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Articles 91 - 112 of 112
Full-Text Articles in Counseling
Signature Pedagogy And Beyond: Reflections On Baltrinic And Wachter Morris (2020, L. Dianne Borders Phd
Signature Pedagogy And Beyond: Reflections On Baltrinic And Wachter Morris (2020, L. Dianne Borders Phd
Teaching and Supervision in Counseling
In a response to Baltrinic and Wachter Morris (2020), I expand on the term signature pedagogy and illustrate how clinical supervision satisfies the criteria for this designation in the counseling field. I then suggest an alternative term, “pedagogical foundations” (from Baltrinic and Wachter Morris), to ground work towards the authors’ goals of asking the ‘right questions’ about the ‘best things’ underlying counselor education practices and research. Finally, I outline some additional avenues (toward the same goals) via explorations of traditional learning theories and science of learning principles that emphasize student learning processes in the classroom - how students learn.
Signature Pedagogies: A Framework For Pedagogical Foundations In Counselor Education, Eric R. Baltrinic, Carrie Wachter Morris
Signature Pedagogies: A Framework For Pedagogical Foundations In Counselor Education, Eric R. Baltrinic, Carrie Wachter Morris
Teaching and Supervision in Counseling
The authors offer signature pedagogies, which refer to the particular types of teaching distinct to a particular profession, as a framework for conceptualizing and advancing our knowledge about the pedagogical foundations in counselor education. Signature pedagogies are further defined at the professional, program, and course levels along with examples to connect signature pedagogies to the discipline of counselor education. The authors offer refection questions to encourage readers to apply the content of this article to their own conceptualizations of pedagogy and conceptualize research designs grounded in a unified understanding of pedagogy. Implications for counselor education and future research are presented.
A Phenomenological Investigation Of Doctoral Students’ Gatekeeping Experiences, Shawna M. Corley, Jessica Lloyd-Hazlett, Hope Schuermann, Noel Blessing
A Phenomenological Investigation Of Doctoral Students’ Gatekeeping Experiences, Shawna M. Corley, Jessica Lloyd-Hazlett, Hope Schuermann, Noel Blessing
Teaching and Supervision in Counseling
Counselor education doctoral students serve as gatekeepers simultaneous to their own training and evaluation. We used transcendental phenomenology to examine the gatekeeping experiences of 15 doctoral students at three programmatic levels. Findings and implications related to two primary themes, (a) precarious positions and power and (b) developing a gatekeeper identity, are discussed.
Exploring School Counselors’ Preparation To Address Disproportionality Of African American Students In Special Education, E Mackenzie Shell
Exploring School Counselors’ Preparation To Address Disproportionality Of African American Students In Special Education, E Mackenzie Shell
Teaching and Supervision in Counseling
While school counselors work with students in special education, little research describes their work with African American students in or at risk of special education or the phenomenon of disproportionality of African American students in special education. This phenomenological study explored the experiences and perceptions of eight high school counselors with African American students in special education and disproportionality. The researcher identified three themes: (a) Dis-Regard, (b) separate worlds and (c) professional knowledge. Intentional strategies to introduce counselors to the concept of disproportionality and its antecedents may mitigate processes that potentially lead to overrepresentation of African Americans in special education.
A Phenomenological Study Of Felt Sense Among Beginning Counselors, Perry Peace, Sondra Smith-Adcock
A Phenomenological Study Of Felt Sense Among Beginning Counselors, Perry Peace, Sondra Smith-Adcock
Teaching and Supervision in Counseling
This qualitative study explored the lived experiences of felt sense among six graduate counseling students. Each participant engaged in two semi-structured interviews and completed a journal of felt sense experiences. A Hermeneutic phenomenological method was used to analyze interview transcripts and journals. Findings, as well as implications for counselor education, supervision, and counseling practice, are discussed.
Critical Knowledge, Points Of Confusion, And Training Recommendations For Client Referrals, Jessica Lloyd-Hazlett, Samantha Airhart-Larraga, Lucy L. Purgason
Critical Knowledge, Points Of Confusion, And Training Recommendations For Client Referrals, Jessica Lloyd-Hazlett, Samantha Airhart-Larraga, Lucy L. Purgason
Teaching and Supervision in Counseling
The intersection of personal and professional values in relation to client referrals may cause uncertainty and confusion among counseling students. Current literature on this topic demonstrates a lack of agreement exists among student counselors about how to navigate the referral process, especially as it relates to making decisions about when to refer (Author, 2017). This content analysis examines what student counselors (N=104) perceive as critical areas of knowledge, points of confusion, and suggestions for training on ethical referrals. Emergent themes and implications for counselor education and future research are discussed.
