Katherine A. Feather, Tiffany M. Bordonada, K. Nelson, Kathy Evans
Katherine A. Feather, Tiffany M. Bordonada, Kimberly A. Nelson, Kathy M. Evans The authors outline an innovative certificate program that promotes the multicultural and social justice counseling competencies (MSJCC; Ratts, Singh, Massar-McMillan, Butler, & McCullough, 2015) and discuss how counselor education programs can commit to a social justice approach. In addition, the authors provide a detailed summary of the certificate program that requires counselors-in-training to move beyond a multicultural understanding of diverse cultural worldviews so they commit to becoming social change agents and take action on issues of equality and justice. Limitations and implications for counselor educators are presented.
{"title":"Social Justice Advocacy Training: An Innovative Certificate Program for Counselor Education","authors":"Katherine A. Feather, Tiffany M. Bordonada, K. Nelson, Kathy Evans","doi":"10.7290/tsc010205","DOIUrl":"https://doi.org/10.7290/tsc010205","url":null,"abstract":"Katherine A. Feather, Tiffany M. Bordonada, Kimberly A. Nelson, Kathy M. Evans The authors outline an innovative certificate program that promotes the multicultural and social justice counseling competencies (MSJCC; Ratts, Singh, Massar-McMillan, Butler, & McCullough, 2015) and discuss how counselor education programs can commit to a social justice approach. In addition, the authors provide a detailed summary of the certificate program that requires counselors-in-training to move beyond a multicultural understanding of diverse cultural worldviews so they commit to becoming social change agents and take action on issues of equality and justice. Limitations and implications for counselor educators are presented.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44750637","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}
In a counselor’s development, supervision is a necessary, important, integral part of the process of forming a professional counseling identity. Just as multiple counseling theories exist to provide a conceptual framework for the process, multiple supervision theories exist to help a supervisor understand how and why to structure the experience. Based on the work of Carl Rogers, a person-centered approach to supervision centers on two main themes: the process and the relationship (Rice, 1980). Throughout this manuscript, the themes of process and relationship as well as the fit of person-centered supervision within the confines of a counselor education program are explored. Although more literature is needed to further discuss operating from a person-centered perspective within counselor education, this theoretical approach provides enough support and flexibility to work as a guiding theory for supervisors within counselor education programs
{"title":"Person-Centered Supervision: A Realistic Approach to Practice Within Counselor Education","authors":"Lindsey P. Talley, L. Jones","doi":"10.7290/tsc010202","DOIUrl":"https://doi.org/10.7290/tsc010202","url":null,"abstract":"In a counselor’s development, supervision is a necessary, important, integral part of the process of forming a professional counseling identity. Just as multiple counseling theories exist to provide a conceptual framework for the process, multiple supervision theories exist to help a supervisor understand how and why to structure the experience. Based on the work of Carl Rogers, a person-centered approach to supervision centers on two main themes: the process and the relationship (Rice, 1980). Throughout this manuscript, the themes of process and relationship as well as the fit of person-centered supervision within the confines of a counselor education program are explored. Although more literature is needed to further discuss operating from a person-centered perspective within counselor education, this theoretical approach provides enough support and flexibility to work as a guiding theory for supervisors within counselor education programs","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46035421","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}
M. Varney, Catherine Y. Chang, Rafe McCullough, Mary E. Huffstead, Jennifer A. Smith
This qualitative study investigated the training experiences of 12 students of color in Council for Accreditation of Counseling and Related Educational Programs-accredited master’s-level counseling programs using semi-structured phenomenological interviews. The 12 participants identified as Asian American (n = 2), Japanese American (n = 1), Chinese (n = 1), Black (n = 1), African American (n = 1), Latino and/or Hispanic (n = 3), and multiracial (n = 3). We used interpretive phenomenological analysis and identified three main themes: cultural marginalization, biculturalism, and safe or counter-hegemonic relationships. Training implications for counselor education programs are provided.
{"title":"A Phenomenological Study of the Experiences of Master’s Level Students of Color in Counseling Programs","authors":"M. Varney, Catherine Y. Chang, Rafe McCullough, Mary E. Huffstead, Jennifer A. Smith","doi":"10.7290/tsc010203","DOIUrl":"https://doi.org/10.7290/tsc010203","url":null,"abstract":"This qualitative study investigated the training experiences of 12 students of color in Council for Accreditation of Counseling and Related Educational Programs-accredited master’s-level counseling programs using semi-structured phenomenological interviews. The 12 participants identified as Asian American (n = 2), Japanese American (n = 1), Chinese (n = 1), Black (n = 1), African American (n = 1), Latino and/or Hispanic (n = 3), and multiracial (n = 3). We used interpretive phenomenological analysis and identified three main themes: cultural marginalization, biculturalism, and safe or counter-hegemonic relationships. Training implications for counselor education programs are provided.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42185408","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 role of intersectionality in counselor education and supervision has not been formally addressed by researchers with regard to the preparation of counselors-in-training. Traditional ways of teaching multicultural and diversity issues in counseling include compartmentalized discussions about social identities but do not incorporate intersectionality despite its significance in describing how individuals move through the world. The method of inquiry used to collect and analyze data was heuristic in nature due to the focus on contextual experiences of the participants as well as the researcher. The results showed how seven Counselor Education and Supervision faculty members’ personal and professional experiences influenced their incorporation of intersectionality in their multicultural pedagogy. The extent to which intersectionality plays a role in understanding multicultural counseling education and experiences of faculty members is explored in this article.
