Research and Scholarship are vital for counselors to stay informed in how best to help our profession grow and bring health and mental wellness to our communities and our world. As I work towards completing my dissertation, the capstone for my Ph.D. I see how important research and scholarship is to my professional development and how I can contribute to the field adding to the vast knowledge base and using this knowledge to better myself and others.

Dissertation

A Phenomenological Study of Adoptive Parents’ Distress

https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=6458&context=doctoral

Presentations

Below are examples from my work including past presentations. Please feel free to reach out for further information!

ACC November 2023 Using InnerActive Parts Cards as IFS and EMDR Resources

ACES October 2023 Developing Felt Safety in the Classroom

Presentation: Felt Safety

Research and Scholarship CACREP Competencies (2016):

a. Research designs appropriate to quantitative and qualitative research questions
b. Univariate and multivariate research designs and data analysis methods
c. Qualitative designs and approaches to qualitative data analysis
d. Emergent research practices and processes
e. Models and methods of instrument design
f. Models and methods of program evaluation
g. Research questions appropriate for professional research and publication
h. Professional writing for journal and newsletter publication
i. Professional conference proposal preparation
j. Design and evaluation of research proposals for a human subjects/institutional review board review
k. Grant proposals and other sources of funding
l. Ethical and culturally relevant strategies for conducting research

Supporting Artifacts

Created during COUC 740 Advanced Research Design

• Professional Counseling is increasingly required to demonstrate the efficacy of its interventions and treatment strategies.  Doctoral level counseling educators and practitioners must be able to appropriately consume and contribute to the current scientific research in the application and development of such treatments and other aspects of counselor education.

In addition to the presentations available to view above, several artifacts demonstrate mastery of the Research and Scholarship Competencies. Beginning with artifact 33, the literature review demonstrates mastery of (a.) research designs appropriate to quantitative and qualitative research questions through demonstrating a review of literature to base appropriate research questions whether for (b.) univariate and multivariate research designs and data analysis methods or for (c.) qualitative designs and approaches to qualitative data analysis. The literature review is essential for (d.) emergent research practices and processes and for (e.) models and methods of instrument design to provide the foundation for further investigation to develop (g.) research questions appropriate for professional research and publication within (h.) professional writing for journal and newsletter publication as the desired end result.

The next artifact (34) adds to the literature review by demonstrating a research proposal covering (a.) research designs appropriate to quantitative research questions including (b.) univariate and multivariate research designs and data analysis methods to study trauam among adoptive parents. This artifact encompasses (d.) emergent research practices and processes with appropriate (e.) models and methods of instrument design including (g.) research questions appropriate for professional research and publication and (h.) frofessional writing for journal and newsletter publication that demonstrates mastery in these criteria. Further the artifact covers (j.) design and evaluation of research proposals for a human subjects/institutional review board review as factors considered in the research include proper (l.) ethical and culturally relevant strategies for conducting research with human subjects.

Next, artifact 35 includes evidence of mastery for (j.) design and evaluation of research proposals for a human subjects/institutional review board review and (l.) ethical and culturally relevant strategies for conducting research as appropriate training for conducting research is evidenced.

Created During COUC 745 Advanced Multivariate Statistics and Quantitative Research

• This course will cover the use of a number of statistical techniques and how to use such procedures to solve problems and to answer questions in the areas of counseling and family studies.  The core statistical techniques will focus on using various forms of Multiple Regression, ANOVA, ANCOVA, and Factor Analysis. In addition, students will sharpen their skills in research design, such that they are able to identify which statistical procedure and research design best answers specific research questions.

Within artifact 36, further support of criteria to demonstrate mastery is focused on research, particularly, (a.) research designs appropriate to quantitative research questions as a specific quantitative research design was developed with (b.) multivariate research design and data analysis methods. This artifact includes demonstration of (d.) emergent research practices and processes as well as (e.) models and methods of instrument design that cover (g.) research questions appropriate for professional research and publication and demonstrate (h.) professional writing for journal and newsletter publication. The (j.) design and evaluation of research proposals for a human subjects/institutional review board review was also considered within the research design. Finally, (l.) ethical and culturally relevant strategies for conducting research were thoughtfully evaluated throughout the process demonstrating competency in these vital areas.

