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Articles 61 - 90 of 104
Full-Text Articles in Counselor Education
Constructivism In Action: A Dynamic Group Process In Defining And Applying Principles Of Social Justice, Tanupreet Suri, Leslie Woolson, Arianna Trott, Marty Apodaca, M. Kathryn Brammer, Dèsa Karye Daniel, Diane Lacen, Thomas A. Chávez
Constructivism In Action: A Dynamic Group Process In Defining And Applying Principles Of Social Justice, Tanupreet Suri, Leslie Woolson, Arianna Trott, Marty Apodaca, M. Kathryn Brammer, Dèsa Karye Daniel, Diane Lacen, Thomas A. Chávez
Teaching and Supervision in Counseling
As a part of a Multicultural course, students in a doctoral program at a university in the Southwest worked together to synthesize a definition of social justice. The constructivist process implemented in this educational experience represented social justice in action, through co-construction of shared meaning. This definition, centered on Iris Young’s (2004) Five Faces of Oppression, resulted in the following: Social justice is addressing oppression, violence, exploitation, marginalization, powerlessness, and cultural imperialism through counselors’ efforts and advocacy, while promoting a critical perspective of the culture of silence. Social Justice is an active, effective change on micro- and macro-levels to alter …
The Intentionality Of Confronting Racism, Systemic Oppression, And Cyclical Trauma In Counselor Education: A Self Study, Kara Ieva, Michael D. Hannon, Linwood G. Vereen
The Intentionality Of Confronting Racism, Systemic Oppression, And Cyclical Trauma In Counselor Education: A Self Study, Kara Ieva, Michael D. Hannon, Linwood G. Vereen
Teaching and Supervision in Counseling
Utilizing self-study methodology, the researchers sought to understand their practices in developing school counselors and counselor educators who acknowledge and resist anti-Black racism and marginalization to prevent harm through complacency. Given counselor education’s existence as overwhelmingly white and Eurocentric, the authors investigate disrupting the heteronormative structures inherent in counseling and the academy with the prioritizing of race, systemic inequities, and cyclical trauma in their faculty roles (e.g., teaching, supervising, and service) in efforts to shift a profession slow to address society’s ever-changing mental health needs. The team of counselor educators from different states in the northeast use a thematic analysis …
School Counselors Involvement And Opportunities To Advocate Against Racialized Punitive Practices, Edwin Hernandez, Enrique Espinoza, Jewel Patterson
School Counselors Involvement And Opportunities To Advocate Against Racialized Punitive Practices, Edwin Hernandez, Enrique Espinoza, Jewel Patterson
Teaching and Supervision in Counseling
Given the increase of violence against Black, Indigenous, People of Color (BIPOC), there is no doubt a need to tackle racialized violence in schools. This phenomenological study draws on semi-structured interviews with school counselors to explore their experiences and practices to disrupt the racialized disciplinary practices that disproportionally target Black, Indigenous, and Students of Color. We draw on theories of racialized organizations and organizational routines to better understand how school counselors make sense of their practices in racialized disciplinary practices that dehumanize and criminalized youth of color. Findings from this study revealed two themes: 1) school counselors’ perceived neutrality towards …
A Womanist Supervision Framework For Promoting Anti-Racist Therapy With Black Women, Camellia V. Green, Danielle E. Burton
A Womanist Supervision Framework For Promoting Anti-Racist Therapy With Black Women, Camellia V. Green, Danielle E. Burton
Teaching and Supervision in Counseling
