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Gatekeeping in Online Learning: Best Practices to Facilitate Non-Traditional Learning
Get PDFOnline learning has evolved, bringing several opportunities and challenges to counselor educators. Gatekeeping is an ethical responsibility of counselor educators, especially in a distance education platform, to evaluate personal and professional growth of counselors-in-training. To minimize gateslipping, there is working literature evidence that looks quite different in an online platform. In a synchronous setting, technology allows us to offer an experience that is not drastically different from traditional learning, but literature on asynchronous learning is far more limited. The authors will highlight the strengths and challenges of gatekeeping in a distance learning environment and discuss potential strategies for gatekeeping to implement during the initial screening and mitigation action plans. Implications for future researchers and educators are highlighted
A Qualitative Investigation of Clinical Mental Health Counselors\u27 Group Practicum Training Experiences
Get PDFThe authors of this study used inductive content analysis to qualitatively explore the group practicum training experiences of clinical mental health counselors who graduated from one CACREP-accredited program. Fifteen participants shared about their firsthand experiences in a required group practicum course and described the ways in which the experience impacted their competence and self-efficacy as counseling professionals and group workers. Five resulting themes highlight the significance and value of practical training experiences dedicated solely to group facilitation. Implications for counselor educators and program accreditors are provided, along with recommendations for future research
A 20-Year Review of School Counselor Roles: Discrepancies Between Actual Practice and Existing Models
Get PDFToday’s role-related issues in the school counseling literature are similar to the concerns from 100 years ago. To examine roles, Burnham and Jackson (2000) reported significant discrepancies between the actual practice of school counselors and the ideal roles identified in the literature, prior to the publication of the ASCA National Model. This replication study reexamines the status of school counselor roles twenty years later and includes roles addressed in the ASCA National Model. Overall, school counselor participants reported, on average, engaging in individual counseling for 35.37% of their time, 20.63% of time in small groups, 34.67% of time in classroom guidance, and 36.37% of time in nonguidance duties. Additional rates of role engagement are described along with offering comparisons between the present study and Burnham and Jackson’s (2000) findings. Implications for the school counseling profession are discussed
Interpersonal Process Recall in Supervision: Addressing Anxious Attachment
Get PDFInterpersonal Process Recall (IPR) is a supervisory strategy that can be used in clinical supervision to help the supervisee discover important events and hidden messages during the counseling session and address issues of anxious attachment. This article seeks to enhance supervisee self-reflection in terms of relevant interpersonal relationship dynamics and therapeutic processes to address anxious attachment. In addition to explaining theoretical concepts, this article provides a case example illustrating how the supervisor used various IPR inquires to help the supervisee understand the problems implied by the client, and the counselor\u27s countertransference and awareness of anxious attachment
Misappropriating Self-Care: A Mixed-Methods Analysis of the Burnout Experiences of Teachers who Identify as Women
Get PDF“Self-care” is a very marketable term, especially in the COVID era. Coupled with a renewed focus on student achievement, the demands of the workplace on teachers are implicated in a troubling rate of teacher attrition and declining enrollment in preparatory programs. This research utilized a mixed-methods approach in gaining a deeper understanding of the predicament that teachers (who predominantly identify as women) are facing. The survey and focus group data obtained in this study support the framework that teachers are at risk of burnout and feel powerless to avoid it. The lack of power perceived by these individuals is a manifestation of the patriarchal structure of our society that is reproduced in our educational system. The “care vacuum” is explained in this research as a new paradigm in understanding what is happening in the minds of teachers as they seek to care for themselves, their students, and the communities that they serve
Trauma History and Trauma-Informed Practice Relate to Counseling Student’s Satisfaction with Supervision and Rapport with Supervisor
Get PDFThe effects of traumatic stressors and adversity have implications for relationship outcomes in various professional settings, including clinical supervision. The high prevalence of traumatic experiences among counselors and counselors in training (CIT) suggests a need to explore how CITs experience the supervision relationship in the context of having experienced traumatic and/or adverse events. In recent years, researchers and practitioners have increased attention to trauma-informed practice and principles in clinical supervision, and many have suggested that applying these practices to supervision may improve the supervision relationship and related outcomes. This study explored factors related to CIT satisfaction with supervision and rapport with their supervisor, including adverse childhood experiences (ACEs) and the supervisor’s use of trauma-informed practices. Results showed that higher instances of ACEs were associated with lower ratings of satisfaction and rapport in supervision. Hierarchical regression models indicated that students’ perceptions of supervisors’ application of trauma-informed practices were associated with stronger supervision working alliance and higher satisfaction with supervision
Juvenile Life Without Parole in Pennsylvania: Age, Cognitive Immaturity, and Culpability
No full textWhile there has been momentum at both the federal and state levels to curtail extreme punishments for justice-involved juveniles (The Campaign for the Fair Sentencing of Youth, 2023), 22 states continue to permit the sentence of juvenile life without parole (JLWOP). Pennsylvania is among them. This essay focuses on judicial rationale in five JLWOP re-sentencing cases in the state, and more specifically, how the appellant’s age and implied adult-level culpability were used by the judge to justify permanent incarceration. In the re-sentencing documents, judges neglected the ample research in the areas of neuroscience and developmental psychology that indicates reduced legal responsibility as a result of cognitive immaturity. In light of the compelling evidence that important bio-psycho-social differences exist between adolescents and adults, juveniles should not be punished with such an extreme sentence as LWOP that almost completely eliminates the possibility of release in the future
Culturally Integrating Nuestra Juventud: Understanding Spanish-speaking Multilingual Learners through Culturally Relevant Pedagogy
Get PDFOver the last decade, public schools in the United States have seen an increase in the number of Multilingual Learner (ML) students, a majority of whom speak Spanish as their first language. The academic gap between ML and their English-speaking peers persists due to various factors, including limited professional development opportunities for teachers to enhance their skills in educating ML. This action research study utilized a mixed-methods design to investigate teachers\u27 understanding and perception of Culturally Relevant Pedagogy based on two of Pennslyvania\u27s Culturally-Relevant and Sustaining Education competencies and the potential impact when teaching Multilingual Learner students. Utilizing a ten-question Likert scale survey and book club discussions, the researcher collected quantitative and qualitative data from eight participants, focusing on lived experiences and cultural awareness. The results showed that all participants\u27 scores increased in at least one competency area. The discussions highlight the importance of understanding students\u27 backgrounds and cultures and the continued need for professional development to best meet the needs of ML students