Created during COUC 750 Qualitative Research

• Leaders in the field of counseling have a responsibility to advance the field by conducting and publishing empirically based research related to ethical and effective counseling, supervision, teaching, leadership, and advocacy. Because many mental health and counseling issues are complex and exploratory, doctoral students need a skill set for effectively using qualitative research methods, which employ in-depth, relational processes and procedures.

Along with quantitative research methods, COUC 750 provided opportunities to demonstrate competency in qualitative research methods. Artifact 37 covers criteria (a.) research designs appropriate to qualitative research questions and (c.) qualitative designs and approaches to qualitative data analysis using (d.) emergent research practices and processes with (e.) models and methods of instrument design as the proposal for qualitative research covered the process from beginning thoughts of a research topic to providing (g.) research questions appropriate for professional research and publication. As the proposal demonstrates, (h.) professional writing for journal and newsletter publication was used through the artifact. Considerations in the design further include mastery of (j.) design and evaluation of research proposals for a human subjects/institutional review board review within (l.) ethical and culturally relevant strategies for conducting research. These elements further demonstrate competency in those criteria.

Created during COUC 810 Dissemination of Research and Scholarship in Counseling

• This course offers an orientation to writing and disseminating presentations and publications to the field of counseling in a variety of venues. Principles of research and scholarly writing are reviewed and skills are emphasized that provide readiness for manuscript preparation, submission, review, editorial, and presentation processes. The skills developed in this course will equip budding scholars to make a difference for Christ as expert writers and presenters in their chosen areas of counseling specialization.

As a counselor educator, it is essential to understand how to evaluate programs to determine best practices in educating future counselols. Artifact 38 and artifact 39 provide an example of competency in (f.) models and methods of program evaluation as online group adragogy is explored. This manuscript also includes an example of mastery of developing (g.) research questions appropriate for professional research and publication and (h.) professional writing for journal and newsletter publication as this manuscript was submitted to the ASGW journal for publication.

Further during the COUC 810 class creating a presentation for (i.) professional conference proposal preparation was demonstrated for mastery of this criteria. While artifact 40 includes a proposal to present at the Black Mental Health Symposium, artifact 41 provides the powerpoint presentation slides which would have been used for this presentation. Even though this proposal was accepted, I had to decline as I had three other proposals accepted for presenting during the fall. These presentations included one at ACES in Denver and two with peers at the ACC conference in November.
The two presentations in which I was lead presenter are available to view at the top of this page.

The final criteria to demonstrate mastery included the (k.) grant proposals and other sources of funding which is supported by artifact 42 requesting funding to present at the Black Mental Health Symposium which would have provided the funds to present the above mentioned proposal. As there were not fund available, this grant proposal was not funded.

Reflection of Research and Scholarship

1. Through my time in the doctoral program, I believe that I have grown the most in my research and scholarship skills. I have become very comfortable giving presentations and I can confidently say that Dr. John Thomas made a huge impact on my confidence as his class was the first that I was required to do a presentation to the class. I have applied his tips and feedback and have gotten many compliments on recent presentations that I believe are due to implementing his suggestions. I am excited to use this platform as a way to shine God’s light as I continue presenting what I am learning through research and scholarship.
2. As noted above, while this was not originally an area of strength, I can see how I have grown and developed these skills, not only through giving presentations, but in doing the research and preparation to present scholarly materials. I believe that I am also able to use this skill in helping others grow. I have been encouraging some of my colleagues and mentoring them in their scholarly work as well.
3. Certainly an area of growth is completing manuscripts for publication. I have several projects in the works with teams from Liberty and hope that through collaboration, my weakness will be strengthened and I can accept the challenge to see my name in a published journal, not just in a newsletter.
4. I can see how my faith has enabled me to step out of my comfort zone into these areas. I remember well, asking for prayer to get through several assignments and I most assuredly pray over every presentation and hope that my faith can be seen whether it is explicit or implicit in how I present myself and my work.

