The use of technology has gained considerable momentum in counselor education as more programs are being offered in full and partial online platforms (ACES Technology Interest Network, 2017; Snow & Coker, 2020). With the global pandemic beginning in 2020, many programs that had not yet offered online courses were challenged to quickly shift to an online format. This change provides an opportunity to carefully reflect on best practices in online course design and assessment at the student, class, and program level. When given the responsibility of designing a course for any mode of delivery, faculty may struggle with where to begin. There may be an inclination to find a good primary resource such as a reliable text, and then work from there developing lectures, study aids, and assignments. An alternative approach is to begin by thinking about the course learning outcomes, and what competencies students will need to develop and demonstrate once working in the field. Once the course outcomes are identified, an assessment plan including the formative and summative learning activities is the next design step. In order to promote deep learning and consistent student developmental progress, the instructional design must be well-conceptualized with each component intentionally built in to support the end result (Czersawski, 2014; Wiggins & McTighe, 2005). We aim to provide a brief illustration of the application of two models to support effective course design for online delivery of the counselor education curriculum. The first, which we have found especially wellsuited for counselor education, is competency-based education. Designing with competencies that align to the Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards in the forefront, is also consonant with the second model, the backward design. This approach recognizes the importance of formative and summative assessments that are responsive to diverse learning styles and authentic to the field of practice (Alalshaikh, 2015; Moates & Cox, 2015). Further, the use of technology for full or partial delivery of a course or program curriculum presents the advantage of an embedded assessment strategy to support real-time generation of student learning outcomes (SLOs) data. This promotes opportunities for intervention at the student, course and program level (Akos, 2019). An example of how the approach can be applied to measuring competency development as a social justice advocate is offered. COVID-19 accelerated the adoption of distance learning in 2020 throughout the world. Online education is now central to counselor education and the trend will likely continue post COVID-19 as well. The history of distance education technology in counselor education is first explored and then the advantages and challenges of this learning model are discussed along with the ethical, legal and regulatory implications. Finally, the future of counselor education is explored along wit
{"title":"Counselor Education Online Curriculum Design: Social Justice Considerations","authors":"L. Mckenna, Amie A. Manis","doi":"10.22371/tces/0008","DOIUrl":"https://doi.org/10.22371/tces/0008","url":null,"abstract":"The use of technology has gained considerable momentum in counselor education as more programs are being offered in full and partial online platforms (ACES Technology Interest Network, 2017; Snow & Coker, 2020). With the global pandemic beginning in 2020, many programs that had not yet offered online courses were challenged to quickly shift to an online format. This change provides an opportunity to carefully reflect on best practices in online course design and assessment at the student, class, and program level. When given the responsibility of designing a course for any mode of delivery, faculty may struggle with where to begin. There may be an inclination to find a good primary resource such as a reliable text, and then work from there developing lectures, study aids, and assignments. An alternative approach is to begin by thinking about the course learning outcomes, and what competencies students will need to develop and demonstrate once working in the field. Once the course outcomes are identified, an assessment plan including the formative and summative learning activities is the next design step. In order to promote deep learning and consistent student developmental progress, the instructional design must be well-conceptualized with each component intentionally built in to support the end result (Czersawski, 2014; Wiggins & McTighe, 2005). We aim to provide a brief illustration of the application of two models to support effective course design for online delivery of the counselor education curriculum. The first, which we have found especially wellsuited for counselor education, is competency-based education. Designing with competencies that align to the Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards in the forefront, is also consonant with the second model, the backward design. This approach recognizes the importance of formative and summative assessments that are responsive to diverse learning styles and authentic to the field of practice (Alalshaikh, 2015; Moates & Cox, 2015). Further, the use of technology for full or partial delivery of a course or program curriculum presents the advantage of an embedded assessment strategy to support real-time generation of student learning outcomes (SLOs) data. This promotes opportunities for intervention at the student, course and program level (Akos, 2019). An example of how the approach can be applied to measuring competency development as a social justice advocate is offered. COVID-19 accelerated the adoption of distance learning in 2020 throughout the world. Online education is now central to counselor education and the trend will likely continue post COVID-19 as well. The history of distance education technology in counselor education is first explored and then the advantages and challenges of this learning model are discussed along with the ethical, legal and regulatory implications. Finally, the future of counselor education is explored along wit","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132231041","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":"Counselors in Training Educational Impacts and Perceived Adequacy of Supports Amidst COVID-19","authors":"Jamie E. Crockett, Nathaniel N. Ivers","doi":"10.22371/tces/0021","DOIUrl":"https://doi.org/10.22371/tces/0021","url":null,"abstract":"","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129271567","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}
