Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 15 of 15
Full-Text Articles in Counseling
Addressing Anti-Fat Bias: A Crash Course For Counselors And Counselors-In-Training, Stella B. Kerl-Mcclain, Cort M. Dorn-Medeiros, Kelsey Mcmurray
Addressing Anti-Fat Bias: A Crash Course For Counselors And Counselors-In-Training, Stella B. Kerl-Mcclain, Cort M. Dorn-Medeiros, Kelsey Mcmurray
Journal of Counselor Preparation and Supervision
People with larger body sizes are often the target of harmful stereotypes such as being lazy, unattractive, and unintelligent. Such stereotypes are part of an extensive system of oppression often intersecting with racism, classism, and ableism. When counselors and counselors-in-training are unaware of their own biases related to body size, larger bodied clients are at risk for further harm within the very place they are seeking support. This article provides professional counselors and counselors-in-training with the historical knowledge needed to examine their own biases and prejudices around body size and fatness to become better counselors and advocates for all clients. …
Educating Counselors About Offenders With Mental Illness: An Exploratory Study, Frances I. Ellmo, Leigh F. Holman, Richard James, Lacy Kemker
Educating Counselors About Offenders With Mental Illness: An Exploratory Study, Frances I. Ellmo, Leigh F. Holman, Richard James, Lacy Kemker
Journal of Counselor Preparation and Supervision
Racially and economically disenfranchised offenders with mental illness (OMI) are incarcerated at disproportionately high rates but experience less access to and utilization of mental healthcare. There is a need for trained counselors to work in forensic environments who are competent to provide multiculturally sensitive social justice-oriented interventions. However, there is little research exploring the extent counseling students are offered didactic or experiential training for working with OMI. Utilizing concurrent embedded mixed methods to explore relationships between opportunities and obstacles to counseling programs offering this training, this study finds interest in training exists but potential concerns about bias, safety, and other …
Using Community-Engagement To Teach Mental Health Stigma Reduction, Tamba-Kuii M. Bailey, Christine J. Yeh, Lou Collette S. Felipe
Using Community-Engagement To Teach Mental Health Stigma Reduction, Tamba-Kuii M. Bailey, Christine J. Yeh, Lou Collette S. Felipe
Journal of Counselor Preparation and Supervision
This article proposes a conceptual model of community-engaged learning as a teaching strategy and recommendations designed to teach mental health stigma reduction for master’s level students in counselor education programs. The community-engaged learning teaching content and training methodology description in this article highlight the purpose, use, and intended impact of this teaching method on counselor training of mental health stigma reduction. The mental health stigma reduction training components, goals, benefits, and resource materials are discussed.
The Professional Identity Development Of Counseling Students During Extreme Stressors: Lessons Learned In The Covid-19 Pandemic, Edward Ewe, Kok-Mun Ng
The Professional Identity Development Of Counseling Students During Extreme Stressors: Lessons Learned In The Covid-19 Pandemic, Edward Ewe, Kok-Mun Ng
Journal of Counselor Preparation and Supervision
Based on Bronfenbrenner’s bioecological framework and current literature, we discussed the impact of the COVID-19 crisis may have shaped the professional identity development (PID) of counseling students and the ecosystems of counselor education. While the discipline recognizes the importance of paying attention to counseling students’ PID, the discourse on the topic in the context of extreme environmental stressors such a pandemic appears to be lacking. We discussed in this paper the opportunity the COVID-19 pandemic has presented to counselor educators and supervisors (CES) to frame extreme challenging moments like theses as times to facilitate the strengthening and internalizing of counselor …
Teaching Case Conceptualization Skills To Clinical Mental Health Students To Enhance Clinical Competency And Cognitive Complexity, Jennifer L. Cline, Debbie C. Sturm, A. Renee Staton
Teaching Case Conceptualization Skills To Clinical Mental Health Students To Enhance Clinical Competency And Cognitive Complexity, Jennifer L. Cline, Debbie C. Sturm, A. Renee Staton
Journal of Counselor Preparation and Supervision
A primary purpose of counselor education is the development of competency in diagnosis, case conceptualization, treatment formulation, and intervention. This paper describes a series of experiential case-based workshops designed to directly target and enhance students’ understanding of these specific clinical mental health counseling competencies in order to promote student involvement in constructivist learning, develop students’ cognitive complexity, and elucidate the thinking of an experienced clinician. This paper provides an overview of the workshop design and implementation, discussion of workshop efficacy with examples, and suggestions for curricular implementation.
