COUNSELOR EDUCATION AND SUPERVISION最新文献

{"title":"Religion and spirituality in counselor education: Do we really need to talk about this?","authors":"Jesse Fox","doi":"10.1002/ceas.12310","DOIUrl":"10.1002/ceas.12310","url":null,"abstract":"<p>There are few topics that can raise countertransferential tension in a counselor education classroom as quickly as religion can. Why is that so? There are typically two answers one encounters. One source of this tension may originate in close association with trauma: religion has become a controversial topic partially due to the fact that religions have been the sources of oppression, violence, social control, and privilege that have done great harm to many people, especially marginalized groups. As soon as the topic of religion surfaces, it can trigger these intergenerational and personal wounds. The other source comes from the deep reservoirs of the human experience religion can tap into; to energize and embolden the highest ideals one may hold to. Thousands of years of reflection from saints, sages, prophets, and divine figures on the questions of human existence still speak to many people in the form of the world's religions. In fact, most of the world's population still practice them (Pew Research Center, <span>2012</span>). For this reason, religion tends to be supercharged with meaning. But just because religion, and the associated topic of spirituality, is a common human phenomenon does not necessarily mean it is something that counselor educators should involve themselves in or include in their education and supervision of counselors. After all, counselor educators by and large are not trained philosophers or theologians. To expand upon the work of Currier et al. (<span>2024</span>), this special issue of <i>Counselor Education and Supervision</i> will explore reasons for incorporating R/S in counselor curricula, as well as provide strategies and examples for effective incorporation into counselor pedagogy and supervision. Before doing so, there needs to be a substantive rationale for including religion and spirituality in counselor education.</p><p>Historically, the US has been one of the most religious countries in the world, and remains the most religious of all industrially and economically developed economies (Pew Research Center, <span>2023a</span>). Concurrently, the US population has experienced significant shifts in religious affiliation and devotional religious practices like prayer and service attendance since the 1990s; for example, fewer people now identify with Christianity compared to the past, though it remains the largest represented religion with 60%–65% of US citizens identifying with one of the many Christian denominations (e.g., Catholicism, Lutheranism, Pentecostalism; Pew Research Center, <span>2021</span>). Conversely, the number of people belonging to minority religious traditions has slightly increased, with 6%–7% now belonging to traditions like Judaism, Islam, Hinduism, Buddhism, among others. However, the largest growth, in terms of religious identity, has occurred in the <i>religiously unaffiliated</i>. This portion of the population includes atheists and agnostics, but it also includes a category called ","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 3","pages":"162-171"},"PeriodicalIF":1.4,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ceas.12310","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141352511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Broaching spiritual and religious issues in assessment in counseling: A model for counselor preparation and practice","authors":"Joseph A. Stewart-Sicking","doi":"10.1002/ceas.12315","DOIUrl":"10.1002/ceas.12315","url":null,"abstract":"<p>Assessing clients’ religious and spiritual resources is a fundamental multicultural competence. Building on models for broaching race in counseling, this article argues that models of competence in assessing spirituality and religion must include a critical lens and a transference lens alongside insights from the psychology of spirituality and religion.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 3","pages":"244-254"},"PeriodicalIF":1.4,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141352337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A CBPR approach to multicultural and socially just counseling research","authors":"Arianna Trott,&nbsp;Tanupreet Suri,&nbsp;Thomas A. Chávez","doi":"10.1002/ceas.12305","DOIUrl":"10.1002/ceas.12305","url":null,"abstract":"<p>Counselor education needs innovative approaches to research that align with counseling values including the multicultural social justice counseling competencies. Community-based participatory research can be used as an approach to bridge gaps in research and promote equity, social justice competencies, and ethical standards in the field of counseling.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 4","pages":"379-391"},"PeriodicalIF":1.4,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141188595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing for place: A case study of rural counselor training","authors":"Anna Elliott,&nbsp;Rebecca Koltz,&nbsp;Kirsten Murray,&nbsp;Jayne Downey","doi":"10.1002/ceas.12307","DOIUrl":"10.1002/ceas.12307","url":null,"abstract":"<p>Rural communities face significant mental health disparities. Two universities developed a training model for rural school-based counseling students, which began with a rural life orientation. This case study's findings demonstrate the value of place-attentive pedagogy and experiential learning. The study offers implications for how programs can prepare counselors to serve rural populations.