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A Qualitative Exploration of Paraprofesionals\u27 Use of Mobile Technology to Coordinate Behavioral Support
Get PDFTechnology that is utilized to track and assess behavior is being used more frequently in social work practice. Social Workers frequently participate and lead organizations that provide services to individuals with intellectual and developmental disabilities. Direct Support Professionals (DSPs) and Registered Behavior Technicians (RBTs) face significant workforce challenges, but mobile technology may assist with reducing their administrative burden, assist in training needs, and increase the level of support felt by their supervisors. One of those technologies is the use of mobile devices to record behavior. The developmental disabilities field has started to implement the use of such mobile devices. The present research set out to understand the use of mobile devices by these paraprofessionals. Data collected by paraprofessionals can be used to inform assessment and treatment of behavioral health needs. Using qualitative methods, the goal of this dissertation is to understand the experiences of Paraprofessionals who collect behavioral support data via a mobile device. Research aimed to answer the following questions: First, what are paraprofessional\u27s experiences of assessing and managing clients’ behavioral support needs? Secondly, how do paraprofessionals perceive mobile data collection of behavioral support? Next, in what ways does data collection from a mobile device compare to traditional pen and paper tracking? The final question is what the paraprofessionals’ perception of the data collected is used. Paraprofessionals (n = 16) participated in in-depth interviews conducted by the researcher. The researcher interviewed seven DSPs and nine RBTs. With cautions to consider, three main themes emerged. First there were processes that facilitated a greater understanding and treatment of behavioral support needs themselves. Next, there were processes that fostered implementation and continued use of mobile data collection. Lastly, there were processes that assisted both the assessment and treatment of behavioral support needs and mobile data collection. Micro, Mezzo, and Macro Social Work implications will be discussed
Letter from the Editors: Special Issue: Artificial Intelligence in Professional Counseling and Counselor Preparation
Get PDFArtificial Intelligence in Counselor Education: Innovative Strategies for Teaching, Supervision, and Clinical Training
Get PDFAs artificial intelligence (AI) transforms mental health and education, counselor educators must prepare future practitioners to engage with these technologies ethically and effectively. This article presents a systematic framework for incorporating AI into counselor education through three key approaches: AI-generated content, AI analysis, and AI interactions. The framework addresses critical considerations including ethical implementation, prompt engineering, and cultural competence while maintaining alignment with professional standards. Drawing from current literature and ethical guidelines, we provide structured guidance for implementing AI across various content delivery styles, with emphasis on preserving clinical judgment and therapeutic relationships. Comprehensive appendices include implementation guides, assessment rubrics, and troubleshooting protocols to support educators in this technological transition
Mathematics and Mental Health: An Interdisciplinary Analysis of AI in Counselor Education
Get PDFAlthough use of Artificial Intelligence (AI) in mental health care has become increasingly common, many professional counselors remain under informed about foundational components of AI. Fundamental issues associated with AI, including model bias and the Black Box Problem, must be considered as these tools become integrated into the counseling profession. This manuscript provides an interdisciplinary, theoretical analysis of AI use in counseling and counselor education grounded in foundational knowledge of AI and the American Counseling Association’s recommendations for the ethical integration of AI (Butler et al., 2023). The paper summarizes these recommendations, establishes accessible definitions of AI terms, explains the BBP and its implications within counseling, and offers strategies and considerations for effectively and ethically integrating AI into counselor preparation curricula
A pilot-study evaluating the fidelity of ChatGPT in client simulations
Get PDFGenerative AI (genAI) is expanding in counselor education. This pilot study evaluated ChatGPT 4o\u27s voice mode for simulating client scenarios during 53-minute mock-intake sessions with master’s-level counseling students. Analyzing eight domains (authenticity, consistency, emotional expression, empathy, cultural dynamics, self-awareness, goal setting, and role play confusion), ChatGPT’s responses showed good to excellent fidelity when compared to a typical client. Limitations such as formulaic and idealized responses raised authenticity concerns. ChatGPT offers a scalable, cost-effective tool for pre-practicum training, with potential to enhance skill development across the curriculum. Educators are encouraged to integrate genAI thoughtfully, prioritizing ethical considerations and iterative prompt refinement
Women\u27s Reproductive Rights
No full textPart of the Session titled: At Home in the World: Seeking Autonomy in the Here and Now