Cristen C. Wathen, Megan Speciale, Szu‐Yu Chen, Donna S. Sheperis
a model in opportunities, in
机会的典范，在
{"title":"Effective Online Synchronous Group Counselor Training: Challenges, Strengths, and Solutions","authors":"Cristen C. Wathen, Megan Speciale, Szu‐Yu Chen, Donna S. Sheperis","doi":"10.22371/tces/0010","DOIUrl":"https://doi.org/10.22371/tces/0010","url":null,"abstract":"a model in opportunities, in","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"357 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115941831","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":"“My attitude on telehealth has completely changed.”: Facilitators and Barriers to Implementing Technology for Care Delivery in Community Mental Health Centers","authors":"Suzanne Meller, J. Tauscher, Dror Ben-Zeev","doi":"10.22371/tces/0015","DOIUrl":"https://doi.org/10.22371/tces/0015","url":null,"abstract":"","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125328411","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":"Incorporating Multiculturalism and Social Justice into Synchronous Online Courses","authors":"D. Perez, Tricia Mikolon","doi":"10.22371/tces/0026","DOIUrl":"https://doi.org/10.22371/tces/0026","url":null,"abstract":"","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114285133","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}
Jungeun Lee, Donghun Lee, Sojeong Nam, Jeongwoon Jeong, GoEun Na
{"title":"Dynamics of Online Engagement: Counseling Students’ Experiences and Perceptions in Distance Learning","authors":"Jungeun Lee, Donghun Lee, Sojeong Nam, Jeongwoon Jeong, GoEun Na","doi":"10.22371/tces/0027","DOIUrl":"https://doi.org/10.22371/tces/0027","url":null,"abstract":"","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130167755","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}
Szu‐Yu Chen, Kelly Coker, Cristen C. Wathen, Donna S. Sheperis
To date, the research regarding online delivery of clinical skills training remains limited while the practice does not. Particularly, a review of the literature revealed no studies examining the efficacy of online synchronized counseling skills training. Thus, more research is needed to explore counselor educators’ understanding and experiences in facilitating online clinical training, as well as students’ perspectives in receiving online clinical training and supervision (Chen et al., 2020). Based on this knowledge, we engaged in a pilot study to examine the effect of online clinical skills training when COVID-19 required in-person classes to move virtually. This article aims to share a distinct online pedagogy for facilitating synchronized and asynchronized clinical skills training and to provide recommendations for enhancing and assessing students’ clinical skills competencies in a virtual classroom based on the study results.
迄今为止，关于临床技能培训在线交付的研究仍然有限，而实践则没有。特别是，回顾文献发现没有研究检查在线同步咨询技能培训的效果。因此，需要更多的研究来探索咨询师教育者在促进在线临床培训方面的理解和经验，以及学生接受在线临床培训和监督的观点(Chen et al.， 2020)。基于这些知识，我们进行了一项试点研究，以检验在COVID-19需要面对面课程时在线临床技能培训的效果。本文旨在分享一种独特的在线教学方法，以促进同步和异步的临床技能培训，并根据研究结果提供在虚拟课堂中提高和评估学生临床技能能力的建议。
{"title":"Effects of Clinical Skills Training: Technology and Pedagogy for the Quality Virtual Classroom","authors":"Szu‐Yu Chen, Kelly Coker, Cristen C. Wathen, Donna S. Sheperis","doi":"10.22371/tces/0009","DOIUrl":"https://doi.org/10.22371/tces/0009","url":null,"abstract":"To date, the research regarding online delivery of clinical skills training remains limited while the practice does not. Particularly, a review of the literature revealed no studies examining the efficacy of online synchronized counseling skills training. Thus, more research is needed to explore counselor educators’ understanding and experiences in facilitating online clinical training, as well as students’ perspectives in receiving online clinical training and supervision (Chen et al., 2020). Based on this knowledge, we engaged in a pilot study to examine the effect of online clinical skills training when COVID-19 required in-person classes to move virtually. This article aims to share a distinct online pedagogy for facilitating synchronized and asynchronized clinical skills training and to provide recommendations for enhancing and assessing students’ clinical skills competencies in a virtual classroom based on the study results.","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125147475","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}
The Online Live Supervision of Telemental Health Counseling (OLSTHC) model described here was born as a response to the changes imposed by the COVID-19 pandemic to our counseling training program, particularly our practicum and internship experiences. The purpose of this article is for the authors to present the OLSTHC model as a template for the implementation of counseling training, live supervision, and counseling services in a virtual environment. In this paper, the authors present the basic supervision-related concepts that are involved in the model. Based on their experience implementing the model, the authors describe next the model’s development context, logistical considerations, technology and communication needs, administrative requirements, and clinical recommendations. Finally, some ethical, multicultural, as well as future research considerations in the implementation of OLSTHC are provided. The incorporation of technology in live supervision has evolved from closed-circuit camera observations of adjacent rooms and communication with the supervisee via telephone, the use of a bug-in-the-ear system (Boylston & Tuma, 1972), the incorporation of visual or text-based supervisor-supervisee communication or bug-in-the-eye (Klitzke & Lombardo, 1991; Machuca et al., 2016; Miller et al., 2002; Neukrug, 1991; Scherl & Haley, 2000; Smith et al., 1998), to a fully online live supervision and counseling experience that combines, voice and text communication as well as live interaction between the supervisor, the supervisee, and the client (Nadan et al., 2020). The model presented here represents the integration of online live supervision and telemental health counseling into a comprehensive learning experience facilitated by the use of technology.