Scholarly Presentations

• Sosin, L., Rhoads, E., Barend, A., Kimonyi, D. & Gray, E. (December 2023) Embodiment (Somatic Counseling) Practices for a Health Mind and Body [One Hour Presentation], Liberty University CEFS 2024-2025 Clinical Training Opportunities for Site Supervisors, https://watch.liberty.edu/media/t/1_lralhu9y
• Rhoads, E. & Eddy, D. (November 2023). Using InnerActive Parts Cards as IFS and EMDR resources [In person]. ACC Conference, Melbourne, FL.
• Barend, A., Sosin, L. & Rhoads, E. (November 2023). Surfing for Wellness​ Beachside Embodiment Practices to Promote Authenticity and Passion [In person]. ACC Conference, Melbourne, FL.
• Rhoads, E. (2023, October 12). Developing Felt-Safety in the Classroom [In person]. ACES 2023 National Conference, Denver, CO.
• Rhoads, E. Sosin, L., Barend, A., Kimonyi, D. & Gray, E. (July 2023). Embodiment (Somatic Counseling) Practices for a Health Mind and Body [Virtual]. 6th Annual Philadelphia Trauma Training Conference, Philadelphia, PA. 
• Rhoads, E. (April 2023). Developing Felt Safety [In person]. Engaged Conference: The Brain, Body, and Resilience, Philadelphia, PA.
• Rhoads, E. (November 2022). Developing Felt Safety [In person]. Christian Association for Psychological Studies – East (CAPS-East), Lancaster, PA.
• King, J.A. & Rhoads, E. (November 2022). Promoting Autonomy in Supervision: Using the CMT as a Dynamic Supervision Tool for Trainees and Seasoned Counselors [In Person]. Christian Association for Psychological Studies – East (CAPS-East), Lancaster, PA.
• King, J.A, & Rhoads, E. (February 2022). Promoting Autonomy in Supervision: Using the CMT as a Dynamic Supervision Tool for Trainees and Seasoned Counselors [Virtual]. NBCC Law and Ethics Conference. Virtual conference based in New Orleans, LA.
• Vernam, J. & Rhoads, E. (November 2022). Theoretical Orientation Mentoring [Virtual Meeting]. RENAR Connection, Rho Eta Nu Alpha Rho Honor Society, Liberty University.
• Rhoads, E., Rosa, J. & Switala, R. (September 2022). You’re Graduating: Now What? [Virtual Meeting]. RENAR Connection, Rho Eta Nu Alpha Rho Honor Society, Liberty University.

Scholarly Publications

Human Rights Adoption Article Published in AMCD Newsletter, January 11, 2021

When considering human rights, orphaned children and the families who adopt them should not be overlooked. It is estimated that there are around 153 million orphans worldwide who have lost at least one parent (Worldwide Children’s Statistics, n.d.). Along with those numbers the effects of Covid-19 has added an additional 1.5 million children who have lost a primary caregiver within the last 18 months (Hillis et al., 2021). With this in mind, it is important to recognize that each adoption story starts with a loss (Hegar et al., 2013; Palacios et al., 2019). Most families envision adding a child to their loving family and the love that they offer will make everything wonderful for the new addition. The reality is that many families are unprepared for the accompanying challenges (O’Dell et al., 2015). Children offered for adoption often have significant trauma histories and most potential parents are not sufficiently educated about trauma and how it affects a child’s ability to function emotionally, academically, and behaviorally (Jay Miller et al., 2018). Not only is their knowledge lacking, but there are also many expectations that go unmet (such as strong attachment bonds, academic or social performance), especially for highly educated parents (Leake et al., 2019). These factors, at times, lead to adoption breakdown, occurring in as many as 10 to 25 percent of adoptions (Child Welfare Information Gateway, 2012). The high rate of adoption breakdowns highlights the need for more preparation of both adoptive parents and the counselors that support them (Atkinson et al., 2013).

