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Abstract

This qualitative study used reflexive thematic analysis (Braun & Clarke, 2006) to explore how the Adultspan Journal Fellowship Program, a structured, cohort-based mentorship initiative, supports the development of doctoral students and early-career counselor educators. Grounded in Social Learning Theory, the program integrates hands-on journal management, guided peer review, collaborative writing, and monthly didactic sessions within multi-layered mentorship. Data from asynchronous email interviews and document analysis with seven fellows across two cohorts (2022–2024) yielded four themes: (1) Cultivating Belonging Through Structured Mentorship, highlighting affirming guidance that reduced isolation and built peer networks; (2) Building Confidence and Professional Identity, reflecting growth in scholarly voice, self-efficacy, and faculty readiness; (3) Developing Scholarly and Editorial Expertise, showing gains in peer review, editorial decision-making, and publication workflows that enhanced research and writing practices; and (4) Refining the Fellowship Experience, emphasizing fellows’ calls for clearer onboarding, extended duration, and expanded professional development. Findings suggest that structured, cohort-based mentorship can address gaps in doctoral training by blending authentic editorial tasks with identity-affirming support, offering a replicable model for counselor education programs and editorial boards seeking to build inclusive pipelines of emerging scholars.

Author ORCID Identifier

Lauren B. Robins - https://orcid.org/0000-0002-8898-3499

Kaprea F. Johnson - https://orcid.org/0000-0001-7127-3370

Natese Dockery- https://orcid.org/0000-0003-3051-454X 

Crystal Morris- https://orcid.org/0000-0001-5780-8105

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