Advocating For Holistic Admissions Review: Implications For Master’S Level Counselor Education Programs, Dominique S. Hammonds, Lucy L. Purgason
Advocating For Holistic Admissions Review: Implications For Master’S Level Counselor Education Programs, Dominique S. Hammonds, Lucy L. Purgason
Journal of Counselor Preparation and Supervision
Positioning diversity at the forefront of counselor education has been an ongoing movement for well over the last decade. Attention has been given to considering recruitment and retention practices, with CACREP requiring counselor education programs to show evidence of ways this is enacted. Building on this work, counselor educators have brought needed attention to questioning how structural inequity permeates policies and procedures within counselor education programs. A critical consideration of counselor education admissions practices through an equity lens has been lacking in the literature. In this article, the authors make the case for the use of holistic admissions review as …
Students’ Experiences Of In-Person And Online Clinical Residencies: A Qualitative Study, Kathleen Ruscitto, Macie Stead, Corinne W. Bridges, Casey Baker
Students’ Experiences Of In-Person And Online Clinical Residencies: A Qualitative Study, Kathleen Ruscitto, Macie Stead, Corinne W. Bridges, Casey Baker
Journal of Counselor Preparation and Supervision
Online counselor education programs have continued to grow in popularity. There is limited current research about residency experiences of counseling students. The coronavirus pandemic has forced counselor educators to move traditionally face to face residencies to the online platform. Our study explores the experiences of counseling students who attended both online and face to face residency using an in-depth phenomenological interviewing. Four major themes emerged including (a) self-care, (b) faculty interactions, (c) student connections, and (d) counselor identity and future practice. One narrative highlights the participant’s experiences.
Integrating Psychosocial Oncology Into The Counseling Curriculum, Andrew Wood, Alexandra Mott, Jessica Gonzalez-Voller
Integrating Psychosocial Oncology Into The Counseling Curriculum, Andrew Wood, Alexandra Mott, Jessica Gonzalez-Voller
Journal of Counselor Preparation and Supervision
With nearly two million new cancer diagnoses estimated in 2021 alone, counselors and counselors in training should have some knowledge of the mental health impact that cancer has on individuals and families. The authors of this manuscript present a review of established psychosocial oncology training in other fields and ways to infuse the topic of psychosocial oncology, including how it pertains to working within integrated care teams, into the counseling curriculum via one course or infusion into curriculum to better train counselors to provide their unique contributions to the care of individuals with cancer and their families.
Engaged Trauma Training Through Role-Play Observations During Covid-19, Emily Horton, Claudia G. Interiano-Shiverdecker, Crystal L. Hughes, Mica Stumpf
Engaged Trauma Training Through Role-Play Observations During Covid-19, Emily Horton, Claudia G. Interiano-Shiverdecker, Crystal L. Hughes, Mica Stumpf
Journal of Counselor Preparation and Supervision
This phenomenological investigation explored counselors'-in-training experiences while observing role-plays of trauma-specific cases. Three themes emerged: (a) learning to be a trauma counselor, (b) growth as counselors-in-training, and (c) connection and engagement through multiple delivery methods. The findings from this study showed that observing role-plays can be an efficacious teaching approach in trauma counseling courses. Findings also suggest that integrating role-plays into trauma curricula helped students understand the complexity of trauma, increase self-competency, self-efficacy, and emotional intelligence, and engage with the content in face-to-face and online formats. The authors provide a further discussion on implications for counselor education and …
The Experiences Of Collegiality By Early-Career Counselor Educators, Jessica M. Tyler, Malti Tuttle, Marina Naviaux, Sara Ellison
The Experiences Of Collegiality By Early-Career Counselor Educators, Jessica M. Tyler, Malti Tuttle, Marina Naviaux, Sara Ellison
Journal of Counselor Preparation and Supervision
It is essential to develop a work culture that supports faculty needs, be it professional for promotion and tenure, or personal. This phenomenological study examined the lived experiences of collegiality by early-career counselor educator faculty members (CES) working in a CACREP institution. Relational support, expectations, administration, and doctoral experiences emerged as themes from these narratives. Implications for the field are discussed to address these experiences and provide recommendations to counselor education faculty and departments.