A counselor’s anti-racist disposition is particularly needed for Black woman clients due to unique treatment needs. Womanist values and pedagogy are used to develop a culturally-responsive supervision framework encompassing key themes of anti-racist supervisee development such as critical consciousness development, awareness of power dynamics, social justice activism and honoring the cultural self. Womanist pedagogy, previously used in K-12 schools, prioritizes the community orientation of maternal care to promote the survival of Black people in oppressive systems. A call to action for counselor educators is introduced for the promotion of an anti-racist supervisee disposition. Keywords: anti-racist, supervision, Womanist, critical consciousness
Equipping School Counselors For Antiracist Healing Centered Groups: A Critical Examination Of Preparation, Connected Curricula, Professional Practice And Oversight, Kara P. Ieva, Jordon Beasley, Sam Steen
Equipping School Counselors For Antiracist Healing Centered Groups: A Critical Examination Of Preparation, Connected Curricula, Professional Practice And Oversight, Kara P. Ieva, Jordon Beasley, Sam Steen
Teaching and Supervision in Counseling
This paper highlights the potential for school counselors to promote antiracist practices and racial healing engagement utilizing small group counseling to ultimately eliminate inequities in schools. However, counselor educator programs, founded on middle to upper class white ideals, worldviews, and narrowly focused theoretical frameworks, currently function in ways that fail to equip future school counselors with the group facilitation knowledge, skills, and dispositions necessary for equitable practice in schools across the nation using case illustrations and a broad current literature review, the authors conceptualize the rationale for more competencies beyond group course assignment, clinical requirements (e.g., CACREP standards, 2016), practice, …
Toward A Voice-Centered Relational Anti-Racist Listening Praxis In Counselor Education, Michelle R. Bertrand
Toward A Voice-Centered Relational Anti-Racist Listening Praxis In Counselor Education, Michelle R. Bertrand
Teaching and Supervision in Counseling
Abstract This article outlines key elements of an anti-racist listening praxis in counselor education. It demonstrates how racism in relationships of teaching and learning impacts racialized subjectivities, and the personal, cultural and ancestral worlds these subjectivities articulate, in a way that limits the capacity of racialized practitioners to be relational subjects and uses them instead to reinforce White/Western normativity. It describes a way of both listening to and challenging these impacts by re-centering the “I” of racialized speakers and the personal, cultural and traditional knowledges, identities and preferred ways of being to which they refer in their stories. Examples of …
Self-Care: An Ethical Imperative For Anti-Racist Counselor Training, Michelle Mitchell, Erin Binkley
Self-Care: An Ethical Imperative For Anti-Racist Counselor Training, Michelle Mitchell, Erin Binkley
Teaching and Supervision in Counseling
Attention has been given to multicultural counseling, social justice and advocacy work over the last several decades; with this in mind, it is essential Counselors educators work as anti-racist change agents to understand the role of self-care in advocacy and be armed with self-care strategies based upon racial identity standing. Working through the lens of racial identity development models, educators will learn ways to support students of the dominant culture in engaging in self-care without initiating oppressive behaviors, and conversely will learn strategies to assist Black, Indigenous, Persons of Color (BIPOC) in enacting self-care without assisting in their own oppression. …
The Case For A Core Anti-Racist Course For Counselors In Training, Ileana A. Gonzalez Ph.D., Raven K. Cokley Ph.D.
The Case For A Core Anti-Racist Course For Counselors In Training, Ileana A. Gonzalez Ph.D., Raven K. Cokley Ph.D.