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 4","pages":"295-310"},"PeriodicalIF":1.4,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ceas.12307","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141188613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Peer feedback exchanged in group supervision: A concept mapping approach","authors":"Ben T. Willis,&nbsp;Christopher D. Schmidt,&nbsp;Edward Wahesh,&nbsp;Gulsah Kemer","doi":"10.1002/ceas.12304","DOIUrl":"10.1002/ceas.12304","url":null,"abstract":"<p>Using concept mapping, the authors examined peer feedback exchanged in group supervision to understand how master's level interns perceived feedback received from their peers. Five regions and 18 clusters were represented through 193 feedback statements, and the interns rated the benefit, desirability, accuracy, and impact of the feedback they received.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 4","pages":"269-281"},"PeriodicalIF":1.4,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141148500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional wisdom in counselor education: A consensual qualitative research","authors":"Peitao Zhu,&nbsp;Gideon Litherland,&nbsp;Tamekia Bell,&nbsp;Melissa Luke","doi":"10.1002/ceas.12308","DOIUrl":"10.1002/ceas.12308","url":null,"abstract":"<p>Emerging evidence has suggested that practitioners who demonstrate professional wisdom, a multifaceted disposition, show superior judgment and clinical efficacy. In this consensual qualitative research study, we examined 16 peer-nominated wise counselor educators’ perspectives on professional wisdom in the context of counselor education. We identified seven domains pertaining to the characteristics and interpersonal effects of professional wisdom, as well as perceptual factors. Our findings present an initial framework of professional wisdom specific to the field of counselor education and provide implications for counselor education, counseling practice, and future research.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 4","pages":"311-329"},"PeriodicalIF":1.4,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141105664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the impact of an anti-oppressive social justice internship curriculum","authors":"Clare Merlin-Knoblich,&nbsp;Sherée Harper,&nbsp;Maylee Vázquez,&nbsp;Jennifer Perry,&nbsp;Brittany Glover","doi":"10.1002/ceas.12309","DOIUrl":"10.1002/ceas.12309","url":null,"abstract":"<p>In this qualitative case study, we implemented an anti-oppressive, social justice curriculum in a school counseling internship course and then explored its impact on participants (<i>N </i>= 3) as school counseling students and full-time school counselors. We identified 11 themes that reflect how the curriculum impacted participants as students and school counselors.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 4","pages":"330-349"},"PeriodicalIF":1.4,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141107304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comps: Content analysis of doctoral comprehensive exam policies and procedures","authors":"Amanda C. Arnold,&nbsp;Amanda C. DeDiego,&nbsp;Minyi Li,&nbsp;Ashton Keys,&nbsp;Anastasia Pipp","doi":"10.1002/ceas.12306","DOIUrl":"10.1002/ceas.12306","url":null,"abstract":"<p>The doctoral comprehensive exam is a common benchmark in counselor education doctoral programs. The current study examined policies and procedures for comprehensive exams in CACREP-accredited counselor education doctoral programs. Using conventional qualitative content analysis, researchers analyzed CACREP-accredited doctoral program student handbooks to determine common practices for conducting comprehensive exams.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 4","pages":"282-294"},"PeriodicalIF":1.4,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141105274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Debriefing experiential learning in counselor education","authors":"Dana George Trottier","doi":"10.1002/ceas.12299","DOIUrl":"10.1002/ceas.12299","url":null,"abstract":"<p>Counselors-in-training require continuous opportunities to reflect on strengths and growing edges. Applying experiential learning theory and the Promoting Excellence and Reflective Learning in Simulation debriefing framework could optimize learning and provide counselor educators with a roadmap to develop a reflective practice within the context of counseling. Psychological safety and cultural considerations are also discussed.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 2","pages":"145-160"},"PeriodicalIF":1.3,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140936536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The necessity of religious and spiritual competence in school counseling","authors":"Jennifer K. Niles,&nbsp;Daniel Gutierrez","doi":"10.1002/ceas.12298","DOIUrl":"10.1002/ceas.12298","url":null,"abstract":"<p>Scholars have advocated for the integration of spirituality into school counseling; however, school counselor education and professional organizations continue to exclude spiritual/religious competencies from school counselor preparation, professional identity, and practice. The authors offer strategies for incorporating religious and spiritual competence into school counselor education.</p>","PeriodicalId":46905,"journal":{"name":"COUNSELOR EDUCATION AND SUPERVISION","volume":"63 3","pages":"172-186"},"PeriodicalIF":1.4,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ceas.12298","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140588830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}