Quality pre-adoption counseling offers better outcomes both in parental satisfaction and more stable placements (Lee et al., 2018). Support systems including family members, community organizations, spiritual and religious groups; services and resources available to families; as well as personal factors of the adoptive parents and the family system are all factors in adoption success (Shelton, 2020). Further, Quade et al. (2021) report that organizational support from workplaces can benefit adoptive families by providing a more stable environment, showing the importance of advocacy for a supportive community, including employers.

In the past there was a focus on the adoptive child and the issues that they brought into the family (Shelton, 2020), but today’s counselors need to recognize the importance of a more comprehensive way to look at the complete picture of past, present, and future of not only the child, but all facets of their life and relationships. Preparing adoptive parents and those in their community to welcome an adoptive child through appropriate adoption training, access to trauma-informed mental health professionals, and ongoing supportive policies can impact outcomes for not only the adopted children, but their families as well. As counselors it is our duty to be well informed of current research, resources for referrals, and evidence-based therapies that can be used to mitigate the losses for children and parents.

Atkinson, A. J., Gonet, P. A., Freundlich, M., & Riley, D. B. (2013). Adoption competent clinical practice: Defining its meaning and development. Adoption Quarterly, 16(3–4), 156–174. https://doi.org/10.1080/10926755.2013.844215

Hegar, R. L., & Watson, L. D. (2013). Managing special needs and treatment approaches of intercountry adoptees and families. Adoption Quarterly, 16(3–4), 238–261. https://doi.org/10.1080/10926755.2013.790863

Hillis, S. D., Unwin, H. J. T., Chen, Y., Cluver, L., Sherr, L., Goldman, P. S., … & Flaxman, S. (2021). Global minimum estimates of children affected by COVID-19-associated orphanhood and deaths of caregivers: a modelling study. The Lancet, 398(10298), 391-402. https://doi.org/10.1016/S0140-6736(21)01253-8

Lee, B. R., Kobulsky, J. M., Brodzinsky, D., & Barth, R. P. (2018). Parent perspectives on adoption preparation: Findings from the Modern Adoptive Families project. Children and Youth Services Review, 85, 63–71. https://doi.org/10.1016/j.childyouth.2017.12.007

O’Dell, K. E., McCall, R. B., & Groark, C. J. (2015). Supporting families throughout the international special needs adoption process. Children and Youth Services Review, 59, 161–170. https://doi.org/10.1016/j.childyouth.2015.11.008

Palacios, J., Adroher, S., Brodzinsky, D. M., Grotevant, H. D., Johnson, D. E., Juffer, F., Martínez-Mora, L., Muhamedrahimov, R. J., Selwyn, J., Simmonds, J., & Tarren-Sweeney, M. (2019). Adoption in the service of child protection: An international interdisciplinary perspective. Psychology, Public Policy, and Law, 25(2), 57–72. https://doi.org/10.1037/law0000192

Quade, M. J., Hackney, K. J., Carlson, D. S., & Hanlon, R. P. (2021). It takes a village: How organizational support for adoption positively affects employees and their families. Journal of Occupational and Organizational Psychology, 94(3), 706–734. https://doi.org/10.1111/joop.12358

Shelton, D., & Bridges, C. W. (2021). A phenomenological exploration of adoptive parent experiences of support during the adoption process. Adoption Quarterly. https://doi.org/10.1080/10926755.2021.1976336

Worldwide Children’s Statistics (n.d.). SOS Children’s Villages – USA, Inc. Retrieved December,7, 2021 from https://www.sos-usa.org/our-impact/childrens-statistics