Content Analysis of the Journal of Counseling & Development: Volumes 74 to 84

Just as individuals are encouraged to assess themselves on a regular and ongoing basis, periodic self-reflection can be beneficial for the counseling profession. Brown (1969), in an early review of The Personnel and Guidance Journal, encouraged individuals in scholarly fields to look at where they have been, where they are, and where they are going. For many individuals, the Journal of Counseling & Development (JCD) is considered the voice of the counseling profession, and for nearly 5 decades, researchers have analyzed JCD in its varied guises, identifying continuing and emerging issues and trends (Barry & Wolf, 1958; Cesari & Pelsma, 1986; Stone & Shertzer, 1964; Walsh, Osipow, Babbs, Fredricks, & Armstrong, 1969; Williams & Buboltz, 1999). JCD, published by the American Counseling Association, is arguably the flagship journal for the counseling profession, and through its contents, disseminates information and ideas of professional relevance to the field. Oftentimes, journals depict the zeitgeist of a discipline. In a similar way, the importance of individual editors and editorial boards in pinpointing issues in society as reflected by that profession, cannot be overestimated. Editors of JCD must choose from among many and varied submissions, determining what will pique the interest of a broad readership while adequately representing the dynamic world of the helping professional. Articles published in journals reflect the interests and thinking of scholars and possibly the field. Hence, it is of interest to look once again at selected aspects of the content of JCD with relationship to its leadership over time. Historical analyses of published articles document growth in the selected discipline, because publications reflect that field and the interests of its scholars, editors, and hopefully, its readers and practitioners. In the process of moving from germinal idea to publication, manuscripts are put through a strenuous review process by editors and other professionals to ensure quality, appropriate procedures, and relevance. In this way, articles published in journals may reflect the values, beliefs, and perceptions of the professional identity of a scientific discipline, or at least that of its "consumers and contributors" (Stone & Shertzer, 1964, p. 968). Writers such as Whitely (1984) have discussed the importance of tracking journal publications. It was pointed out that doing so may provide important information for future research. For example, the analysis can identify implicit models that are the foundation of existing studies and highlight possible neglected areas of exploration. Also, such analyses can determine if research is following and reporting the important core values of the counseling profession (e.g., vocational and diversity issues), while tracking the evolutionary process. In addition to elucidating the substantive focus of research published in a journal, content analyses provide a way to gain insight into the research productivity of authors actively publishing in journals. Authors who publish frequently in a journal not only investigate areas that are deemed important, but they also play a role in defining and verifying a discipline. Related to this, institutions affiliated with authors who frequently publish in particular journals are presumed to be invested in expanding the study of the area covered by that particular journal. Authors and institutions frequently published in journals seem to be particularly identified with the mission of that journal, and it is important to know which institutions foster environments that reinforce research conducted in specific areas. Additionally, examination of professional affiliation may allow understanding of changing professional roles in specific settings (i.e., university teaching vs. private practice). Taken together, this information is beneficial for students and other professionals in college selection searches, career decisions, and professional development. …