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Counseling psychology faculty’s involvement in practice: A mixed methods study

ABSTRACT In this mixed methods study, we examined the integration of therapy practice in a predominantly academic career. Licensure records pertaining to 421 faculty members in 66 counseling psychology programs accredited by the American Psychological Association indicated that 65.5% of faculty were licensed, with those in Psy.D. programs and on the tenure-track likelier to be licensed. Data from an online survey of 66 counseling psychology faculty indicated that 76.7% of respondents were licensed, but only 43.8% provided psychotherapy. Open-ended survey responses suggested factors that facilitate (e.g. department support) and hinder (e.g. teaching obligations) engagement in practice for counseling psychology faculty. Phenomenological analysis of the experiences of five academic counseling psychologists who remain engaged in clinical practice elicited 223 meaning units grouped into five themes: (a) a core component of professional identity, (b) remaining in practice makes me a better academic, (c) encouraging therapy practice in academia, (e) forging one’s path to therapy practice, and (f) barriers to practicing therapy as an academic. Implications of the finding are discussed in the context of integrating science and practice.