Predicting the Perceived Importance of Professional Advocacy Among Counselor Educators

189 Pages·2017·1.4 MB·English

Walden University
ScholarWorks
Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2015
Predicting the Perceived Importance of
Professional Advocacy Among Counselor
Educators
Rebecca Diane Nate
Walden University
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Walden University

College of Counselor Education & Supervision

This is to certify that the doctoral dissertation by

Rebecca Nate

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Laura Haddock, Committee Chairperson, Counselor Education and Supervision
Faculty
Dr. Shelley Jackson, Committee Member, Counselor Education and Supervision Faculty
Dr. Melinda Haley, University Reviewer, Counselor Education and Supervision Faculty

Chief Academic Officer
Eric Riedel, Ph.D.

Walden University
2015
Abstract

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 self-
advocacy. 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.
Table of Contents
List of Tables .......................................................................................................................v
Chapter 1: Introduction to the Study ....................................................................................1
Background ....................................................................................................................2
Statement of the Problem .............................................................................................. 4
Purpose of the Study ......................................................................................................9
Research Questions and Hypothses ...............................................................................9
Theoretical Framework ................................................................................................10
Nature of the Study ......................................................................................................11
Definition of Terms......................................................................................................12
Assumptions .................................................................................................................14
Scope and Delimitations ..............................................................................................15
Limitations ...................................................................................................................17
Significance..................................................................................................................19
Summary ......................................................................................................................20
Chapter 2: The Literature Review ......................................................................................21
Literature Research Strategy ........................................................................................23
Theoretical Foundation ................................................................................................24
Social Identity Theory............................................................................................25
Theoretical Assumptions .......................................................................................25
Social Identity Theory in the Literature .................................................................26
Studies Using Social Identity Theory ....................................................................27
i
Rationale ................................................................................................................33
Key Variables and Concepts ........................................................................................33
Defining Social Justice and Client Advocacy ........................................................34
ACA Advocacy Competencies ..............................................................................35
Social Justice and Client Advocacy .......................................................................35
Defining Professional Advocacy ...........................................................................41
The Importance of Professional Advocacy ............................................................41
Professional Identity, Roles, Fields, Skills, and Qualities .....................................42
Professional Identity ........................................................................................42
Professional identity: Roles versus fields .......................................................43
Professional advocacy skills and qualities ......................................................45
Professional Advocacy Themes .............................................................................45
Theme A: Counselor education .......................................................................46
Theme B: Intra-Professional Relations ...........................................................46
Professional Advocacy...........................................................................................47
Summary and Conclusions ....................................................................................61
Chapter 3: Research Method ..............................................................................................64
Research Design and Rationale ...................................................................................64
Methodology ................................................................................................................68
Population ..............................................................................................................68
Sampling and Sampling Procedures ......................................................................70
Procedures for Recruitment, Participation, and Data Collection ...........................71
ii
Instrumentation and Operationalization of Constructs .........................................74
Operationalization ................................................................................................79
Data Analysis Plan ................................................................................................82
Research Question and Hypothesis ..................................................................83
Ordinal Regression...........................................................................................83
Threats to Validity .......................................................................................................86
Ethical Procedures .......................................................................................................88
Summary ......................................................................................................................89
Chapter 4: Results ..............................................................................................................90
Data Collection and Participant Demographics ...........................................................90
Results ........................................................................................................................101
Frequency of Participant Responses to the Dependent Variables of Interest ......101
Data Screening and Recoding .............................................................................105
Analysis Procedures .............................................................................................106
Ordinal Regression Statistical Assumptions .......................................................107
Ordinal Regression Analysis Findings ................................................................113
Item 43 Findings ...........................................................................................114
Item 44 Findings ...........................................................................................115
Item 45 Findings ...........................................................................................116
Item 46 Findings ...........................................................................................117
Item 47 Findings ...........................................................................................118
Effect of Specialty..........................................................................................120
iii