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Articles 1 - 24 of 24
Full-Text Articles in Counselor Education
Exploring Trauma Education And The Intersection Of Self-Efficacy, Ashlea Yearwood
Exploring Trauma Education And The Intersection Of Self-Efficacy, Ashlea Yearwood
Dissertations, 2020-current
Trauma education in counselor training programs is not only required for those accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), but a critical component in preparing counselors-in-training to work with clients who have been directly or indirectly impacted by a traumatic event. This three-article dissertation includes a conceptual manuscript, qualitative manuscript, and a quantitative manuscript regarding trauma education for counselors. The conceptual manuscript offers an approach to mitigating compassion fatigue through the utilization of attachment-based supervision when working with counselors-in-training. The qualitative manuscript aimed to utilize an interpretative phenomenological analysis to explore and understand what …
Assessing Impacts Of A Hybrid Orientation On Counseling Students’ Self-Efficacy, Candice R. Clark, Arien K. Muzacz, April Lague
Assessing Impacts Of A Hybrid Orientation On Counseling Students’ Self-Efficacy, Candice R. Clark, Arien K. Muzacz, April Lague
Journal of Technology in Counselor Education and Supervision
This manuscript presents results from a quantitative exploratory study of how a faculty-led hybrid orientation impacted the self-efficacy and readiness to engage in hybrid learning of incoming master’s students in a nationally-accredited counseling program in the U.S. Median difference analyses did not indicate that participants’ post-orientation scores differed significantly on the measures used to assess self-efficacy (i.e., CSES, PEU, LMSE). While participants’ self-efficacy ratings did not change significantly as a result of orientation activities, scores for 89% of participants increased or stayed the same. Implications for future research and for the preparation of graduate students in pre-professional programs with a …
Students’ Perceptions Of Grades And Grade Inflation In Counselor Training, Daniel A. Decino, Phillip L. Waalkes, Steven Chesnut
Students’ Perceptions Of Grades And Grade Inflation In Counselor Training, Daniel A. Decino, Phillip L. Waalkes, Steven Chesnut
Teaching and Supervision in Counseling
Previous scholars have suggested grade inflation has been in higher education for decades, may devalue high grade point averages, and blur important differences between qualified and unqualified job candidates. In counselor training programs, grade inflation may cause students to overestimate their abilities to handle challenging real-world situations, impede faculty evaluation practices, and promote unfavorable student learning environments. In this exploratory study, we surveyed 240 counseling students on their perceptions of their grades and their peers’ grades before and during the COVID-19 pandemic. Our results suggest that students perceived their peers succeeded academically despite inappropriate and unethical behaviors, especially during the …
Infusing Anarchist Pedagogy Into Counselor Education, Andrew Wood
Infusing Anarchist Pedagogy Into Counselor Education, Andrew Wood
Teaching and Supervision in Counseling
Anarchist pedagogy has existed for well over 100 years, but little has been written on the subject within the counseling profession and the counselor education literature specifically. Anarchist pedagogy offers a direct relationship between education and social justice praxis that many counseling programs espouse, and thus the consideration of an explicitly political pedagogy may benefit the counselor education profession. This manuscript aims to provide a brief overview of anarchist pedagogy, how it fits into the work of counselor education, and how counselor educators can utilize anarchist pedagogy. Limitations for the infusion of anarchist pedagogy into counselor education and future areas …
Mindfulness Misconceptions In Counselor Education And Supervision: Mitigating Vicarious Trauma Among Counselors-In-Training, Elise Angelos, Adrienne Baggs
Mindfulness Misconceptions In Counselor Education And Supervision: Mitigating Vicarious Trauma Among Counselors-In-Training, Elise Angelos, Adrienne Baggs
Journal of Counselor Preparation and Supervision
As counselors-in-training (CITs) continue to address a larger client base with pandemic induced mental health stressors, they may experience increased levels of vicarious trauma (VT) that can jeopardize the quality of treatment, as well as their own well-being. Thus, VT among CITs should be recognized as a priority problem among counselor educators. Despite well-documented personal and professional benefits of mindfulness, most CITs will not receive mindfulness education or training. Recognizing the relatively low rate of integration of mindfulness within CES, it is necessary to address several misconceptions about mindfulness that may be hindering the effective inclusion of mindfulness resources and …
The Intentional Andragogy Model: A Teaching Framework For Counselor Educators, Phillip L. Waalkes, Paul H. Smith, Daniel Hall
The Intentional Andragogy Model: A Teaching Framework For Counselor Educators, Phillip L. Waalkes, Paul H. Smith, Daniel Hall
Teaching and Supervision in Counseling
Counselor education programs can help support doctoral students in developing teaching philosophies. Yet, limited guidance exists about how counselor educators can help doctoral students integrate andragogies into their teaching philosophy statements. Overlooking andragogy may impede educators from deepening their philosophical beliefs and teaching with authenticity and intentionality. Therefore, we offer the Intentional Andragogy Model (IAM), a process-oriented reimagining of Halbur and Halbur’s Intentional Theory Selection model (ITSM). Counselor educators-in-training can follow this scaffolded step-by-step process to write teaching philosophy statements rooted in their life philosophies and their unique contexts. This model can help counselor educators-in-training root their teaching philosophy statements …
