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Articles 61 - 84 of 84
Full-Text Articles in Other Social and Behavioral Sciences
Reasons For Ethical Misconduct Of Counseling Students: What Do Faculty Think?, David Burkholder, Jessica Burkholder
Reasons For Ethical Misconduct Of Counseling Students: What Do Faculty Think?, David Burkholder, Jessica Burkholder
Journal of Counselor Preparation and Supervision
The ethics training of students in the helping professions has been a frequent topic in the literature, yet students still commit ethics violations (Li, Lampe, Trusty, & Lin, 2009). No known research has examined the attributions faculty give for student ethics violations. This qualitative study used a conceptual framework of attribution theory and explored faculty attributions of counseling master’s students’ ethical misconduct. Emergent themes were grouped across two broad domains, attribution themes and prevention themes. Attribution themes include: (a) the person, (b) educational factors, and (d) performance. Prevention themes include (a) education and training, (b) gatekeeping and screening, (c) monitoring, …
Preplanning For Feedback In Clinical Supervision: Enhancing Readiness For Feedback Exchange, Diana Hulse, Tracey Robert
Preplanning For Feedback In Clinical Supervision: Enhancing Readiness For Feedback Exchange, Diana Hulse, Tracey Robert
Journal of Counselor Preparation and Supervision
This article makes the case for preplanning for feedback in clinical supervision. Preplanning for feedback can help supervisors maximize the positive benefits of feedback delivery by building and solidifying a supportive supervisory climate that enhances supervisee receptivity to corrective feedback. The Corrective Feedback Instrument-Revised (CFI-R) is introduced as a major tool to facilitate preplanning. Additional resources that derive from the CFI-R are presented to assist supervisors in the preplanning process.
Integrating Continuous Client Feedback Into Counselor Education, Christopher D. Schmidt
Integrating Continuous Client Feedback Into Counselor Education, Christopher D. Schmidt
Journal of Counselor Preparation and Supervision
Researchers show that the integration of continuous client feedback mechanisms provides many benefits to treatment including enhanced effectiveness and a reduction in early terminations. Although practitioners in the field are increasing their use of this evidence-based practice, counselor educators may not be promoting it. The author suggests that as counselor educators introduce evidence-based practices to their students, they should examine the potential benefits of teaching and practicing continuous client feedback. The article provides both the reasoning behind and recommendations for integrating continuous client feedback into the curriculum of counseling programs
Motivations To Pursue The Doctoral Degree In Counselor Education And Supervision, Michelle Hinkle, Melanie M. Iarussi, Travis W. Schermer, Jennifer F. Yensel
Motivations To Pursue The Doctoral Degree In Counselor Education And Supervision, Michelle Hinkle, Melanie M. Iarussi, Travis W. Schermer, Jennifer F. Yensel
Journal of Counselor Preparation and Supervision
Pursuing a doctoral degree in Counselor Education and Supervision (CES) requires a significant commitment. Although there is research on motivations to pursue a doctorate in general, there has not been a specific examination of motivations among those who have pursued a doctorate in CES, which warrants investigation given the diversity of training and potential career paths offered by the degree. In this Q methodology study, 35 students, counselor educators, and practitioners sorted statements pertaining to their motivation for doctoral studies in CES. The sorted statements were correlated and factor analyzed, resulted in four distinct motivations. The motivations are described and …
Counselor Education Faculty Positions: Requirements And Preferences In Cesnet Announcements 2005-2009, Nancy Bodenhorn, Nadine Hartig, Michelle R. Ghoston, Jasmine Graham, Jesse J. Lile, Corrine Sackett, Laura Boyd Farmer
Counselor Education Faculty Positions: Requirements And Preferences In Cesnet Announcements 2005-2009, Nancy Bodenhorn, Nadine Hartig, Michelle R. Ghoston, Jasmine Graham, Jesse J. Lile, Corrine Sackett, Laura Boyd Farmer
Journal of Counselor Preparation and Supervision
Counselor Education faculty positions announced on CESNET from 2005 through 2009 (N = 424) were analyzed to ascertain current trends in required and preferred qualifications. Typical qualifications mentioned in announcements include education and experience in clinical settings, teaching, and research. After a doctoral degree, the most common qualification included was experience in clinical settings, indicated by either years of experience or licensure eligibility. Half of the openings did not specify one specialty; school counseling was mentioned most often. Teaching and research requirements frequently referred to "potential" and "commitment". Implications for faculty advisors and graduate students are included.
