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From Readiness To Action: Social Justice Training In Practicum, Steven J. Moody, Justin D. Lauka, Amanda K. Mccarthy
From Readiness To Action: Social Justice Training In Practicum, Steven J. Moody, Justin D. Lauka, Amanda K. Mccarthy
Journal of Counselor Preparation and Supervision
Social justice is an imperative within counseling and is recognized through the American Counseling Association's code of ethics, nationally endorsed competencies, and the Council for Accreditation of Counseling and Related Educational Programs. The authors completed a phenomenological study exploring the experience of five master’s-level counseling students in their practicum course relative to their development of a socially just counseling approach. The authors identified themes to provide a textural-structural description of how students experienced the transition towards social action. Moving from readiness to action encompassed previous experiences, the learning community, and change agents including awareness, responsibility, motivation, and comfort. Implications for …
Developmental Networks And Interpersonal Support Of Beginning Counselors, Nathan B. West, Joel F. Diambra, Laura S. Wheat
Developmental Networks And Interpersonal Support Of Beginning Counselors, Nathan B. West, Joel F. Diambra, Laura S. Wheat
Journal of Counselor Preparation and Supervision
As beginning counselors complete graduate school and enter the workplace they often experience a turbulent transition (Moss et al., 2014). Interpersonal relationships play a vital role in counselors’ development during this period of change (Skovholt & Trotter-Mathison, 2011). This qualitative study explored beginning counselors’ perspectives regarding the role of interpersonal relationships in their development. Analysis of interviews with 12 beginning counselors (within two years post-graduation) resulted in five themes: Context of Personal-Professional Identity; Adjustment/Transition; Growth Orientation; Network Organization; and Connective Tissue. Implications suggest educators promote effective developmental relationships and encourage established counseling professionals to foster workplace environments that help beginning …
Aligning Cognitive Complexity Models: Bridging Development Across Educational And Supervisory Contexts, J. Scott Branson, Ashley N. Branson
Aligning Cognitive Complexity Models: Bridging Development Across Educational And Supervisory Contexts, J. Scott Branson, Ashley N. Branson
Journal of Counselor Preparation and Supervision
Cognitive complexity is a requisite skill for mental health professionals, as they routinely face complex, ambiguous tasks such as working within an evidence based practice framework in ways that bridge clients’ subjective experiences with relevant psychotherapeutic outcome research. Multiple models for conceptualizing and promoting cognitive complexity development in educational and supervisory settings have been articulated, and the similarities across these models is striking. The purpose of this article is to: 1) introduce readers to King and Kitchener’s (1994) Reflective Judgement model of educational development and 2) demonstrate the striking alignment between the Reflective Judgement model and prominent developmental models of …