Exploring Key Group Counseling Processes: Implications For Group Counselor Training, Rostyslaw W. Robak, Poonam V. Doshi, Michael M. Tursi
Exploring Key Group Counseling Processes: Implications For Group Counselor Training, Rostyslaw W. Robak, Poonam V. Doshi, Michael M. Tursi
Journal of Counselor Preparation and Supervision
We studied several processes in a standardized counselor training group. Participants were masters-level counselor trainees (n=100) who took part in eight sessions in an experiential group. Our purpose was to examine the patterns of therapeutic processes and the therapeutic factors that predicted cohesiveness and commitment of the group tasks. Results underscore the interlocking nature of the therapeutic process factors of cohesiveness, altruism, and universality. Analyses reveal the central role of cohesiveness as a process factor in a short-term group. Altruism and engagement consistently predicted cohesiveness. Cohesiveness predicted commitment to the group tasks. The processes in these training groups …
Motivated But Challenged: Counselor Educators’ Experiences Teaching About Social Determinants Of Health, John M. Waters, Alexandra C. Gantt, Allison Worth, Bisola Duyile, Kaprea Johnson, Davide Mariotti
Motivated But Challenged: Counselor Educators’ Experiences Teaching About Social Determinants Of Health, John M. Waters, Alexandra C. Gantt, Allison Worth, Bisola Duyile, Kaprea Johnson, Davide Mariotti
Journal of Counselor Preparation and Supervision
A phenomenological study was conducted to understand eight counselor educators’ experiences teaching about social determinants of health. The analysis yielded three themes: educator identity, motivations, and challenges. Implications for counselor educators preparing future counselors to be leaders in multiculturalism, social justice, and advocacy are provided.
The Role Of Emotional Overcontrol In Acceptance Of Counselor Training Feedback, R. Erin W. Berzins, Andrew Wood, Colin C. Ward, Ned Farley
The Role Of Emotional Overcontrol In Acceptance Of Counselor Training Feedback, R. Erin W. Berzins, Andrew Wood, Colin C. Ward, Ned Farley
Journal of Counselor Preparation and Supervision
Effective feedback is a critical component of counselor training. The degree to which a recipient is able or willing to accept feedback can impact learning and skill development significantly. Recognizing individual trait differences can help the field of counseling understand feedback receptivity in counseling students. This study examined the possible relationship between feedback receptivity and the individual trait of emotional overcontrol. Results indicate that overcontrol accounted for variance in scores on a measure of feedback receptivity in a sample of counseling students, suggesting that individual trait differences meaningfully affect feedback receptivity.
Promoting Well-Being From The Start: Implementation Of A Wellness Curriculum, Nayoung Kim, Jayna Mumbauer-Pisano
Promoting Well-Being From The Start: Implementation Of A Wellness Curriculum, Nayoung Kim, Jayna Mumbauer-Pisano
Journal of Counselor Preparation and Supervision
The 2016 Council for Accreditation of Counseling and Related Educational Programs standards (F.1.k.) and the 2014 American Counseling Association (ACA) Code of Ethics (C.2.g.) stipulate that counselor wellness and self-care be prioritized throughout counselor education programs. However, there is little evidence to suggest counselors’-in-training (CIT) wellness increases during a counseling program. The Introduction to Counseling Wellness Curriculum (ICWC) was developed to assist in meeting these standards and promote wellness from the onset of a counseling program. This eight-week long curriculum presents content to cover different dimensions of wellness and specific activities to implement self-care practices. The skills obtained through the …
Race Matters: Managing Racial Tension When Teaching Multicultural Competence, Tiffany P. Brooks, Korinne H. Babel
Race Matters: Managing Racial Tension When Teaching Multicultural Competence, Tiffany P. Brooks, Korinne H. Babel
Journal of Counselor Preparation and Supervision
In this article, the authors suggest using the Mindful Inquiry (Lee, 2009, 2014) to navigate cultural conversations in the counselor education classroom in tandem with the Multicultural and Social Justice Counseling Competencies (MSJCC; Ratts et al., 2015). The authors highlight the literature about racial tension in and outside the classroom, multicultural counseling and social justice, mindfulness and multiculturalism, and teaching multicultural competence. This article concludes with a case example highlighting how to use the Mindful Inquiry (Lee, 2009, 2014) in the classroom while demonstrating how counselors-in-training develop across the MSJCC (Ratts et al., 2015).