Teaching and Supervision in Counseling
Historically, counseling programs in the United States have been rooted in whiteness and white supremacy. Despite this historical context, counseling programs fail to teach students about the varied ways that anti-Blackness and systemic racism show up in society, classrooms, and clinical settings. Given the systemic murders of Black folks by the state, the health disparities highlighted by the COVID-19 pandemic, and the refusal of white voters to abandon white supremacist patriarchy in the 2020 presidential election, the counseling field must reconsider how it prepares trainees to embrace anti-racism in their personal and professional lives. The purpose of this article is …
Promoting Anti-Racism And Critical Consciousness Through A Critical Counseling Theories Course, Jyotsana Sharma, Carlos P. Hipolito-Delgado
Promoting Anti-Racism And Critical Consciousness Through A Critical Counseling Theories Course, Jyotsana Sharma, Carlos P. Hipolito-Delgado
Teaching and Supervision in Counseling
Racism is alive and well in the United States. To promote critical consciousness and anti-racism in counselors-in-training, the counseling theories course, typically a student’s introduction to the profession, requires revision. Thus, we propose a critical counseling theories course. In this course we argue critical theories (multicultural theory, social constructivism, feminist theory, and critical race theory) and neurocounseling theory should be centered; introducing theories that are relevant to our current sociopolitical reality and that promote the values of anti-racism in the counseling profession. In this article we describe the critical counseling theories course structure, instructional approach, and assignments. Data from student …
Antiracist School Counselor Preparation: Expanding On The Five Tenets Of The Transforming School Counseling Initiative, Erin Mason, Adrianne Robertson, Jan Gay, Nkenji Clarke, Cheryl Holcomb-Mccoy
Antiracist School Counselor Preparation: Expanding On The Five Tenets Of The Transforming School Counseling Initiative, Erin Mason, Adrianne Robertson, Jan Gay, Nkenji Clarke, Cheryl Holcomb-Mccoy
Teaching and Supervision in Counseling
As a profession, school counseling must serve as an active force against systemic racism, and school counselor preparation must equip future professionals as antiracist agents of change. This article expands the original Transforming School Counseling Initiative (TSCI) tenets that sought to re-envision school counselor preparation in the late 1990s with language that explicitly supports antiracism. The authors offer a definition of antiracist school counseling and sample assignments and experiences that align with the revised tenets.
Advocate: A Legislative Advocacy Model For Counseling Students, Jacquelyn E. Schuster, Lauren Rocha, Angie Sevillano, Felicia Green-Johnson, Jennifer Gerlach
Advocate: A Legislative Advocacy Model For Counseling Students, Jacquelyn E. Schuster, Lauren Rocha, Angie Sevillano, Felicia Green-Johnson, Jennifer Gerlach
Teaching and Supervision in Counseling
In the classroom, master’s students learn that advocacy is a central component of the counseling profession and counselor identity, whereas doctoral students train to be advocacy leaders. While counselor educators often infuse advocacy into the classroom through assignments and use current advocacy models present in the literature, we found a need for a practical model specifically for legislative advocacy to implement with counseling graduate students outside of the classroom. The authors pulled from their collective experience of meeting with state legislators at the state Capitol to create the ADVOCATE Model, a practical, step-by-step guide to legislative advocacy. The authors share …
Beginning Counselor Educators’ Experiences Of Teaching Mentorship, Phillip L. Waalkes Dr., Daniel Hall, Paula J. Swindle, Jaimie E. Stickl Haugen
Beginning Counselor Educators’ Experiences Of Teaching Mentorship, Phillip L. Waalkes Dr., Daniel Hall, Paula J. Swindle, Jaimie E. Stickl Haugen
Teaching and Supervision in Counseling
Mentoring can positively impact counselor educators’ teaching in terms of self-efficacy and growth in skills. Yet, counselor educators have reported a desire for more mentoring in the development of their teaching. Utilizing consensual qualitative research methodology, we explored the teaching-specific mentorship of beginning counselor educators’ (N = 13) within their first two to four years as faculty. Emergent themes included mentoring structure such as mentors’ methods of providing mentorship, mentoring relationship dynamics such as relational supports and frustrations, and the positive and negative impacts of mentoring relationships. In addition to building rapport and strengthening mentees’ self-efficacy, mentors and mentees can …
Supervision Experiences Of School Counselors-In-Training: An Interpretative Phenomenological Study, Anita Pool, Kristen N. Dickens, Matthew Lyons, Barbara Herlihy
Supervision Experiences Of School Counselors-In-Training: An Interpretative Phenomenological Study, Anita Pool, Kristen N. Dickens, Matthew Lyons, Barbara Herlihy
Teaching and Supervision in Counseling
School counselors-in-training receive university and site supervision during their field experiences. University supervision may be provided by a faculty member or doctoral student who lacks school counseling experience. School counselors as site supervisors may not be trained to supervise. Further, the multiple systems may have differing expectations for supervisees. Interpretative Phenomenological Analysis was used to explore the lived experiences of eight master’s level school counselors-in-training with supervision. The four super-ordinate themes included: impact of counselor education program, supervisor characteristics, significance of feedback, and characteristics of the supervisee. Findings suggested programmatic changes counselor educators can make to strengthen student preparation.