Factors Influencing Publication Rates Among Counselor Educators, Sean Newhart, Patrick R. Mullen, Ashley J. Blount, W. Bryce Hagedorn
Factors Influencing Publication Rates Among Counselor Educators, Sean Newhart, Patrick R. Mullen, Ashley J. Blount, W. Bryce Hagedorn
Teaching and Supervision in Counseling
Factors influencing publication rates were examined among a simple random sample of 257 counselor educators. The factors of: a) gender, b) experience as a counselor educator, c) faculty rank, and d) working in a research institution predicted peer-reviewed publication rates in the counselor educator sample, with a large effect size. Additional results, limitations of the investigation, areas for future research, and implications for counselor educators are discussed.
Integration Of Shame Resilience Theory And The Discrimination Model In Supervision, William B. Lane Jr.
Integration Of Shame Resilience Theory And The Discrimination Model In Supervision, William B. Lane Jr.
Teaching and Supervision in Counseling
Shame is a destructive feeling if unaddressed leads to difficulty in the supervisory hour. A supervisorial model to address shame within supervision could guide supervisors on how to work with and diffuse the symptoms and defense mechanisms of shame. Shame Resilience Theory (SRT) and the Discrimination Model (DM) of supervision have been synthesized within this conceptual article to create the Shame Resilience Discrimination Model (SRDM) which is designed to help supervisees work through shame. Examples of how to use the model and a case example have been provided. The SRDM has been displayed in a table at the end of …
Reflective Practice: Counseling Students’ Letters To Their Younger Selves In Practicum, Daniel A. Decino, Phillip L. Waalkes, Joel Givens
Reflective Practice: Counseling Students’ Letters To Their Younger Selves In Practicum, Daniel A. Decino, Phillip L. Waalkes, Joel Givens
Teaching and Supervision in Counseling
In this reflective narrative study, we explored the stories of counselors-in-training at the end of their practicum courses. Thirty-six counselors-in-training (N= 36) engaged in reflective practice and wrote letters to their younger selves about their practicum experiences. Using a narrative-focused data analysis process, we created a thematic structure to retell the grand narrative of participants' practicum training experiences. Discussion and implications of this letter writing activity are offered to help understand how counselor educators can use reflective practices in their training courses.
Racial Mislabeling In Multiracial Individuals: Implications For Professional Counseling And Education, C. Peeper Mcdonald, Catharina Y. Chang Ph.D., Caroline O'Hara, Kan Guvensel, Lindy Parker
Racial Mislabeling In Multiracial Individuals: Implications For Professional Counseling And Education, C. Peeper Mcdonald, Catharina Y. Chang Ph.D., Caroline O'Hara, Kan Guvensel, Lindy Parker
Teaching and Supervision in Counseling
With the extreme growth of people who identify as Biracial or Multiracial, it is evident that their unique racial experiences need to be better understood, especially within the field of professional counseling to underscore competent practice (Charmaraman, Woo, Quach, & Erkut, 2014; Jackson, Yoo, Guevarra & Harrington, 2012; Tran, Miyake, Martinez-Morales, & Csizmadia, 2016). As a result, the researchers in this study investigated the lived experiences of racial mislabeling for Multiracial individuals. The participants of this study were fourteen (n=14) individuals who identified as Multiracial and endorsed experiencing the specific form of racial invalidation entitled racial mislabeling. Data were collected …
A Duoethnographic Exploration Of Two Counselor Educators’ Growth In Assessment In Teaching, Phillip L. Waalkes Dr., Daniel A. Decino Dr.
A Duoethnographic Exploration Of Two Counselor Educators’ Growth In Assessment In Teaching, Phillip L. Waalkes Dr., Daniel A. Decino Dr.
