Courageous Conversations In Counseling About Race,
2020
University of Central Florida
Courageous Conversations In Counseling About Race, M. Ann Shillingford-Butler Ph.D., Kimberly Harris
National Cross-Cultural Counseling & Education Conference for Research, Action & Change (2016-2024)
The United States (U.S.) is known as the “melting pot” and is characterized by diversity (Matthews, Barden, & Sherrell, 2018). While the U.S. is culturally diverse, it is not culturally equal. Racial tensions have escalated recently, and psychologically harmful microaggressions are experienced by minorities across a multitude of settings, daily (Davis, DeBlaere, Brubaker, Owen, Jordan, Hook & Van Tongeren, 2015). Counselors must demonstrate cultural humility to be effective counselors in relationships where worldviews and values will inevitably clash (Davis et al., 2015, Hook, Watkins, Davis, Own, Van Tongren, & Ramos, 2016). Being culturally humble is a “lifelong commitment to self-evaluation …
Brain Injury Is Treatable,
2020
University of Dayton
Brain Injury Is Treatable, Susan C. Davies, Jennifer P. Lundine, Shari L. Wade, Ann E. Glang
Counselor Education and Human Services Faculty Publications
Children with traumatic brain injury (TBI) are under-identified and under-served by healthcare and educational professionals. Factors such as lack of understanding regarding long-term needs following TBI, limited awareness and training in emerging evidence-based practices and inefficient care coordination (Haarbauer-Krupa et al., 2017) impede effective clinical management. Despite these considerable challenges, childhood brain injury is treatable. Families, schools, and healthcare systems are integral to that treatment. Where a child lives and learns can also greatly influence long-term outcomes. Children from home environments with supportive caregivers have more positive outcomes (Wade et al., 2016). Closer proximity to medical care and providers who …
A Phenomenological Investigation Of Doctoral Students’ Gatekeeping Experiences,
2020
University of Texas at San Antonio
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,
2020
Clark Atlanta University
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,
2020
University of Florida
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,
2020
University of Texas at San Antonio
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,
2020
Johns Hopkins University
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,
2020
Idaho State University
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,
2020
University of South Dakota
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.
A Duoethnographic Exploration Of Two Counselor Educators’ Growth In Assessment In Teaching,
2020
University of Missouri-St. Louis
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 …
Insight Gains Of Narrative Case Studies,
2020
Regis University
Insight Gains Of Narrative Case Studies, H. Luis Vargas
Counseling and Family Therapy Scholarship Review
The Editor provides an Editorial for the new issue.
Gaining Administrative Support For Doctoral Programs In Counselor Education,
2020
St. Bonaventure University
Gaining Administrative Support For Doctoral Programs In Counselor Education, Rebecca Scherer, Regina Moro, Tara Jungersen, Leslie Contos, Thomas A. Field
Counselor Education Faculty Publications and Presentations
Initiating and sustaining a counselor education and supervision doctoral program requires navigating institutions of higher education, which are complex systems. Using qualitative analysis, we explored 15 counselor educators’ experiences collaborating with university administrators to gain support for beginning and sustaining counselor education and supervision doctoral programs. Results indicate the need to understand political elements, economical aspects, and the identity of the proposed program. Limitations and areas for future research are presented.
Teaming For Transition: Interprofessional Collaboration,
2020
University of Arkansas, Fayetteville
Teaming For Transition: Interprofessional Collaboration, Megan Sturdivant, Emily Thompson, Sam Skelton, Rebecca Mallory
2020 Honors Symposium
The transition from youth to young adult for individuals with severe disabilities is difficult, provides few opportunities for employment, and offers less of a chance to connect with friends and engage with people. This research presents ways that speech-language pathologists, occupational therapists, school counselors, and special educators can collaborate to create a successful transition process for individuals with severe disabilities.
