A Synopsis And Extension Of Thayne And Gantt's Who Is Truth? Reframing Our Questions For A Richer Faith,
2020
Brigham Young University
A Synopsis And Extension Of Thayne And Gantt's Who Is Truth? Reframing Our Questions For A Richer Faith, Lane Fischer
Issues in Religion and Psychotherapy
Thayne and Gantt’s recent book, Who is Truth?: Reframing Our Questions for a Richer Faith, presents an ancient but revolutionary conception of truth. They compare the ancient Greek conception of Idea-truth with the ancient Hebrew conception of Person-truth. They explore the implications of Person-truth for our faith. They use Person-truth to reframe questions. This article presents a synopsis of the book and extends its implications around the issue of suffering and psychotherapy.
Claywork In Art Therapy With Survivors Of Childhood Sexual Abuse,
2020
Lesley University
Claywork In Art Therapy With Survivors Of Childhood Sexual Abuse, Jennifer Morrison
Expressive Therapies Capstone Theses
This literature review explores the potential benefits of the claywork modality within art therapy as a treatment for individuals who experienced childhood sexual abuse or trauma. The goals of this literature review are to indicate and define appropriate terms; discuss the forms and prevalence of childhood sexual abuse and trauma; explore traditional treatment models; investigate the benefits of claywork in treatment for survivors of childhood sexual abuse and trauma. The research reviewed included published studies, research analyses, and literature reviews covering the topics of childhood sexual abuse and trauma, group therapy, art therapy for the treatment of trauma, and claywork. …
Reflections On The Pedagogical Foundations In Counselor Education,
2020
The University of Alabama
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,
2020
The Pennsylvania State University
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,
2020
University of Tennessee
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,
2020
Syracuse University
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,
2020
Georgia State University
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,
2020
The University of North Carolina at Greensboro
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,
2020
The University of Alabama
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.
Cognitive Behavioral Therapies For The Management Of Chronic Pain,
2020
Utah State University
Cognitive Behavioral Therapies For The Management Of Chronic Pain, Kira Swensen, Maren Wright Voss, Alise Williams Condie, Ashley Yaugher
All Current Publications
Chronic pain is pain that lasts longer than six months and may continue even after illnesses or injuries have healed (Cleveland Clinic, 2017). Pain signals in the nervous system can remain active for several years if they are altered in the spinal cord, becoming stronger than they normally would or should be (Reichling & Levine, 2009). Chronic pain can also occur without illness or injury (National Institute of Neurological Disorders and Stroke, 2019). Fortunately, many evidence-based strategies for managing chronic pain are available to ease the discomfort. This fact sheet reviews those strategies.
The Identity Formation Process Of Immigrant Children: A Case Study Synthesis,
2020
Stephen F. Austin State University
The Identity Formation Process Of Immigrant Children: A Case Study Synthesis, Jose Carbajal
Faculty Publications
Introduction: Children who immigrate often have difficulties in adjusting to their host country. A single case study based on similar narratives is composed to develop the character of a child’s developmental cultural issues as he immigrated to the United States from El Salvador. Attachment theory is reviewed to discuss how detachment and re-attachment affected him. A review of the literature on assimilation and acculturation is also provided. Objectives: The author synthesizes the work experience with the population with migration history to illustrate how attachment and loss impact these individuals, through a composed case study illustrated through the experience of Ramni, …
Ce 633 Syllabus: Ethical Practice And Social Change,
2020
Winona State University
Ce 633 Syllabus: Ethical Practice And Social Change, Rieko Miyakuni
Counselor Education Syllabi
This course introduces students to the legal, professional and ethical issues that affect the practice of counseling and psychotherapy and the methods and ethical basis for counselors to be agents of social change. Students will become familiar with law and ethical codes related to the counseling profession. A model for ethical decision-making will be presented. Also, students will be presented with models for social change in their function as leaders, change agents, collaborators, and risk takers. Providing outreach and advocacy services in the school and community settings, students will expand their role as counselors to include the social contexts of …
Ce 640 Syllabus : Orientation To Clinical Mental Health Counseling,
2020
Winona State University
Ce 640 Syllabus : Orientation To Clinical Mental Health Counseling, Mary Fawcett
Counselor Education Syllabi
This course examines the counseling profession including history, philosophy, theory, and professional issues. Emphasis is on different counseling populations, social justice and multicultural issues.
Ce 651 Syllabus: Diagnosis And Psychopathology Of Children And Adolescents,
2020
Winona State University
Ce 651 Syllabus: Diagnosis And Psychopathology Of Children And Adolescents, Rieko Miyakuni
Counselor Education Syllabi
The purpose of this course is to introduce students to the etiology and classification of mental disorders in children and adolescents as defined by the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Students will learn to utilize diagnostic information to facilitate the initiation and implementation of case management strategies, treatment plan development, and therapeutic intervention with children and adolescents seeking/receiving mental health counseling services.
Ce 550 Syllabus: Addiction Counseling: Introduction To The Field,
2020
Winona State University
Ce 550 Syllabus: Addiction Counseling: Introduction To The Field, Mitch Moore
Counselor Education Syllabi
This course provides students with an overview of the transdisciplinary foundations of alcohol and drug counseling, including theories of chemical dependency, recovery and the continuum of care, and the process of change from a wide range of perspectives.
Ce 590 Syllabus: Practicum,
2020
Winona State University
Ce 590 Syllabus: 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.
Ce 590 Syllabus: Practicum, 1 Semester Hour,
2020
Winona State University
Ce 590 Syllabus: Practicum, 1 Semester Hour, Mitch Moore
Counselor Education Syllabi
This course provides a practical, field-based experience of between 130-200 hours in an addiction counseling setting for Master's Degree Counselor Education Department students seeking "dual licensure" (LPCC & LADC). These are students who have completed CE 680: Practicum, are enrolled in or have completed CE 690-Internship, and need the extra practicum hours to accrue the 880 hours required for addiction counseling licensure.
Ce 601 Syllabus: Foundations Of Counseling,
2020
Winona State University
Ce 601 Syllabus: Foundations Of Counseling, Anquinetta V. Calhoun
Counselor Education Syllabi
This course introduces students to the profession of counseling. Through scholarly research and writing, students will examine the role and function of counselors in a variety of settings. Current trends and issues in counseling also will be addressed. Throughout the course, major emphasis will be placed on the learning and practice of basic helping skills in a supervised setting.
Ce 611 Syllabus: Development Over The Lifespan,
2020
Winona State University
Ce 611 Syllabus: Development Over The Lifespan, Mary Fawcett
Counselor Education Syllabi
The purpose of this course is to promote students’ thinking and learning about human growth, adaptation, and change throughout the lifespan. Major theories, issues, eras, and trends in human development will be addressed.
Ce 620 Syllabus: Tests And Measurements,
2020
Winona State University
Ce 620 Syllabus: Tests And Measurements, Dawnette Cigrand
Counselor Education Syllabi
This course provides an overview of the fundamentals of measurement as applied to psychological testing. Knowledge of and practical experience in the use of standardized psychological tests in counseling for personality assessment, evaluation, and career and life decisions will be provided.
