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- Counselor Education (4)
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- Best practices (1)
- Clinical Supervision (1)
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- Relational Cultural theory pedagogy (1)
- Social presence (1)
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Articles 1 - 5 of 5
Full-Text Articles in Education
The Application Of Relational Cultural Theory In Digitally Delivered Ce Programs, Jinnelle V. Powell, Nicole Bradley, Jayce Patton, Carrie Lynn Bailey, Gary M. Szirony, Kathleen Levingston
The Application Of Relational Cultural Theory In Digitally Delivered Ce Programs, Jinnelle V. Powell, Nicole Bradley, Jayce Patton, Carrie Lynn Bailey, Gary M. Szirony, Kathleen Levingston
Journal of Counselor Preparation and Supervision
Relational Cultural theory (RCT) as a pedagogy in counselor education and supervision (CES) uniquely positions educators and learners for growth through vulnerability and authenticity. The authors in this article share their individual journeys with RCT along with practical strategies for implementing RCT as a pedagogy in an asynchronous digitally delivered counselor education program. Ethical implications are addressed.
Gatekeeping In Online Learning: Best Practices To Facilitate Non-Traditional Learning, Amanda Faucher, Ajitha Chandrika Prasanna Kumaran, Wannigar Ratanavivan
Gatekeeping In Online Learning: Best Practices To Facilitate Non-Traditional Learning, Amanda Faucher, Ajitha Chandrika Prasanna Kumaran, Wannigar Ratanavivan
Journal of Counselor Preparation and Supervision
Online learning has evolved, bringing several opportunities and challenges to counselor educators. Gatekeeping is an ethical responsibility of counselor educators, especially in a distance education platform, to evaluate personal and professional growth of counselors-in-training. To minimize gateslipping, there is working literature evidence that looks quite different in an online platform. In a synchronous setting, technology allows us to offer an experience that is not drastically different from traditional learning, but literature on asynchronous learning is far more limited. The authors will highlight the strengths and challenges of gatekeeping in a distance learning environment and discuss potential strategies for gatekeeping to …
A Qualitative Case Study Of Supervisors Experiences Related To Distance-Based Supervision, Blake Sandusky, Kristine Ramsay-Seaner, Staci Born, Charlotte Heckmann, Ffion Davies
A Qualitative Case Study Of Supervisors Experiences Related To Distance-Based Supervision, Blake Sandusky, Kristine Ramsay-Seaner, Staci Born, Charlotte Heckmann, Ffion Davies
Journal of Counselor Preparation and Supervision
The COVID-19 pandemic created a rush to provide counseling and supervision services via distance-based technology. This study was conducted prior to the COVID-19 pandemic; however, it offers some insight into the process of providing distance-based supervision (DBS) to mental health trainees and professionals. Utilizing a multiple case study design, 10 counseling supervisors who had experience providing DBS were interviewed to understand their experiences. Five themes emerged from the data including reasons for providing DBS, benefits and challenges to DBS, and a desire for change to current training structures. Implications for supervision and suggestions for future research are provided.
Social Presence In Online Counselor Education, Courtney M. Holmes, Christine Reid, Carolyn Hawley, Christopher Wagner
Social Presence In Online Counselor Education, Courtney M. Holmes, Christine Reid, Carolyn Hawley, Christopher Wagner
Journal of Counselor Preparation and Supervision
Outcome research in online counselor education is lacking as is the focus on online teaching andragogy. To address this gap, the Community of Inquiry framework and social presence are discussed within the context of online learning in a counselor education program. Data were collected in a counselor education program in the mid-Atlantic comparing online and on-campus learning outcomes and perceptions of social presence in the classroom. On-campus learners had significantly higher perceptions of social presence when compared with online learners, although perceived level of social presence was not correlated with learning outcomes. Implications for counselor education are discussed.
Language & Online Learning: Inform, Inspire And Engage Virtual Learning Communities, Linda Foster, Anita Neuer Colburn, Cynthia Briggs
Language & Online Learning: Inform, Inspire And Engage Virtual Learning Communities, Linda Foster, Anita Neuer Colburn, Cynthia Briggs
Journal of Counselor Preparation and Supervision
Standards for technology-assisted teaching/learning have existed for nearly 20 years (ACES, 1999), and trends show that counselor education programs increasingly integrate technology into the delivery of instruction for students either through hybrid classes, fully online classes, or fully online programs. While many researchers have investigated various aspects of student engagement in online formats, counselor educators still lack consensus for best practices in the online classroom. Maximizing the effectiveness of online pedagogy will help improve overall learning, retention of students, and growth of online programs. We suggest the intentional use of appropriate, warm, inviting and supportive language to inform, inspire and …