{"title":"Intersectionality Pedagogy in the Classroom: Experiences of Counselor Educators","authors":"Jenae Thompson, C. Bridges","doi":"10.7290/tsc010207","DOIUrl":"https://doi.org/10.7290/tsc010207","url":null,"abstract":"The role of intersectionality in counselor education and supervision has not been formally addressed by researchers with regard to the preparation of counselors-in-training. Traditional ways of teaching multicultural and diversity issues in counseling include compartmentalized discussions about social identities but do not incorporate intersectionality despite its significance in describing how individuals move through the world. The method of inquiry used to collect and analyze data was heuristic in nature due to the focus on contextual experiences of the participants as well as the researcher. The results showed how seven Counselor Education and Supervision faculty members’ personal and professional experiences influenced their incorporation of intersectionality in their multicultural pedagogy. The extent to which intersectionality plays a role in understanding multicultural counseling education and experiences of faculty members is explored in this article.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45096740","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}
As a core curricular standard that applies to all entryand doctoral-level counselor education programs (Council for the Accreditation of Counseling and Related Educational Programs, 2015), human growth and development can present unique challenges for the teaching professional. In this article, we present an in-class activity grounded in problem-based learning that uniquely lends itself to the task of supporting medium-to-large classrooms in learning about human growth and development.
{"title":"Problem-Based Learning in Human Growth and Development Counselor Education","authors":"J. F. C. Pérez, E. Witherspoon","doi":"10.7290/tsc010204","DOIUrl":"https://doi.org/10.7290/tsc010204","url":null,"abstract":"As a core curricular standard that applies to all entryand doctoral-level counselor education programs (Council for the Accreditation of Counseling and Related Educational Programs, 2015), human growth and development can present unique challenges for the teaching professional. In this article, we present an in-class activity grounded in problem-based learning that uniquely lends itself to the task of supporting medium-to-large classrooms in learning about human growth and development.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47558973","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}
Eric T. Beeson, So Rin Kim, C. Zalaquett, Fiona D. Fonseca
The purpose of this study was to explore the attitudes, exposure, myths, and knowledge regarding neuroscience among counselors at various stages of their careers. Descriptive statistics were used to highlight the current state of neuroscience attitudes, exposure, myths, and knowledge among a sample of counselors. The results showed that participants held positive attitudes towards neuroscience, experienced exposure to neuroscience information through various methods, believed neuroscience should be integrated in over half of the counselor education curriculum, and possessed high levels of neuroscience knowledge and average levels of neuromyths endorsed. The results provide insights that can guide the infusion of neuroscience into the counselor education curriculum.
{"title":"Neuroscience Attitudes, Exposure, and Knowledge among Counselors","authors":"Eric T. Beeson, So Rin Kim, C. Zalaquett, Fiona D. Fonseca","doi":"10.7290/tsc010201","DOIUrl":"https://doi.org/10.7290/tsc010201","url":null,"abstract":"The purpose of this study was to explore the attitudes, exposure, myths, and knowledge regarding neuroscience among counselors at various stages of their careers. Descriptive statistics were used to highlight the current state of neuroscience attitudes, exposure, myths, and knowledge among a sample of counselors. The results showed that participants held positive attitudes towards neuroscience, experienced exposure to neuroscience information through various methods, believed neuroscience should be integrated in over half of the counselor education curriculum, and possessed high levels of neuroscience knowledge and average levels of neuromyths endorsed. The results provide insights that can guide the infusion of neuroscience into the counselor education curriculum.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47644194","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}
Tammi F. Dice, Kristy L. Carlisle, Rebekah J. Byrd
Substance use practitioners may identify as individuals in recovery, while others may have never experienced the challenge of abstinence. Without this lived experience, it may be difficult to accurately empathize with clients in recovery. Experiential learning is a way for students to live through an exercise in abstinence. The value of utilizing experiential learning for skill development and theory application is established. However, there is no empirical research examining the use of experiential learning with undergraduate substance use practitioner trainees not in recovery from addiction to increase their ability to empathize with clients’ experiences. This article explores the impact of an experiential learning assignment in an undergraduate addictions course. A qualitative analysis of students’ written reflections revealed four primary themes. The authors offer suggestions for substance use educators and recommendations for future research.