Moving Beyond Cacrep Standards: Training Counselors To Work Competently With Lgbt Clients, Omar Troutman, Catherine Packer-Williams
Moving Beyond Cacrep Standards: Training Counselors To Work Competently With Lgbt Clients, Omar Troutman, Catherine Packer-Williams
Journal of Counselor Preparation and Supervision
This article suggests specific training standards are needed to challenge the silence around lesbian, gay, bisexual and transgender (LGBT) issues in Counselor Education and to disrupt heterosexist practices in counseling training. The manner in which the CACREP Standards addresses the LGBT population is called into question, as the 2009 and the second draft of the 2016 standards continue to be vague concerning this population. The challenge of utilizing the historically exclusive and presently inclusive term “multicultural” in counseling when considering the LGBT population is examined. Recommendations for Counselor Education programs to go beyond the minimal CACREP Standards for preparing students …
Volume 6 Issue 1 Journal Of Counselor Preparation And Supervision
Volume 6 Issue 1 Journal Of Counselor Preparation And Supervision
Journal of Counselor Preparation and Supervision
No abstract provided.
Self-Efficacy Of Beginning Counselors To Counsel Clients In Crisis, Cheryl Sawyer, Michelle L. Peters, Jana Willis
Self-Efficacy Of Beginning Counselors To Counsel Clients In Crisis, Cheryl Sawyer, Michelle L. Peters, Jana Willis
Journal of Counselor Preparation and Supervision
Crisis situations are becoming more and more prevalent in our society today, and as a result, counselors should be aware of the overarching effects of various crisis situations and how they can affect their clients. The purpose of this study was to examine the effect of preparedness on beginning counselors’ levels of self-efficacy and their perceived abilities to handle crisis interventions. A purposeful sample of master’s-level counseling students, enrolled in a Crises Intervention Preparation course for Mental Health Responders, were administered the Counselor’s Self-Efficacy Scale to assess their levels of self-efficacy. Findings indicated that counseling students who studied theoretical strategies …
School Counseling Supervision In Challenging Times: The Cafe Supervisor Model, Melissa S. Ockerman, Erin C. M. Mason, Stuart F. Chen-Hayes
School Counseling Supervision In Challenging Times: The Cafe Supervisor Model, Melissa S. Ockerman, Erin C. M. Mason, Stuart F. Chen-Hayes
Journal of Counselor Preparation and Supervision
Given the increased need for school counselors to proactively address the pervasive achievement, opportunity, and attainment gaps, school counselor preparation should move from traditional supervision models to one with an equitable K-12 student outcomes focus. The Change Agent for Equity (CAFE) model presented can help school counselors-in-training foster a change agent identity, aimed at helping all K-12 students succeed and reach their postsecondary dreams. The CAFE model and the supervisor’s identity and supervision practices within the model are described. Additionally, internship assignments and rubrics are outlined and supervisory recommendations and implications are discussed.
Evidence Of The Boyer Model Of Scholarship In Counselor Education, David J. Tobin, Jessica L. Bordonaro, Melissa M. Schmidt, Diana Hulse
Evidence Of The Boyer Model Of Scholarship In Counselor Education, David J. Tobin, Jessica L. Bordonaro, Melissa M. Schmidt, Diana Hulse
Journal of Counselor Preparation and Supervision
This study delineated how the Boyer (1990) model of scholarship has been implemented in counselor education. The taxonomy of scholarship was delineated: Scholarship of Discovery, Scholarship of Teaching, Scholarship of Application, and Scholarship of Integration. The Journal of Counseling and Development and Counselor Education and Supervision were examined from 2000 to 2008. Examples of scholarship from each journal were identified. Evidence of the Boyer model in premier counseling journals suggests a consistency of approach between this model and scholarly activities in counselor education. An expanded view of scholarship may have positive implications for scholarly activity in graduate education and pretenured …
Encouraging Student Wellness: An Expanded Role For Counselor Educators, Thomas Foster
Encouraging Student Wellness: An Expanded Role For Counselor Educators, Thomas Foster
Journal of Counselor Preparation and Supervision
Graduate school can present as a time of both self-fulfillment and stress for students; students who lack psychosocial resources and must fulfill other life roles (e.g. employee, spouse, caregiver) during graduate school can experience significant stress levels that can interfere with their academic and personal life. However, students can make healthy choices about how to live, and over time, these choices can develop into a wellness lifestyle. The Wellness Cube Model (WCM) serves as an academic intervention with the purposes to: (a) infuse wellness content and experiences into a counseling program, (b) expose students to wellness, and (c) help both …
A Pedagogical Paradigm For International Graduate Students Studying Community Counseling, Larry D. Burlew, Vanessa L. Alleyne
A Pedagogical Paradigm For International Graduate Students Studying Community Counseling, Larry D. Burlew, Vanessa L. Alleyne
Journal of Counselor Preparation and Supervision
The authors introduce a pedagogical paradigm for international graduate students studying community counseling in the United States. The paradigm is based on previous research conducted by the authors on the educational experience of four international graduate students in a master‟s level community counseling program. The paradigm includes five phases and is in the form of a path with an emphasis on respecting the world cultures of students from other countries and addressing the special needs of international students studying in the United States. The paradigm contributes to the ongoing dialog related to the pedagogy of counselor education.