Perceived Quality Of Clinical Supervision And Level Of Vicarious Trauma In Therapists-In-Training,
2020
University of Denver
Perceived Quality Of Clinical Supervision And Level Of Vicarious Trauma In Therapists-In-Training, Jessica L. Mantia
Electronic Theses and Dissertations
This study examined the relationship between perceived quality of clinical supervision and levels of vicarious trauma (VT) and secondary traumatic stress (STS) in a sample of novice therapists who reported working with survivors of sexual trauma. The researcher included therapist’s personal sexual trauma history and history of therapy for sexual trauma as covariate variables. Results did not support the predictive value of clinical supervision in determining level of VT or STS in this population. There were no meaningful differences among groups based on personal history of sexual trauma or participation in therapy. A high percentage of participants in this sample …
Using An Adventure Therapy Activity To Assess The Adlerian Lifestyle,
2020
University of South Alabama
Using An Adventure Therapy Activity To Assess The Adlerian Lifestyle, Danny L. Mccarty, David D. Christian
Rehabilitation, Human Resources and Communication Disorders Faculty Publications and Presentations
The lifestyle is a central concept in Adlerian theory necessary for understanding a client and the purpose of behavior. Although there are a variety of methods counselors can employ to explore the lifestyle, to date, no literature addressing the use of Adventure Therapy (AT) exists. Adventure Therapy is a creative and interactive mode of counseling consistent with Adlerian theory that uses creativity and experiential activities to foster insight, awareness, and growth in clients. This article introduces a creative way to explore the client’s lifestyle using an AT activity called Ubuntu Cards©. The authors provide an overview of Adlerian theory, define …
Ce 590 Syllabus: Addictions Counseling - Practicum,
2020
Winona State University
Ce 590 Syllabus: Addictions Counseling - Practicum, Mitch Moore
Counselor Education Syllabi
This course provides a practical, field-based experience of 880 hours in an addiction counseling setting as required by the Minnesota Board of Behavioral Health and Therapy (MBBHT) Licensed Alcohol and Drug Counselor [LADC], and the Minnesota Certification Board’s (MCB) Board Certified Counselor (BCC) requirements (IC&RC). This experience may be arranged with supervision coordinated through the practicum course instructor and an on-site supervisor. A total of six (6) credits—two sections—of practicum work must be completed.
A Critical Microethnographic Examination Of Power Exchange, Role Identity And Agency With Black Bdsm Practitioners,
2020
University of Central Florida
A Critical Microethnographic Examination Of Power Exchange, Role Identity And Agency With Black Bdsm Practitioners, Amber Norman
Electronic Theses and Dissertations, 2020-2023
The practice of BDSM (Bondage/Discipline, Dominance/Submission, and Sadomasochism) is a roleplay activity that facilitates the examination of power dynamics through erotic play. Historically, the mental health community relegated BDSM as a deviant sexual practice. Modern therapeutic perspectives, however, affirm the normality of practitioners and report psychological benefits of BDSM. Nevertheless, the practice remains stigmatized and misunderstood. The goal of this research was to examine how BDSM works, and how power is exchanged within relationships. More specifically, the experiences of Black BDSM practitioners were investigated to add nuance to how racial dynamics further impact power relationships. Ethnographic procedures were applied to …
Student Selection, Development, And Retention: A Commentary On Supporting Student Success In Distance Counselor Education,
2020
Walden University
Student Selection, Development, And Retention: A Commentary On Supporting Student Success In Distance Counselor Education, Savitri Dixon-Saxon, Matthew R. Buckley
Walden Faculty and Staff Publications
This article reviews relevant research that provides context for a commentary by two long-time distance counselor educators and supervisors with over 35 years of combined professional experience. The authors explore factors that support successful outcomes for graduate students within distance counselor education programs, which include how students are selected, supported in their development, and retained in the program. Discussion targets how distance learning promotes open access to students who historically have been marginalized, who are living in rural areas, and who have not had the same access to educational opportunities. We focus on the roles and responsibilities of institutional and …
Ce 653 Syllabus: Theory And Practice Of Sexual, Substance Abuse,
2020
Winona State University
Ce 653 Syllabus: Theory And Practice Of Sexual, Substance Abuse, Mary Fawcett, Mitch Moore
Counselor Education Syllabi
This 4-credit course will provide theoretical frameworks and practical skill building in the counseling of student and clients with sexual concerns, substance abuse and addiction issues, and crisis interventions. This course facilitates knowledge, awareness and skill development as it relates to student growth and development in preparation to work with client concerns in these sensitive topic areas. Students practice application of counseling theories in a laboratory setting with simulated situations. A strong emphasis is placed on the ethical standards of the counseling profession and on multicultural issues.
Moments Of Reflection: A Phenomenological Study Of Preservice Teacher Reflection,
2020
West Chester University
Moments Of Reflection: A Phenomenological Study Of Preservice Teacher Reflection, Jane Ferris
West Chester University Doctoral Projects
Transitioning from their training programs to their own classrooms, new teachers may feel a disconnect between what they learned and what they experience. To help with this transition and to promote teachers’ abilities to respond to the varying and unique needs of their students and schools, teacher training programs, beginning in the 1980s, have incorporated the use of reflective practice. Reflection provides teachers an opportunity to engage with their experiences in such a way that prereflective understandings, assumptions, biases, and beliefs may be identified. Reviewed literature suggests that teacher training programs do not clearly define and implement reflection instruction into …