这里描述的远程心理健康咨询在线实时监督(OLSTHC)模式是为了应对COVID-19大流行对我们的咨询培训计划，特别是我们的实习和实习经历所带来的变化而诞生的。本文的目的是让作者将OLSTHC模型作为在虚拟环境中实施咨询培训、现场监督和咨询服务的模板。在本文中，作者介绍了模型中涉及的基本监管相关概念。根据他们实施该模型的经验，作者接下来描述了该模型的开发背景、后勤考虑、技术和通信需求、管理要求和临床建议。最后，提出了实施OLSTHC的伦理、多元文化以及未来的研究考虑。在现场监督中，技术的结合已经从相邻房间的闭路摄像机观察和通过电话与被监管者交流，使用耳中窃听系统(Boylston & Tuma, 1972)，结合视觉或基于文本的监管者-被监管者交流或眼中窃听(Klitzke & Lombardo, 1991;Machuca et al.， 2016;Miller et al.， 2002;Neukrug, 1991;Scherl & Haley, 2000;Smith et al.， 1998)转变为一种完全在线的现场监督和咨询体验，这种体验结合了语音和文字交流，以及督导者、被督导者和来访者之间的现场互动(Nadan et al.， 2020)。这里的模型代表了在线现场监督和远程心理健康咨询的整合，通过使用技术促进了全面的学习体验。
{"title":"The Virtual Bug: Online Live Supervision of Telemental Health Counseling","authors":"Raul Machuca, Ashley Kurns","doi":"10.22371/tces/0003","DOIUrl":"https://doi.org/10.22371/tces/0003","url":null,"abstract":"The Online Live Supervision of Telemental Health Counseling (OLSTHC) model described here was born as a response to the changes imposed by the COVID-19 pandemic to our counseling training program, particularly our practicum and internship experiences. The purpose of this article is for the authors to present the OLSTHC model as a template for the implementation of counseling training, live supervision, and counseling services in a virtual environment. In this paper, the authors present the basic supervision-related concepts that are involved in the model. Based on their experience implementing the model, the authors describe next the model’s development context, logistical considerations, technology and communication needs, administrative requirements, and clinical recommendations. Finally, some ethical, multicultural, as well as future research considerations in the implementation of OLSTHC are provided. The incorporation of technology in live supervision has evolved from closed-circuit camera observations of adjacent rooms and communication with the supervisee via telephone, the use of a bug-in-the-ear system (Boylston & Tuma, 1972), the incorporation of visual or text-based supervisor-supervisee communication or bug-in-the-eye (Klitzke & Lombardo, 1991; Machuca et al., 2016; Miller et al., 2002; Neukrug, 1991; Scherl & Haley, 2000; Smith et al., 1998), to a fully online live supervision and counseling experience that combines, voice and text communication as well as live interaction between the supervisor, the supervisee, and the client (Nadan et al., 2020). The model presented here represents the integration of online live supervision and telemental health counseling into a comprehensive learning experience facilitated by the use of technology.","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128031456","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":"Creating Meaningful Connections in Online Counselor Education","authors":"L. Smith","doi":"10.22371/tces/0024","DOIUrl":"https://doi.org/10.22371/tces/0024","url":null,"abstract":"","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134300317","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}
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