Research Interests

Counselor education is a relatively young field, and there is still so much work to be done for us to have a better understanding of our profession – it’s hard not to be swept along into lots of different fascinating research opportunities. However, I have tried to narrow my focus to the following major areas…..

1. Pedagogy of Counselor Education
Within the field of counselor education, we have not studied much the pedagogy of how students learn – how they develop into counselors. I am interested in understanding the cognitive development of counselors (how they move into the complex thinking about counseling & human nature that is required to be an expert counselor) and how we teach counseling students to help move them toward higher levels of complexity, including how we use counseling supervision to help our students and supervisees become more culturally competent counselors.

I have published the following articles in this line of research:

Li, D., Duys, D. K., & Granello, D. H. (2020). Applying Markov Chain Analysis to supervisory interactions. Journal of Counselor Preparation and Supervision,13(1). DOI: 10.7729/131.1325

Li, D., Duys, D. K., & Granello, D. H. (2018). Interactional Patterns of Clinical Supervision: Using Sequential Analysis. Asia Pacific Journal of Counselling & Psychotherapy, 10(1), 70-92. 1-23.  DOI: 10.1080/21507686.2018.1553791

Borders, L. D., Wester, K. L., Granello, D. H., Chang, C. Y., Hayes, D. G., Pepperell, J., & Spurgeon, S. L. (2012). ACES Guidelines for Research Mentorship: Development and implementation. Counselor Education and Supervision, 51, 162-175.

Granello, D. H. (2010). Cognitive complexity among practicing counselors: How thinking changes with experience. Journal of Counseling and Development, 88, 92-100.

Ober, A. M., Granello, D. H., & Henfield, M. (2009). A synergistic model to enhance multicultural competence in supervision. Counselor Education and Supervision, 48, 204-221.

Granello, D. H., Kindsvatter, A., Granello, P. F., Underfer-Babalis, J., & Hartwig-Moorhead, H. (2008). Multiple perspectives in supervision: Using a peer consultation model to enhance supervisor development. Counselor Education and Supervision, 48, 32-47.

Kindsvatter, A., Granello, D. H., & Onedera, J. D. (2008). Cognitive techniques as a means for facilitating supervisee development. Counselor Education and Supervision, 47, 179-192.

Choate, L. H., & Granello, D. H. (2006). Promoting student cognitive development in counselor preparation: A proposed expanded role for faculty advisors. Counselor Education and Supervision, 46(2), 116-130.

Granello, D. H., & Underfer-Babalis, J. (2004). Supervision of group work: A model to increase supervisee cognitive complexity. Journal for Specialists in Group Work, 29(2), 159-174.

Granello, D. H. (2003). Influence strategies in the supervisory dyad: An investigation into the effects of gender and age. Counselor Education and Supervision, 42, 189-202.

Granello, D. H. (2002). Assessing the cognitive development of counseling students: Changes in epistemological assumptions. Counselor Education and Supervision, 41, 279-293.

Granello, D. H. (2001). Promoting cognitive complexity in graduate written work: Using Bloom’s Taxonomy as a pedagogical tool to improve literature reviews. Counselor Education and Supervision, 40(4), 292-307.

This link provides a copy of a chart that outlines Bloom’s Taxonomy as it is applied to graduate writing. The link is provided because the chart in PDF format may be easier to print and/or use than the copy that appears in the journal.

Article Abstract:
This article applies Bloom’s Taxonomy to the process of graduate-level writing in counselor education. Bloom’s Taxonomy is provided as a mechanism to help students develop and demonstrate cognitive complexity when writing comprehensive literature reviews. The article outlines common assumptions held by students operating at each level of the Taxonomy, typical organizational structure and content of papers at each level of the Taxonomy, and tips to move writing to more cognitively advanced levels.

Click here to view and/or print a chart that outlines the Taxonomy and assumptions.

Granello, D. H. (2000). Encouraging the cognitive development of supervisees: Using Bloom’s Taxonomy in supervision. Counselor Education and Supervision, 40, 31-46.

Granello, D. H. (2000). Contextual teaching and learning in counselor education. Counselor Education and Supervision, 39, 270-283.

Granello, D. H., Hothersall, D., & Osborne, A. (2000). The academic genogram: Teaching for the future through learning from the past. Counselor Education and Supervision, 39(3), 177-188.

Granello, D. H., & Hazler, R. (1998). A developmental rationale for curriculum order and teaching styles in counselor education programs. Counselor Education and Supervision, 38(2), 89-105.

Granello, P. F., & Granello, D. H. (1998). Training counseling students to use outcomes research. Counselor Education and Supervision, 37(4), 224-237.

Granello, D. H., & Young, M. E. (1998). Helping as a personal journey. In M. E. Young Learning the art of helping: Building blocks and techniques (pp. 1-16). Columbus: Merrill.

Granello, D. H., Beamish, P. M., & Davis, T. E. (1997). Supervisee empowerment: Does gender make a difference? Counselor Education and Supervision, 36(4), 305-317.

Granello, D. H. (1996). Gender and power in the supervisory dyad. The Clinical Supervisor, 14(2), 53-67.

I also have a textbook with Prentice-Hall for a Foundations of Counseling textbook that follows a developmental approach:
Granello, D. H., & Young, M. E. (2019). Counseling Today: Foundations of Professional Identity (2nd edition). Boston: Pearson.

 

2. Suicide Assessment, Prevention, and Intervention
I am very involved with suicide prevention research. I have co-authored two book on the topic, and together with Dr. Paul Granello, I present workshops and trainings to counselor and other mental health professionals. I also had a grant through SAMHSA for six years to develop and implement a comprehensive suicide prevention plan for the OSU campus. The funding for this program is now provided by OSU.