Race Obsession-Avoidance Paradox: A Model For Multicultural Training In Counselor Education, Rebecca A. Willow
Race Obsession-Avoidance Paradox: A Model For Multicultural Training In Counselor Education, Rebecca A. Willow
Journal of Counselor Preparation and Supervision
The ability to discuss race-related issues is critical to multicultural competence. Counselor educators who address race-related issues in the classroom cite student resistance as a challenge to competency development. The Race Obsession-Avoidance Paradox (ROAParadox) identifies juxtaposed obsession and avoidance about race as a cultural phenomenon. The ROAParadox model was applied in a multicultural counseling course as a strategy for educating counseling students. Teaching scenarios illustrate the use of this model as a strategy to facilitate discussions on race relations and racism. Student responses and implications for teaching applications are provided along with recommendations for future research.
Perceptions Of Counseling Integration: A Survey Of Counselor Educators, Andre Marquis, Deborah Hudson, Mike Tursi
Perceptions Of Counseling Integration: A Survey Of Counselor Educators, Andre Marquis, Deborah Hudson, Mike Tursi
Journal of Counselor Preparation and Supervision
Counselor educators were surveyed in order to assess their knowledge of integrative counseling approaches, their views regarding the importance of such approaches, and how much emphasis on integrative counseling is given in their counseling courses. A large majority of participants reported that integration in counseling is very important and that they emphasize it in their teaching of counseling theories and/or methods courses. Implications of these findings are discussed, including suggestions for counselor educators and counseling journals.
Counselor Education Admissions: A Selection Process That Highlights Candidate Self-Awareness And Personal Characteristics, Thomas J. HernáNdez, Susan R. Seem, Muhyiddin A. Shakoor
Counselor Education Admissions: A Selection Process That Highlights Candidate Self-Awareness And Personal Characteristics, Thomas J. HernáNdez, Susan R. Seem, Muhyiddin A. Shakoor
Journal of Counselor Preparation and Supervision
This article describes an experiential model for applicant selection in a master‟s level counselor education graduate program. While nonintellectual aspects are emphasized in the model, some traditional measures are also considered. The program‟s emphasis on counselor self-awareness and personal characteristics is articulated. A discussion of the model's rationale, the interpersonal aspects of candidate selection and a discussion of the group- oriented interviewing process is provided. Contemporary and future challenges for application selection models in Counselor Education programs are articulated.
Journal Of Counselor Preparation And Supervision Volume 2, Number 1, Bill Mchenry
Journal Of Counselor Preparation And Supervision Volume 2, Number 1, Bill Mchenry
Journal of Counselor Preparation and Supervision
No abstract provided.
Strategies To Operationalize Cacrep Standards In School Counselor Education, Holly Branthoover, Kimberly J. Desmond, Michelle L. Bruno
Strategies To Operationalize Cacrep Standards In School Counselor Education, Holly Branthoover, Kimberly J. Desmond, Michelle L. Bruno
Journal of Counselor Preparation and Supervision
School counselor preparation programs must train students in counseling skills while addressing the unique factors related to counseling in an educational setting. One way to approach this task is to utilize the general and school counseling standards set forth by CACREP (2009) as a framework for program planning. This article describes one university‟s course sequencing, program specific courses, and strategies and assignments designed to meet the particular educational needs of future professional school counselors as well as incorporate the CACREP (2009) standards.
