The Repository @ St. Cloud State

Open Access Knowledge and Scholarship

Date of Award


Culminating Project Type




Degree Name

Higher Education Administration: Ed.D.


Educational Administration and Higher Education


School of Education

First Advisor

Dr. Rachel Friedensen

Second Advisor

Dr. Jennifer B. Jones

Third Advisor

Dr. Rebecca Nelson-Crowell

Fourth Advisor

Dr. Joy McKenzie

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

Communication Sciences and Disorders, Counseling, Theory to Practice, Interprofessional Education Collaborative Practice, Higher Education


The current study was conducted to better understand how specific counseling training and engagement in collaborative learning and Interprofessional Education and Collaborative Practice (IPECP) reflective practice aided in closing the gap from theory to practice to better support communication sciences and disorders graduate student clinicians’ confidence in implementing counseling skills within practicum experiences. This study utilized fixed mixed-methods within a convergent-parallel, exploratory, study situated in the pragmatic paradigm (Cresswell & Clark, 2018; Tashakkori & Teddlie, 1998). The graduate student participants had an opportunity to use their newly acquired counseling skills from coursework and training in practicum experiences in a larger Pilot Program while engaging in IPECP with Community Mental Health and Counseling (CMHC) graduate students and reflective practice debrief sessions after each practicum experience. Both qualitative and quantitative data supported the benefits of engaging in specific counseling training and collaborative learning and IPECP with reflective practice on graduate students’ confidence in utilizing counseling skills with caregivers to support child client gains.



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