BOOK: Juhnke, G. A., Granello, D. H. & Granello, P. F. (2020). School Bullying and Violence: Interventions for school mental health specialists. Series: Interventions for School Mental Health Specialists. Book 1 of the series. Oxford University Press.

BOOK:  Juhnke, G. A., Granello, D. H., & Granello, P. F. (2011). Suicide, self-injury, and violence in the schools: Assessment, prevention, and intervention strategies. Los Angeles: Wiley.

Chinese translation edition. (2014). Psychological Publication Co.

Korean translation edition. (2015). Psychological Publication Co.

BOOK: Granello, D. H. & Granello, P. F. (2007). Suicide: An essential guide for helping professionals and educators. Boston: Allyn & Bacon.

ARTICLES & BOOK CHAPTERS

Slesnick, N., Zhang, J., Feng, Z, Wu, Q, Cully, L, & Granello, D. H. (2020). Cognitive therapy for suicide prevention: A randomized pilot with suicidal youth experiencing homelessness. Cognitive Therapy & Research (42), 402-411. DOI:10.1007/s10608-019-10068-1

Granello, D. H. (2015). Suicide Crisis Intervention. In K. Yeager (Ed)., Crisis intervention handbook (4th ed; pp. 152-180). New York: Oxford University Press.

Granello, D. H. (2013). Addressing suicide risk in community mental health. In. K. Yeager, D. Cutler, D. Svendsen, & G. M. Mills (Eds). Textbook of modern community mental health work. New York: Oxford University Press.

Granello, D. H. & Granello, P. F.(2013). School-based suicide prevention programming: Responding to Mexico’s rise in youth suicide. Temas Selectos en Orientacion Psicologica (Mexican Counseling Association Journal),7, 15-24

Schools often react poorly to student suicide. (2011). Report on findings of Ohio State researchers, Dr. Darcy Granello. Annals of the American Psychotherapy Association, 14, 9-10.

Granello, D. H. (2010). A suicide crisis intervention model with 25 practical strategies for implementation. Journal of Mental Health Counseling, 32(3), 218-235.

Granello, D. H. (in press). The process of suicide risk assessment: Twelve core principles. Journal of Counseling and Development.

Macdonald, L., Pelling, N., & Granello, D. H. (2009). A biopsychosocial approach to suicide: What psychotherapists and counsellors need to know. Psychotherapy in Australia, 15(2), 62-72

Granello, D. H., & Granello, P. F. (2007). Suicide assessment: Strategies for determining risk. Counselling, Psychotherapy, and Health, 3(1), 42-51.

 

3. Language and Attitudes towards Persons with Mental Illness
I have become increasingly concerned with the language that is used within the field of mental health as well as in the media surrounding mental illness. I have a research interest in promoting acceptance toward individuals with mental illness that has been active for years. Recently, that interest has become more focused on the effects of labels and language and how these affect tolerance.

Baker, E., Zyromski, B, & Granello, D. H. (in press). School or Guidance Counselor: How the title influences public perception. Professional School Counseling.

Garcia, G., Granello, D. H., & Boehm, K. (2020). At last: Empirical proof that the ‘R-Word’ really must go: The influence of terminology on tolerance. Inclusion, 8(2), 155-162. DOI: 10.1352/2326-6988-8.2.155

Inclusion chose to feature this article on their YouTube channel and make a brief spotlight video about the findings: https://youtu.be/3N6wBiTfxPY

Zyromski, B., Hudson, T. D., Baker, E., & Granello, D. H. (2019). Guidance Counselors or School Counselors: How the name of the profession influences perceptions of competence. Professional School Counseling, 22(1), 1-10.

Messerschmitt-Coen, S. & Granello, D. H. (2019). Cadets’ attitudes toward help-seeking: The effects of language and labels. Journal of Military & Government Counseling, 7(3), 83-96.

Granello, D. H. (2019). The ‘R-Word’ is more than hate speech: Differences in counselors’ level of tolerance based on language and labels. Journal of Humanistic Counseling, 58, 170-183.

Granello, D. H., & Gibbs, T. A. (2016). The power of language and labels: “The mentally ill” versus “person with mental illness.” Journal of Counseling & Development, 94, 31-40.

According to Altmetric, which tracks online attention for scholarly journal articles, within two weeks of first appearing in the journal, this article had a score of 203, putting it in the 99th percentile of the nearly 7 million research outputs ever tracked by Altmetric.

Altmetric Score as of December, 2016: 213

        • This ranks #1 in the history of the journal
        • This ranks #21,374 of over 7 million articles ranked by Altmetric (99.997%ile)

Hinkelman, L., & Granello, D. H. (2003). Biological sex, adherence to traditional gender roles, and attitudes toward persons with mental illness: An exploratory investigation. Journal of Mental Health Counseling, 25(4), 259-270.

Granello, D. H., & Wheaton, J. E. (2001). Attitudes toward persons with physical disabilities and mental illnesses. Journal of Applied Rehabilitation Counseling, 32(3), 9-16.

Granello, D. H., & Granello, P. F. (2000). Defining mental illness: The relationship between college students’ beliefs about the definition of mental illness and tolerance. Journal of College Counseling, 3, 100-112.

Granello, D. H., & Pauley, P. (2000). Television viewing habits and their relationship to tolerance toward people with mental illness. Journal of Mental Health Counseling, 22(2), 162-175.

Granello, D. H., Pauley, P., & Carmichael, A. (1999). The relationship of the media to attitudes toward people with mental illness. Journal of Humanistic Counseling, Education and Development, 38, 98-110.

 

Of course, this page is not a comprehensive list of all publications – please see my vita for that information.