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The Sistine Madonna by Italian Renaissance Artist Raphael
No full textLantern slide taken approximately 1905 of Raphel\u27s Madonna in the Sistine Chapel, Vatican City, Italy.https://research.library.kutztown.edu/lanternslideseducation/2311/thumbnail.jp
Using Supervision Preferences of Counselors to Predict Intention to Stay
Get PDFThe demand for counselors continues to grow and agencies continue to look for strategies that will retain their counselors. While improving employee retention requires multiple regular and ongoing actions at all levels of an organization, supporting supervisors to provide quality interactions with counselors could be part of the solution. The purpose of this study was to investigate the relationship between supervision preferences and turnover intention among counselors employed in state agencies. Researchers solicited information regarding the supervision activities that counselors preferred to receive compared to the supervision activities they actually received. Instead of asking what counselors need regarding supervision, this study asked what counselors want. In general, results indicated that the smaller the difference between actual and desired supervision the more counselors stated a desire to stay employed in their current organization. Findings suggest that attending to the supervision preferences of counselors could be part of the solution to helping counselors feel motivated to stay employed in their agency
Aspiring Counselors’ Mental Health: Recognizing Students’ Wellbeing as an Impactor on Development
Get PDFAspiring Counselors (AC) are learning to navigate professional knowledge and skills while engaging in developmentally necessary self-reflection. Wellness, as a professional cornerstone, has been an emphasis in the instruction and development of AC. AC’s development can have barriers of professional and personal disposition, such as un-met or underattended mental health concerns which may require remediation. AC may also have higher prevalence of adverse childhood and trauma experiences. Exploring the current literature on AC’s development, wellness, and adverse childhood experiences and trauma provides insights in how counselor educators can structure programs in a more proactive rather than responsive way. The purpose of this manuscript is to explore AC’s development, wellness, gatekeeping and remediation, and adverse childhood experiences or trauma
Incorporating Trauma-informed Educational Practices in the Counselor Education Classroom
Get PDFThis conceptual article provides a description of trauma-informed educational practices informed by a model of trauma-informed educational practice (TIEP) that was created for social work education. We subsequently will call for an integration of this model to counselor education. To demonstrate an application of the model into counselor education, we will provide a case study influenced by both the TIEP model and our experiences in working in a CACREP-accredited counselor education program that infuses trauma content throughout its program curriculum
Practice Makes Progress: Using the Lifespan Course as an Example for Role-Play Implementation
Get PDFThis conceptual article addresses specific clinical and practical implications for the utilization of role-play in the human growth and development course. Specific approaches to integrating role-play into the human growth and development course, including what we coin as Structured Role-Play, Semi-Structured Role-Play, and Unstructured Role-Play implementation strategies, are discussed at length. Sample vignettes and experiential activities for each developmental stage are provided. Finally, we address ethical considerations regarding role-play implementation
School Counselor Trainees’ Experiences with Dilemma Discussions in Ethics Education
Get PDFStudent-led ethical dilemma discussions were incorporated into counseling ethics instruction for school counselor trainees (SCTs). Phenomenological content analysis was employed to gain insight into the experiences of SCTs who participated in this teaching and learning strategy. Fifteen (n = 15) master’s level SCTs responded to open-ended questions about their experiences with the dilemma discussions. The following themes emerged from the data: (a) social learning, (b) self-awareness, (c) subjective learning experience, and (d) applied learning. A description of the teaching method is discussed as well as implications for counseling ethics instruction
Helen Friel
Get PDFAs the foundation of design is laid down early in a designer’s career, it is the process of creatingwithin limited parameters which develops their style. Many designers begin with a broad rangeof skills that are honed as they navigate working with clients. Applying their unique approach tohe project at hand, it is at this time when design peers create a niche market. The designer’stouch becomes a recognizable signature upon their body of work. With a comprehensiveportfolio, the designer can present their approach to tackling challenging concepts. Paperengineer and illustrator Helen Friel is a designer with a diverse body of work, and sheconsistently delivers elegantly humorous and engaging designs (Debut Art, n.d.-a). By exploringkey projects, this research delves into why she is a design pioneer by exemplifying her unique focus, her use of paper, and her transition into an illustrative mindset
Experience of Underrepresented Students in Master’s-Level Counselor Education Programs
Get PDFThe purpose of this phenomenological investigation was to understand the racial and ethnic experiences of underrepresented Master’s-level counseling graduate students in CACREP-accredited counselor education programs. The second author conducted semi-structured interviews with six masters-level counseling graduate students. Data analysis revealed four composite themes that comprised students’ experience. The themes were: Perceived Cultural Competence, Individual Characteristics, Connection and Advocacy, and Bringing “It” Up. Implications on how counselor education programming and curriculum can provide support for underrepresented students are provided
Supporting Counselors-in-Training: A Toolbox for Doctoral Student Supervisors
Get PDFCounselor education doctoral students are often required to supervise master-level counselors-in-training as part of their supervision internship. While practical, this arrangement places doctoral students and their supervisees in potentially compromised situations, given their lack of experience in these respective roles. This article offers a toolbox of strategies doctoral student supervisors can use to facilitate their work with counselors-in-training. These strategies address focus areas identified through prior research. Doctoral student supervisors are encouraged to use this toolbox in conjunction with the support and guidance of their faculty supervisor as they navigate clinical supervision
Let’s practice: Shaping crisis management of preservice counseling professionals
Get PDFCounselors frequently encounter crises in practice with various factors shaping crisis management. However, limited preparation and training combined with personal and situational characteristics affect a counselors’ ability to properly handle a crisis. The purpose of the present study was to identify factors that could potentially affect the ability to handle a crisis in session among counselors-in-training and add to the understanding of self-efficacy in crisis counseling. The study consisted of participants enrolled in a practicum pre-service course in a CACREP accredited program. Results were analyzed through a narrative research approach, specifically a categorical-content narrative analysis, theory-driven thematic analysis and cross-case analysis was used to compare and contrast each point to identify common themes. Four predefined source of self-efficacy themes identified were performance experience, vicarious performances, verbal persuasion, and imaginal performance as well as three themes derived from narrative analysis: crisis management, practice self-care, and personal characteristics. Findings indicated participants’ exposure to a crisis in a counseling session demonstrated increases in perceived ability to effectively manage and work with a client experiencing a crisis. Participants, who attended to a real or fictional crisis, expressed a positive impact on their crisis counseling self-efficacy. Implications for counselor education and practitioners are discussed