Teaching and supervision in counseling最新文献_第6页

Signature Pedagogy and Beyond: Reflections on Baltrinic and Wachter Morris (2020) 签名教学法及超越:对巴尔特里尼奇和沃赫特·莫里斯的反思(2020)

Teaching and supervision in counseling Pub Date : 2020-09-01 DOI: 10.7290/tsc020202

Borders, L. Dianne

引用次数: 3

Reflections on the Pedagogical Foundations in Counselor Education 关于辅导员教育学基础的思考

Teaching and supervision in counseling Pub Date : 2020-09-01 DOI: 10.7290/tsc020209

Eric R. Baltrinic, C. Morris

引用次数: 0

Supervision as the Signature Pedagogy for Counseling Leadership 监督是领导咨询的标志性教学法

Teaching and supervision in counseling Pub Date : 2020-09-01 DOI: 10.7290/tsc020204

M. Luke, H. Peters

引用次数: 10

Signature Pedagogies: A Framework for Pedagogical Foundations in Counselor Education 签名教学法:咨询师教育的教学基础框架

Teaching and supervision in counseling Pub Date : 2020-09-01 DOI: 10.7290/tsc020201

Eric R. Baltrinic, C. Morris

{"title":"Signature Pedagogies: A Framework for Pedagogical Foundations in Counselor Education","authors":"Eric R. Baltrinic, C. Morris","doi":"10.7290/tsc020201","DOIUrl":"https://doi.org/10.7290/tsc020201","url":null,"abstract":"Twenty years ago, in a special section of Counselor Education and Supervision (CES), Thomas Sexton (1998) identified a lack of research on the fundamental pedagogical assumptions used in counselor education to prepare counselors and counselor educators. Specifically, he noted that the manner in which counseling content was delivered and the use of developmental and theoretical models to guide teaching efforts in counselor education had “largely gone unexplored” (Sexton, 1998, p. 66). In fact, Nelson and Neufeldt (1998) were unable to find any scholarly articles on pedagogy in the counseling literature, which was justifiably concerning. Fortunately, there is now some evidence in the counselor education literature addressing this concern (e.g., Association for Counselor Education and Supervision [ACES], 2016; Barrio Minton et al., 2014). Recently, Barrio Minton et al. (2018) found a sharp increase in empirical articles in counselor education articles between 2001–2010 and 2011–2015 incorporating pedagogical foundations, potentially due to the expansion of doctoral-level teaching and learning curricula and internships required by the 2016 Council for Accreditation of Counseling and Related Education Program (CACREP) Standards (2015). Korcuska (2016) cautioned that simply grounding the rationale for pedagogy studies in the CACREP standards could lead authors to overlook the underlying pedagogical structures and lead to studies without “heft or staying power” (p. 156). It is plausible to presume that it is uncertain if, as a profession, we are asking the “right” questions, and studying the “best” things to increase our collective understanding of the pedagogical foundations in counselor education. Overall, both Korcuska and Barrio Minton and colleagues (2014) recommended that more research be conducted on the processes (i.e., pedagogy) for preparing teachers in counselor education, and examining the links between pedagogy, effectiveness in the classroom, and preparing students for professional practice.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43769507","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}

引用次数: 9

Factors Influencing Publication Rates among Counselor Educators 影响咨询教育工作者发表率的因素

Teaching and supervision in counseling Pub Date : 2020-01-01 DOI: 10.7290/tsc020105

S. Newhart, P. Mullen, Ashley J Blount, W. Hagedorn

引用次数: 2

A Phenomenological Investigation of Doctoral Students’ Gatekeeping Experiences 博士生守门经历的现象学调查

Teaching and supervision in counseling Pub Date : 2020-01-01 DOI: 10.7290/tsc020109

Shawna M. Corley, Jessica Lloyd-Hazlett, Hope Schuermann, Noel Blessing

{"title":"A Phenomenological Investigation of Doctoral Students’ Gatekeeping Experiences","authors":"Shawna M. Corley, Jessica Lloyd-Hazlett, Hope Schuermann, Noel Blessing","doi":"10.7290/tsc020109","DOIUrl":"https://doi.org/10.7290/tsc020109","url":null,"abstract":"There is a clear need for further investigations of professional impairment and gatekeeping practices of counselor education programs. A vast majority (92%) of counselor educators report having at least one student with a professional impairment, and training programs dismissed 20% of these students (Crawford & Gilroy, 2013). Gatekeeping is an ethical responsibility of counselors, entailing ongoing monitoring of suitability for professional practice (American Counseling Association (ACA), 2014). At its core, gatekeeping is a mechanism to provide intervention, including facilitating exit from the profession, on behaviors that could threaten client welfare (Foster & McAdams, 2009). The Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016) lists gatekeeping as a national accreditation requirement for both master’s and doctoral-level programs. For the purpose of this study, gatekeeping is viewed within the university setting and involves preand post-admission evaluation and remediation to monitor students’ ongoing fitness for the program and professional field (Ziomek-Daigle & Christensen, 2010). Gatekeeping requires counselor educators and supervisors to make developmentally appropriate assessments of student counselors’ progress. Faculty evaluations of counselors-in-training occur in academic (e.g., course grades) and interpersonal contexts; including interactions during supervision in practicum and internships, and interactions in and outside of class (Ziomek-Daigle & Christensen, 2010). As counselor educators-in-training, doctoral students have opportunities to serve in evaluative roles as teaching assistants and supervisors of master’s level students (Scarborough, Bernard, & Morse, 2006; Fernando, 2013). As part of these roles, doctoral students hold gatekeeping responsibilities (CACREP, 2016; Limberg et al., 2013). However, the literature has yet to thoroughly explore doctoral students’ experiences as gatekeepers (Rapp, Moody, & Stewart, 2018).","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49450050","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}

引用次数: 1

Racial Mislabeling in Multiracial Individuals: Implications for Professional Counseling and Education 多种族个体中的种族错误标签：对专业咨询和教育的启示

Teaching and supervision in counseling Pub Date : 2020-01-01 DOI: 10.7290/tsc020102

Peeper McDonald, Catharina Y. Chang, Caroline O’Hara, Kan Guvensel, Lindy K. Parker

引用次数: 0

Analysis of a Standardized Suicide Intervention Training for Counselor Trainees 对辅导员学员进行规范化自杀干预训练的分析

Teaching and supervision in counseling Pub Date : 2019-09-01 DOI: 10.7290/tsc010209

Laura R. Shannonhouse, Amanda D. Rumsey, Nikki C. Elston, Marie Mize, J. Hightower, Y. Lin

引用次数: 3

Counseling Students’ Experiences Viewing Virtual Reality Case Studies 辅导学生观看虚拟现实案例研究的经验

Teaching and supervision in counseling Pub Date : 2019-09-01 DOI: 10.7290/tsc010206

T. Wilkinson, Kathleen E. Bazile

引用次数: 1

Relational Cultural Theory: A Guiding Framework for Study Abroad Experiences 关系文化理论:留学经历的指导框架

Teaching and supervision in counseling Pub Date : 2019-09-01 DOI: 10.7290/tsc010208

J. Harris, Syntia Santos Dietz, Loni Crumb

引用次数: 4