Professional Counselors’ Experiences Counseling And Working In Areas Repeatedly Impacted By Hurricanes, Sarah Krennerich, Maria Haiyasoso, Paulina S. Flasch
Professional Counselors’ Experiences Counseling And Working In Areas Repeatedly Impacted By Hurricanes, Sarah Krennerich, Maria Haiyasoso, Paulina S. Flasch
Teaching and Supervision in Counseling
Previous research on professional counselors’ lived experiences of disaster counseling has focused mainly on single disasters. Researchers have identified a need to explore further the phenomenon of post-disaster counseling and shared trauma between counselors and clients. In this article, the authors sought to answer the following research question: What are the lived experiences of professional counselors who live and facilitate post-disaster counseling in areas repeatedly affected by hurricanes along the Texas Gulf Coast? The authors describe their phenomenological study of licensed professional counselors (n = 6) who lived and worked in areas repeatedly impacted by hurricanes along the Texas Gulf …
Cross-Cultural Mentoring In Counselor Education: A Call To Action, Marianna L. Oller, Sunny S. Teeling
Cross-Cultural Mentoring In Counselor Education: A Call To Action, Marianna L. Oller, Sunny S. Teeling
Teaching and Supervision in Counseling
Given the lack of formalized cross-cultural mentorship guidelines within professional counseling associations and accreditation programs, the recruitment and retention of marginalizedgraduate students, may be in jeopardy. The authors explored the value of mentoring for graduate students, the exponential growth rate of diversity within graduate programs, and how the disparity of marginalized faculty members creates a need and opportunity for cross-cultural mentorship. Recommendations for the creation of holistic cross-culturalmentorship guidelines for faculty-studentdyads are provided.
Disrupting The Narrative On Recruiting Graduate Students Of Color In Counselor Education, Carlos P. Hipolito-Delgado, Diane Estrada, Marina Garcia
Disrupting The Narrative On Recruiting Graduate Students Of Color In Counselor Education, Carlos P. Hipolito-Delgado, Diane Estrada, Marina Garcia
Teaching and Supervision in Counseling
The voices of students of color are largely absent in the literature on graduate student recruitment in counselor education. The existing literature focuses on university personnel and can portray a deficit perspective of students of color. Using grounded theory and a critical race theory framework, we sought to develop a theory that described the motivations of graduate students of color for pursuing counselor education. We interviewed 19 graduate students of color and used a constant comparative method to understand their motivations for and supports utilized in pursuing counselor training. Grounded in our participants’ counternarratives, we identified a theory to describe …
Considering Contemporary Appalachia: Implications For Culturally Competent Counseling, Joshua Elliott, Dana Ripley
Considering Contemporary Appalachia: Implications For Culturally Competent Counseling, Joshua Elliott, Dana Ripley
Teaching and Supervision in Counseling
This article contributes to the counselor education literature by exploring and synthesizing research from aligned fields of study to provide a contemporary characterization of Appalachia for counselor educators and counselors wishing to increase their cultural knowledge base. The article includes sections on specific aspects of the Appalachian experience, including contemporary trends related to population demographics, the impact of poverty, and the prevalence of mental health and substance use issues. Implications for counselors are discussed and suggestions for culturally competent counseling approaches are presented.
