute to policy change and improve the reputation of the counseling and counselor education fields for its members and clients. Predicting the Perceived Importance of Professional Advocacy Among Counselor Educators by Rebecca Diane Nate MS, Walden University, 2011 BA, University of Texas San Antonio, 2008 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Counselor Education and Supervision Walden University May 2015 Dedication With great honor, I dedicate my dissertation to my wonderful parents, Maria Nate and Kenneth E. Goodrich, who always believed in me, and whose support and encouragement have contributed to my insatiable need for knowledge and education. Acknowledgments I sincerely thank my chairperson, Dr. Laura Haddock, for her unwavering support, encouragement, and conscientiousness along with so many other admirable qualities. I am grateful to Dr. Shelley Jackson for joining my project midway through and for providing thought-provoking and relevant feedback. I would also like to express gratitude to Dr. Melinda Haley, my university research reviewer, for ensuring quality and providing invaluable guidance. I could not have asked for a better committee and I am truly appreciative to have had such excellent mentors. I also thank Dr. Michelle de la Paz for allowing me to use her assessment and sharing my interest and passion for professional advocacy. My deepest appreciation goes to my parents and family whose belief in my ability to reach my goal has never wavered. My boyfriend Javier who listened to me drone on about research and statistics, and my dog, Meatloaf, for providing endless comfort and snuggles when I needed it most.