{"title":"Students’ Perspectives of Experiential Learning in an Addictions Course","authors":"Tammi F. Dice, Kristy L. Carlisle, Rebekah J. Byrd","doi":"10.7290/TSC010106","DOIUrl":"https://doi.org/10.7290/TSC010106","url":null,"abstract":"Substance use practitioners may identify as individuals in recovery, while others may have never experienced the challenge of abstinence. Without this lived experience, it may be difficult to accurately empathize with clients in recovery. Experiential learning is a way for students to live through an exercise in abstinence. The value of utilizing experiential learning for skill development and theory application is established. However, there is no empirical research examining the use of experiential learning with undergraduate substance use practitioner trainees not in recovery from addiction to increase their ability to empathize with clients’ experiences. This article explores the impact of an experiential learning assignment in an undergraduate addictions course. A qualitative analysis of students’ written reflections revealed four primary themes. The authors offer suggestions for substance use educators and recommendations for future research.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71085698","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}
Researchers conducted in-depth interviews with Latina clinical mental health counseling students to understand perceptions of their instructors’ teaching practices. Using an evidenced-based teaching model as a theoretical lens (Malott, Hall, Sheely-Moore, Krell, & Cardaciotto, 2014), researchers highlighted Latina students’ experiences, perceptions, and beliefs regarding teaching. Following a discussion, recommendations for researchers and counselor educators to improve teaching practices are provided.
{"title":"Exploring Latina Clinical Mental Health Counseling Students’ Perceptions of Teaching Practices","authors":"J. C. Vela, J. Fisk, James Ikonomopoulos","doi":"10.7290/TSC010102","DOIUrl":"https://doi.org/10.7290/TSC010102","url":null,"abstract":"Researchers conducted in-depth interviews with Latina clinical mental health counseling students to understand perceptions of their instructors’ teaching practices. Using an evidenced-based teaching model as a theoretical lens (Malott, Hall, Sheely-Moore, Krell, & Cardaciotto, 2014), researchers highlighted Latina students’ experiences, perceptions, and beliefs regarding teaching. Following a discussion, recommendations for researchers and counselor educators to improve teaching practices are provided.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71085633","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}
It is with excitement that I present the inaugural issue of Teaching and Supervision in Counseling (TSC), the official journal of the Southern Association for Counselor Education and Supervision (SACES). The leaders of SACES have envisioned this journal for many years, and their vision has finally come to fruition. The aim of TSC is to publish high-quality scholarship that informs teaching, supervision, and mentoring in educational and clinical settings. While this aim may sound simple, it is very complex because it comprises three factors: informing teaching, supervision, and mentoring within (a) educational settings, and (b) clinical settings through the use of (c) high-quality scholarship. So let’s take a moment to break these down.
{"title":"Quality scholarship informing teaching, supervision and mentorship: The aim of Teaching and Supervision in Counseling","authors":"Kelly L. Wester","doi":"10.7290/TSC010101","DOIUrl":"https://doi.org/10.7290/TSC010101","url":null,"abstract":"It is with excitement that I present the inaugural issue of Teaching and Supervision in Counseling (TSC), the official journal of the Southern Association for Counselor Education and Supervision (SACES). The leaders of SACES have envisioned this journal for many years, and their vision has finally come to fruition. The aim of TSC is to publish high-quality scholarship that informs teaching, supervision, and mentoring in educational and clinical settings. While this aim may sound simple, it is very complex because it comprises three factors: informing teaching, supervision, and mentoring within (a) educational settings, and (b) clinical settings through the use of (c) high-quality scholarship. So let’s take a moment to break these down.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71085622","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}
Heather C. Trepal, Angelica M. Tello, Maria Haiyasoso, N. Castellon, Jessenia A. Garcia, Cristina Martinez-Smith
Multilingual diversity is increasing in the United States, with Spanish being the nation’s second-most common spoken language (United States Census Bureau, 2016). In response, more Spanish-speaking bilingual counselors are providing bilingual counseling services. These counselors face unique experiences related to the constellation of language, culture, and professional development. However, little is known about the experiences or specific supervision strategies used by the supervisors working with these counselors. This article presents the results of interviews with supervisors (N = 8) of Spanish-speaking bilingual counselors regarding their supervision strategies. Implications for supervisors are provided.
{"title":"Supervision Strategies Used to Support Spanish-Speaking Bilingual Counselors","authors":"Heather C. Trepal, Angelica M. Tello, Maria Haiyasoso, N. Castellon, Jessenia A. Garcia, Cristina Martinez-Smith","doi":"10.7290/TSC010103","DOIUrl":"https://doi.org/10.7290/TSC010103","url":null,"abstract":"Multilingual diversity is increasing in the United States, with Spanish being the nation’s second-most common spoken language (United States Census Bureau, 2016). In response, more Spanish-speaking bilingual counselors are providing bilingual counseling services. These counselors face unique experiences related to the constellation of language, culture, and professional development. However, little is known about the experiences or specific supervision strategies used by the supervisors working with these counselors. This article presents the results of interviews with supervisors (N = 8) of Spanish-speaking bilingual counselors regarding their supervision strategies. Implications for supervisors are provided.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71085658","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：