Perceptions Of Doctoral Level Teaching Preparation In Counselor Education, Stephanie F. Hall, Diana Hulse
Perceptions Of Doctoral Level Teaching Preparation In Counselor Education, Stephanie F. Hall, Diana Hulse
Journal of Counselor Preparation and Supervision
This study explores counselor educators‟ perceptions of their doctoral level teaching preparation. Results indicate that observation and feedback from faculty, teaching under supervision, being mentored to teach, and attending seminars on college teaching are positively correlated with participants‟ perceptions of overall teaching preparedness. Implications for counselor education doctoral training and recommendations for further research are presented.
Journal Of Counselor Preparation And Supervision Volume 2, Number 1, Bill Mchenry
Journal Of Counselor Preparation And Supervision Volume 2, Number 1, Bill Mchenry
Journal of Counselor Preparation and Supervision
No abstract provided.
Multicultural Counselor Training: Assessment Of Single-Course Objectives And Pedagogical Strategies, Krista M. Malott, Tina R. Paone, Cleborne Maddux, Terri Rothman
Multicultural Counselor Training: Assessment Of Single-Course Objectives And Pedagogical Strategies, Krista M. Malott, Tina R. Paone, Cleborne Maddux, Terri Rothman
Journal of Counselor Preparation and Supervision
The purpose of this study was to examine the extent to which multicultural counseling courses throughout the United States include course objectives and pedagogical strategies recommended in the literature (Arredondo et al., 1996) and in professional counseling standards and guidelines. Findings from 277 participants indicate that most, not all, courses include the recommended objectives and strategies. The most common (85.9%) objective was self- awareness of own values and biases, whereas only approximately 50 percent included an objective related to critiquing counseling theories. The most common pedagogical strategies were classroom discussions/debates (95.3%), whereas fewer than half integrated cross-discipline readings and student …
Reflective Learning Within A Counselor Education Curriculum, David J. Tobin, Rebecca A. Willow, Erin K. Bastow, Erica M. Ratkowski
Reflective Learning Within A Counselor Education Curriculum, David J. Tobin, Rebecca A. Willow, Erin K. Bastow, Erica M. Ratkowski
Journal of Counselor Preparation and Supervision
The literature on counselor education and supervision acknowledged the importance of self-awareness and self-reflection in supervision. As counselor educators we emphasized a need to prepare students for reflective practice prior to the practicum experience. In order to investigate how active learning and opportunities were being infused, we conducted an inquiry into the core curriculum of a Community Counseling program. Learning activities were categorized and charted according to the eight core areas of counselor education. This case study analysis provides a guide for a curriculum review of reflective learning and a catalyst for further inquiry.
Journal Of Counselor Preparation And Supervision Volume 1, Number 1, Bill Mchenry
Journal Of Counselor Preparation And Supervision Volume 1, Number 1, Bill Mchenry
Journal of Counselor Preparation and Supervision
No abstract provided.
Career Experiences Of Counselor Educators: Early And Near-Tenure Experiences, Dana H. Levitt, David A. Hermon
Career Experiences Of Counselor Educators: Early And Near-Tenure Experiences, Dana H. Levitt, David A. Hermon
Journal of Counselor Preparation and Supervision
Counselor educators near the tenure years (5-10 years) experience challenges that differentiate them from their early and late career colleagues, regardless of tenure status. The following phenomenological study sought to ascertain the experiences of counselor education faculty during these distinct years of their academic careers. Eight counselor educators were interviewed and themes were derived, including a need for increased support pre- and post-tenure, adequate doctoral level preparation for faculty roles, and challenges in balancing the functions within and outside of the academy. Recommendations for current and emerging counselor educators are provided.
Evaluating The Effectiveness Of A Professional Development Workshop To Increase School Counselors’ Use Of Data: The Role Of Technology, Timothy A. Poynton
Evaluating The Effectiveness Of A Professional Development Workshop To Increase School Counselors’ Use Of Data: The Role Of Technology, Timothy A. Poynton
Journal of Counselor Preparation and Supervision
The use of data by school counselors has grown increasingly important over the past few years, and has a prominent place in the American School Counselor Association‟s National Model for School Counseling Programs. This study examines the effectiveness of four variations of a workshop designed to improve school counselors‟ data use skills. The workshops were designed to vary along two dimensions; the amount of conceptual knowledge participants were exposed to, and the amount of a technology application (EZAnalyze) participants were exposed to. The quantitative results of the study indicate that being exposed to technology did not have a statistically significant …