Teaching and Supervision in Counseling
Assessment in teaching is a challenge for many beginning counselor educators. Although many researchers have discussed the importance of student learning outcomes, few have explored counselor educators’ experiences using assessment in their courses. In this duoethnographic inquiry, we engaged in a critical and reflective dialogue of our experiences with assessment. We aimed to acknowledge our biases, identities, and emotions related to assessment in transformative ways. For [researcher 1], our dialogue helped me gain theoretical and emotional perspective on assessment and inspired specific changes to my assessment practices including focusing more on process-based, low stakes assessment, developing clearer learning goals, and …
Analysis Of A Standardized Suicide Intervention Training For Counselor Trainees, Laura Shannonhouse, Amanda D. Rumsey, Nikki Elston, Mary Chase Mize, Jennifer Hightower, Yung-Wei Lin
Analysis Of A Standardized Suicide Intervention Training For Counselor Trainees, Laura Shannonhouse, Amanda D. Rumsey, Nikki Elston, Mary Chase Mize, Jennifer Hightower, Yung-Wei Lin
Teaching and Supervision in Counseling
The present study evaluates the impact of an evidence-based suicide intervention model and how pedagogical practices of counselor education programs may prepare counselors-in-training (CIT) to respond to clients who are considering suicide. Using content analysis to explore pre and post-training data, the researchers examined the impact of the 14-hour evidence-based Applied Suicide Intervention Skills Training (ASIST) on 54 CITs (76% female, 24% male; 58% White, 20% African American, 11% Latinx/Hispanic, 11% Other), with a mean age of 30 years (SD =8.6). Further data were collected 6 months later, after CITs had the opportunity to utilize suicide intervention skills during their …
Relational Cultural Theory: A Guiding Framework For Study Abroad Experiences, Janee R. Avent Harris, Syntia S. Dietz, Loni Crumb
Relational Cultural Theory: A Guiding Framework For Study Abroad Experiences, Janee R. Avent Harris, Syntia S. Dietz, Loni Crumb
Teaching and Supervision in Counseling
Faculty led-study abroad programs promote cultural competence and professional and personal development for students. However, students from historically marginalized and underrepresented groups do not participate in these experiences at the same rate as students from majority cultures. Counselor educators must seek ways to recruit diverse populations to promote equity in and access to international education experiences. Relational Cultural Theory (RCT) provides a guiding framework for counselor educators to diversify study abroad programs while also attending to cultural and power dynamics. Implications for counselor educators and recommendations for future research are also included.
Counseling Students’ Experiences Viewing Virtual Reality Case Studies, Tyler Wilkinson, Kathleen Bazile
Counseling Students’ Experiences Viewing Virtual Reality Case Studies, Tyler Wilkinson, Kathleen Bazile
Teaching and Supervision in Counseling
Virtual reality is a technological medium that provides a three-dimensional interactive environment where individuals become immersed and, in some cases, can manipulate the environment. This technology shows promise in its application with simulated educational experiences. Most of the application in the literature has been with medical training programs that have attempted to use virtual reality for simulated patient-medical professional interactions. Research is lacking on the potential application of virtual reality with counselor training. We applied virtual reality technology with counseling students at different points in their training program where they were exposed to virtual counseling situations. The participants of this …
Social Justice Advocacy Training: An Innovative Certificate Program For Counselor Education, Katherine A. Feather, Tiffany M. Bordonada, Kimberly A. Nelson, Kathy M. Evans Ph.D
Social Justice Advocacy Training: An Innovative Certificate Program For Counselor Education, Katherine A. Feather, Tiffany M. Bordonada, Kimberly A. Nelson, Kathy M. Evans Ph.D
Teaching and Supervision in Counseling
The authors outline an innovative certificate program that promotes the Multicultural and Social Justice Counseling Competencies (MSJCC; Ratts, Singh, Massar-McMillan, Butler, & McCullough, 2015) and how counselor education programs can commit to a social justice approach. In addition, the authors provide a detailed summary of the certificate program that requires counselors-in-training to move beyond a multicultural understanding of diverse cultural worldviews so that they commit to becoming social change agents and take action on issues of equality and justice. Limitations and implications for counselor educators are presented.
Problem-Based Learning In Human Growth & Development Counselor Education, Javier F. Casado Pérez Ph.D. Ncc, Elliot Witherspoon Lpc
Problem-Based Learning In Human Growth & Development Counselor Education, Javier F. Casado Pérez Ph.D. Ncc, Elliot Witherspoon Lpc
Teaching and Supervision in Counseling
As a core curricular standard that applies to all Council for the Accreditation of Counseling and Related Educational Programs (CACREP, 2015) accredited programs, human growth and development can present unique challenges for the teaching professional. In this article, we present an in-class activity grounded in problem-based learning that uniquely lends itself to the task of supporting medium-to-large classrooms in learning about human growth and development.