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 …
A Pilot Study On Counselor Trainees’ Social Justice Identity Development And Effective Pedagogy In A Multicultural Counseling Course, Shelby Messerschmitt-Coen, Gayle Garcia, Colette T. Dollarhide, Damon Drew
A Pilot Study On Counselor Trainees’ Social Justice Identity Development And Effective Pedagogy In A Multicultural Counseling Course, Shelby Messerschmitt-Coen, Gayle Garcia, Colette T. Dollarhide, Damon Drew
Teaching and Supervision in Counseling
Abstract: This pilot study examined social justice identity development for first- and second-year clinical and school counseling master’s students enrolled in a one-semester multicultural and social justice counseling (MCSJC) course. Counselor educators can incorporate social justice pedagogy in their courses to better equip counselors-in-training with the knowledge and skills necessary to act (Odegard & Vereen, 2010), which can foster the development of their social justice identities (Miller et al., 2009). Students enrolled in the MCSJC course reported their social justice identity at the beginning and end of the semester to determine identity development over time. In addition, pedagogical strategies were …
Preparing Cacrep-Accredited Doctoral Students To Teach, Meredith Lt Montgomery, Mei Tang
Preparing Cacrep-Accredited Doctoral Students To Teach, Meredith Lt Montgomery, Mei Tang
Journal of Counselor Preparation and Supervision
Counselor education literature addresses training of future counselors although little is known about the preparation of doctoral students as teachers. This qualitative thematic analysis utilizes a Social Cognitive Theory (SCT) theoretical framework and a Contextualism philosophical framework to answer the question: How are doctoral students in CACREP-accredited doctoral programs prepared to teach? Faculty (n=6) and students (n=10) from ten CACREP-accredited Counselor Education and Supervision (CES) programs across the United States participated. A narrative description of the process of preparing doctoral students to teach is based on three identified themes: relationship, pedagogy, and effort. Implications include a need for stewardship of …
A Content Analysis Of Counselor Educators' Teaching Philosophy Statements, Daniel P. Hall, Phillip L. Waalkes Dr., Paul H. Smith
A Content Analysis Of Counselor Educators' Teaching Philosophy Statements, Daniel P. Hall, Phillip L. Waalkes Dr., Paul H. Smith
Journal of Counselor Preparation and Supervision
An educator’s teaching philosophy can have a direct impact on student learning and many counselor educators report feeling underprepared in the development of their teaching philosophy. Utilizing conventional qualitative content analysis, the authors analyzed counselor educators’ (N = 15) teaching philosophy statements to understand how they described and structured their teaching philosophies. Emergent categories included theoretical influences on teaching, facilitation of learning strategies, student learning goals, developmental process as a teacher, and beliefs about teaching and learning. Developing a more specific theoretical orientation may help counselor educators intentionally approach their teaching in ways that could lead to better learning …
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 …
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 …
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 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.
Exploring Counselor Educator Dispositions Related To Teaching, Kara M. Hurt-Avila, Casey A. Barrio Minton, Edward T. Dunbar Jr.
Exploring Counselor Educator Dispositions Related To Teaching, Kara M. Hurt-Avila, Casey A. Barrio Minton, Edward T. Dunbar Jr.
Journal of Counselor Preparation and Supervision
This study explores students’ preferences for counselor educator (CE) teaching dispositions. Forty-eight counselor education students completed a Q sort and answered post-sort qualitative questions. The study found four types of student preferences: a focus on experiential teaching, a focus on content and affect orientation, a focus on the educator-student relationship, and a focus on developing clinical skills. Also among the findings are a set of items that were unanimously unimportant to the participants: CE engagement in research and gatekeeping. These preferences are situated within the scholarship of teaching and learning and evidence-based practices in counselor education. Practical and research implications …
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 …
Epistemological Issues In Counselor Preparation: An Examination Of Constructivist And Phenomenological Assumptions, Brett D. Wilkinson, Gary Shank, Fred Hanna
Epistemological Issues In Counselor Preparation: An Examination Of Constructivist And Phenomenological Assumptions, Brett D. Wilkinson, Gary Shank, Fred Hanna
Journal of Counselor Preparation and Supervision
This article clarifies how the epistemological issues of belief justification and truth values relate to counselor preparation methods. Exploring constructivism and phenomenology in detail as well as aspects of positivism relevant to counselor education, we highlight how specific philosophical assumptions about student learning inform counselor education. We propose that counselor educators and researchers may benefit from exploring phenomenology as a supplementary instructional approach to constructivism.
