A Middle-Range Theory to Guide the Comprehensive Counselor Training Program in Iran: A Grounded Theory Study

Fatemeh  Haghighat; Yaser  Madani; Keyvan  Salehi; Maghsood  Farasatkhah; Mehrnoosh  Pazargadi

doi:10.18502/qjcr.v23i91.16938

Fatemeh Haghighat Ph.D. Counseling, Department of Counseling, University of Tehran Aras International Campus, Tehran, Iran.
Yaser Madani Ph.D. Counselor Education and Supervision, Assistant professor, Department of Counseling, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
Keyvan Salehi Ph.D. Educational Assessment, Associate Professor, Division of Research and Assessment, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
Maghsood Farasatkhah Ph.D. Planning for Higher Education Development, Professor, Department of Planning for Higher Education Development, Institute for Research and Planning in Higher Education, Tehran, Iran.
Mehrnoosh Pazargadi Ph.D. Educational Management, Associate Professor, Department of Educational Management, Faculty of nursing and midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.

DOI: https://doi.org/10.18502/qjcr.v23i91.16938

Keywords: counseling, counselor education, counselor training program, program guidance, grounded theory, quality improvement

Abstract

Aim: The aim of this research is to present a theory to guide a comprehensive and quality counselor training program in Iran.

Methods: By adopting a qualitative approach and grounded theory method, data were collected through semi-structured interviews, in the context of counselor training programs in Iran with purposeful sampling; open, central and selective coding was used to analyze the interviews.

Results: The findings identified the core category of "personal growth and continuous professional development of the counselor and improvement of the quality of counseling". Other important categories and subcategories were "cognitive excellence" (strengthening critical thinking, strengthening creativity), "enhancing professional performance" (strengthening appropriate evaluation and effectiveness, continuous growth and development of communication and counseling skills) and "intern-oriented active learning" (educational and professional interactions, developmental assignments, continuous self-improvement).

Conclusions: As a result of this research, a middle-range theory was formulated to facilitate the guidance of a comprehensive counselor training program, which helps the beneficiaries to ensure the quality and adequacy of this program, also improve the rate of graduates who are ready to enter the counseling profession field and reduce the waste of resources. Policy makers and administrators of various counselor training programs can use this theory as a reference to provide a rich and supportive educational and training environment to help the personal growth and continuous professional development of future counselors; This will ultimately lead to the improvement of the quality of education and counseling services.