Interpretive phenomenological analysis was used to explore 10 counselor education doctoral students' lived experiences with multiple roles and relationships. Four superordinate themes were found: power differential, need for education, transformation, and learning from experiences. Findings revealed that multiple roles and relationships offer doctoral students positive and negative experiences, shaping their development as future counselor educators.

中文翻译：

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辅导员教育博士生在多重角色和关系中的经历

采用解释性现象学分析方法，探究了10名辅导员教育博士生在多重角色和关系中的生活经历。发现了四个高级主题：权力差异、教育需求、转型和从经验中学习。调查结果显示，多重角色和关系为博士生提供了积极和消极的体验，塑造了他们作为未来辅导员教育者的发展。