A Phenomenological Study Of The Experiences Of Master’S Level Students Of Color In Counseling Programs, Melanie Varney, Catherine Y. Chang, Rafe Mccullough, Mary Huffstead, Jennifer Smith
A Phenomenological Study Of The Experiences Of Master’S Level Students Of Color In Counseling Programs, Melanie Varney, Catherine Y. Chang, Rafe Mccullough, Mary Huffstead, Jennifer Smith
Teaching and Supervision in Counseling
This qualitative study investigated the training experiences of 12 students of color in CACREP-accredited master’s level counseling programs using semi-structured phenomenological interviews. The 12 participants identified as Asian American (n = 2), Japanese American (n = 1), Chinese (n = 1), Black (n = 1), African American (n = 1), Latino and/or Hispanic (n = 3), and multiracial (n = 3). We used interpretive phenomenological analysis and identified three main themes: cultural marginalization; biculturalism; and safe or counter-hegemonic relationships. Training implications for counselor education programs are provided.
Person-Centered Supervision: A Realistic Approach To Practice Within Counselor Education, Lindsay P. Talley, Leslie Jones
Person-Centered Supervision: A Realistic Approach To Practice Within Counselor Education, Lindsay P. Talley, Leslie Jones
Teaching and Supervision in Counseling
In a counselor’s development, supervision is a necessary and integral part of the process to forming a professional counseling identity. Just as multiple counseling theories exist to provide a conceptual framework for the process, so too do multiple supervision theories exist to help guide the supervision experience. Based upon the work of Carl Rogers, a person-centered approach to supervision centers on two main themes: the process and the relationship (Rice, 1980). Throughout this article, the themes of process and relationship as well as the fit of person- centered supervision within a counselor education program are explored. A case example is …
Career-Decision Making: School Counselors In Counselor Education Doctoral Programs, Malti Tuttle, Lee E. Grimes, Caroline Lopez-Perry
Career-Decision Making: School Counselors In Counselor Education Doctoral Programs, Malti Tuttle, Lee E. Grimes, Caroline Lopez-Perry
Teaching and Supervision in Counseling
School counselors enroll in counselor education doctoral programs based on various factors which impact their future career-decision making process. The researchers conducted a phenomenological research study to examine the career-decision making experiences of practicing school counselors in counselor education doctoral programs to understand this phenomenon. Ten practicing school counselors enrolled in counselor education doctoral programs participated in this research study. Three emerging themes highlighted the essence of these experiences: (a) intrinsic and extrinsic motivators, (b) developmental fit, and (c) lifestyle factors. Results and recommendations from this research study provide counselor educators insight into these experiences. This research study informs counselor …
A Process Addictions Course For Counselor Training Programs, Amanda L. Giordano, Audrey Malacara, Sarah Agarwal
A Process Addictions Course For Counselor Training Programs, Amanda L. Giordano, Audrey Malacara, Sarah Agarwal
Teaching and Supervision in Counseling
We proposed the implementation of a course dedicated to the etiology and treatment of process addictions in counselor-training programs. We described the nature of the course and results of paired samples t-tests examining differences in 23 students’ preferences, competence, importance, and understanding at the beginning and end of the semester. Specifically, student preference for working with process addictions, competence, and understanding of process addictions significantly increased with large effect sizes at the completion of the course. We concluded with a description of implications for counselor educators and counselor-training programs.
Am I My Peers’ Keeper? Problems Of Professional Competency In Doctoral Students, Kathleen Brown-Rice, Susan Furr
Am I My Peers’ Keeper? Problems Of Professional Competency In Doctoral Students, Kathleen Brown-Rice, Susan Furr
Teaching and Supervision in Counseling
Addressing problems of professional competency (PPC) among doctoral students is essential given that doctoral students will become our future counselor educators. In this study, doctoral students (N = 345) in CACREP-accredited programs were surveyed about their knowledge of peers’ PPC. The findings of this study indicate doctoral students are aware of peers with PPC (68.1%), which include inadequate skills to deliver counseling services as well as problematic behaviors related to personal or psychological issues. Findings suggest respondents are affected negatively by being in a program with a peer they perceive has a PPC (47.9%) and are frustrated with educators for …
Quality Scholarship Informing Teaching, Supervision And Mentorship: The Aim Of Teaching And Supervision In Counseling, Kelly L. Wester
Quality Scholarship Informing Teaching, Supervision And Mentorship: The Aim Of Teaching And Supervision In Counseling, Kelly L. Wester
Teaching and Supervision in Counseling
No abstract provided.