Best Practices In Suicide Pedagogy: A Quantitative Content Analysis, Erin Binkley, Gregory Elliott
Best Practices In Suicide Pedagogy: A Quantitative Content Analysis, Erin Binkley, Gregory Elliott
Teaching and Supervision in Counseling
The authors used a quantitative content analysis methodology to explore the available literature on pedagogical practices for teaching counselors how to work with suicidal clients. From an initial pool of 71 potentially applicable articles found in Counseling, Psychiatry, general mental health, Psychology, and Social Work journals, 26 articles were found to meet inclusion criteria by specifically exploring the impact or efficacy of different pedagogical practices relevant to suicide response in counselor training. These 26 articles were coded using quantitative content analysis procedures. Results indicated that more research is necessary to determine best practices for teaching suicide response to counselors in …
Reflections On The Pedagogical Foundations In Counselor Education, Eric R. Baltrinic, Carrie Wachter Morris
Reflections On The Pedagogical Foundations In Counselor Education, Eric R. Baltrinic, Carrie Wachter Morris
Teaching and Supervision in Counseling
In this article, we provided a summary and concluding remarks to this special edition on signature pedagogies in counselor education. We summarized contributing authors’ perspectives and considerations for bolstering the profession’s discussion on teaching and pedagogical foundations. Focusing on how contributing authors assessed and used the concept of signature pedagogies to facilitate the broader discussion on pedagogical foundations, we posed reflections and offered considerations for future instructional research in counselor education.
Research Of Teaching In Counselor Education: A Collective Effort Of Improved Rigor, Elizabeth A. Prosek
Research Of Teaching In Counselor Education: A Collective Effort Of Improved Rigor, Elizabeth A. Prosek
Teaching and Supervision in Counseling
This special issue in Teaching and Supervision in Counseling offers several perspectives of teaching, pedagogy, and learning theory in counselor education. In this article, the author conceptualizes signature pedagogies: surface, deep, and implicit structures in terms of research questions. Methodological design considerations are discussed to broaden the scope and rigor of research on teaching in counseling. Finally, strategies for improving a favorable review of research manuscripts for publication are provided.
Signature Pedagogies: Doctoral-Level Teaching Preparation, Casey A. Barrio Minton
Signature Pedagogies: Doctoral-Level Teaching Preparation, Casey A. Barrio Minton
Teaching and Supervision in Counseling
In response to Baltrinic and Wachter Morris (2020), this article includes a history of teaching preparation in counselor education, exploration regarding current status of doctoral-level teaching preparation in counselor education, and review of literature regarding strategies for preparing doctoral students to teach. Supervision and mentorship emerged as key themes in this relatively new area of preparation. The author explores whether current practice is sufficient to identify these processes as signature pedagogies.
Supervision As The Signature Pedagogy For Counseling Leadership, Melissa Luke, Harvey C. Peters
Supervision As The Signature Pedagogy For Counseling Leadership, Melissa Luke, Harvey C. Peters
Teaching and Supervision in Counseling
The authors apply the signature pedagogies framework for pedagogical foundations in counselor education put forth by Baltrinic and Wachter Morris (In press) to counseling leadership. Accordingly, we first define counseling leadership and describe the limited literature focused on pedagogical practices related to counseling leadership. Next, we discuss supervision and use the notion of broad and specific features as discussed within Baltrinic and Wachter Morris (In press) to systematically examine whether there is a signature pedagogy for counseling leadership, and purport how supervision of counseling leadership largely fulfills the criteria. Finally, we discuss how supervision of counseling leadership can be utilized …
Response To Signature Pedagogies: A Framework For Pedagogical Foundations In Counselor Education: Through A Multicultural And Social Justice Competencies Lens, Catherine Y. Chang, Ashlei Rabess
Response To Signature Pedagogies: A Framework For Pedagogical Foundations In Counselor Education: Through A Multicultural And Social Justice Competencies Lens, Catherine Y. Chang, Ashlei Rabess
Teaching and Supervision in Counseling
In response to Baltrinic and Wachter Morris’ challenge, the authors discuss whether the counseling profession has a signature pedagogy in the area of multicultural and social justice competencies. The authors examine broad and specific features of signature pedagogies at the professional, program, and course levels for multicultural and social justice competencies.
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.