Collaborative Information Literacy Practices To Connect Theory To Practice In Rehabilitation Counseling Students, Donna Witek, Rebecca Spirito Dalgin
Collaborative Information Literacy Practices To Connect Theory To Practice In Rehabilitation Counseling Students, Donna Witek, Rebecca Spirito Dalgin
Collaborative Librarianship
The authors offer this case study of collaborating to scaffold information literacy learning into a semester-long research assignment within an undergraduate rehabilitation services course. The goal of the partnership was to teach students to research a rehabilitation theory/intervention in the professional literature and connect the evidence to rehabilitation services available locally for individuals with disabilities. Specific collaborative practices are identified as essential to the success of this pedagogical project, specifically the giving of time, the scaffolding of learning, and the continual return to reflection in the teaching and learning process, which are all enabled by the sharing of expertise …
Developing Authentic Problem Solving Skills In School Counselors-In-Training Through Problem Based Learning, Phillip L. Waalkes, Daniel A. Decino
Developing Authentic Problem Solving Skills In School Counselors-In-Training Through Problem Based Learning, Phillip L. Waalkes, Daniel A. Decino
Journal of Counselor Preparation and Supervision
According to the American School Counseling Association’s school counseling competencies and the Council for Accreditation of Counseling and Related Educational Program’s standards, school counselors should have skills, abilities, and attitudes to address complex and authentic problems in their practice. Yet, school counselors often do not feel prepared by their preparation programs in being able to address the realities of their practice. Problem Based Learning activities, such as the one proposed in this article, may help school counselors-in-training develop the skills in internship supervision to address complex problems they will face in their future work. Implementation guidelines, a case example, and …
Pedagogical Perspectives On Counselor Education: An Autoethnographic Experience Of Doctoral Student Development, Anna Elliott, Beronica M. Salazar, Brittany L. Dennis, Lynn Bohecker, Tiffany Nielson, Kirsten Lamantia, David M. Kleist
Pedagogical Perspectives On Counselor Education: An Autoethnographic Experience Of Doctoral Student Development, Anna Elliott, Beronica M. Salazar, Brittany L. Dennis, Lynn Bohecker, Tiffany Nielson, Kirsten Lamantia, David M. Kleist
The Qualitative Report
There is minimal literature related to understanding what training factors contribute to the development of qualified counselor educators. Specifically, we wondered if counselor education doctoral students are effectively prepared for their roles as instructors. We chose an autoethnographic phenomenology method as a means for exploring the experiences of doctoral students’ pedagogical development in a doctoral instructional theory course. We sought to understand the essence of our experience through written reflection, photography, and group reflective processes. Analysis revealed the value we all obtained through the instructional theory course, experiential learning, and self-reflection, which contributed to increased self-efficacy as emerging counselor educators. …
Social Constructivism: Teaching Counselors From A Multicultural Lens, Shama Panjwani
Social Constructivism: Teaching Counselors From A Multicultural Lens, Shama Panjwani
National Cross-Cultural Counseling & Education Conference for Research, Action & Change (2016-2024)
The presentation explores the use of the social constructivist approach and pedagogy to teaching multicultural competency and utilizing the social justice advocacy model. The teaching strategies utilized in this approach can enhance student learning experiences and help in meeting the student learning outcomes. With this approach the educators can help students practice components of self-awareness, knowledge, and skills.
Experiential Learning: Teaching Research Methods With Photovoice, Mazna Patka, Rieko Miyakuni, Candice Robbins
Experiential Learning: Teaching Research Methods With Photovoice, Mazna Patka, Rieko Miyakuni, Candice Robbins
Journal of Counselor Preparation and Supervision
Despite of the emphasis on scientist-practitioner model and evidence-based practice, limited research knowledge and experience among counselors continues to be a concern. In an advanced research methods course, PhotoVoice was utilized as an experiential learning tool to facilitate student engagement as participants and researchers. Processes, successes and challenges are discussed.
A Pedagogical Framework For Counselor Educators Working With Millennial Students, Rebecca L. Koltz, Adina Smith, Dawn S. Tarabochia, Cristen C. Wathen
A Pedagogical Framework For Counselor Educators Working With Millennial Students, Rebecca L. Koltz, Adina Smith, Dawn S. Tarabochia, Cristen C. Wathen
Journal of Counselor Preparation and Supervision
While literature has concluded that millennial students are dedicated and highly motivated, students may be less patient with the process given that they have grown up in a digital world with information available in seconds (Smith & Koltz, 2012). Therefore, it seems important to consider how millennial generational characteristics fit within the context of a counseling program’s educational environment. The authors situate characteristics of the millennial generation in four theoretical domains to provide pedagogical framework for counselor educators to consider when working with students from the millennial generation. Understanding shifts in generational groups and similarities within each group may provide …
Student Perspectives Of The Integration Of Faith And Learning In An Online Counselor Education Program: A Program Evaluation, Kevin Van Wynsberg
Student Perspectives Of The Integration Of Faith And Learning In An Online Counselor Education Program: A Program Evaluation, Kevin Van Wynsberg
Doctoral Dissertations and Projects
The integration of faith and learning is a valued aspect of Christian education and holds particular importance in training professional counselors. Currently, literature related to integration learning has been limited to residential environments, and students’ expectations and most valued aspects of learning integration have received little attention even in this more traditional learning format. Additionally, online counselor education programs are growing, making the need for exploration in this area increasingly important. The following quantitative study explored student perceptions of integration learning in counselor education in an online environment. Building off of previous survey design collected in a resident environment, student …