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1.
The purpose of this national survey was to determine whether pretenured counselor educators receive research mentorship, and if so, what instructional and relational factors occur within that relationship. Pretenured counselor educators in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs were surveyed (N = 269). The 139 respondents (51.7% response rate) indicated that most (n / 107) pretenured counselor educators receive research mentorship. The relationship(s), most often described as cooperative (n / 84) and open (n / 70), focused primarily on navigation of promotion and tenure (n / 87) and generating refereed publications (n / 95) and presentations (n / 72). 相似文献
2.
Christopher M. Adams Ana Puig Adrienne Baggs Cheryl Pence Wolf 《Counselor Education & Supervision》2015,54(1):44-56
Despite a professionally recognized need for training in religion/spirituality, literature indicates that religious and spirituality issues continue to be inconsistently addressed in counselor education. Ten experts were asked to identify potential barriers to integrating religion and spirituality into counselor education and indicate strategies for overcoming these obstacles. Barriers included a lack of information and a lack of personal interest or relevance, and strategies included continuing education, heightened awareness of self and others, and curriculum‐specific recommendations. Implications for counselor training and recommendations for future research are discussed. 相似文献
3.
Prepracticum service‐learning (PPSL) was investigated through a qualitative case study of a counselor education program. Participants were PPSL instructors, coordinators, and alumni of the selected program. As it relates to the counselor education program under study, this article illustrates perceived effects of PPSL on student counselors' overall development and comparisons of PPSL and practicum training. Implications for counselor education are addressed. 相似文献
4.
JOHN J. HORAN 《Counselor Education & Supervision》1972,11(3):162-170
The ultimate criterion of counselor competence is generally recognized as the ability to effect adaptive changes in the cognitive, affective, motor, and/or somatic behavior of clients. Counselor preparation programs, therefore, ought to be organized to facilitate and insure the acquisition of this capacity. Systems analysis offers a useful approach for the redirection of counselor education. The formulation of high fidelity training objectives stated in terms of what the counselor candidate will be doing as a result of instruction is an intrinsic part of the systems approach. 相似文献
5.
Krista M. Malott K. Hridaya Hall Angela Sheely‐Moore Megan M. Krell LeeAnn Cardaciotto 《Counselor Education & Supervision》2014,53(4):294-305
The authors examined best practices in university‐level teaching, as premised on the evidence‐based teaching (EBT) literature found in fields external to counselor education. Findings were reported in relation to 3 areas: developing an effective learning environment, structuring intentional learning experiences, and assessing teaching effectiveness. Implications regarding the training of doctoral‐level counselor educators using EBT practices are discussed. 相似文献
6.
The purpose of the present study was to explore the themes that counselor education doctoral students perceive as influencing their experience. The results of an exploratory qualitative study in which counselor education doctoral students provided their perceptions of what helped or hindered their progress are presented. Themes identified as both positively and negatively influencing their experiences were departmental culture, mentoring, academics, support systems, and personal issues. Recommendations are provided for counselor educators to consider in their work with doctoral students. 相似文献
7.
Holly A. Stadler Suhyun Suh Debra C. Cobia Renee A. Middleton Jamie S. Carney 《Counselor Education & Supervision》2006,45(3):193-206
To move diversity from the periphery of counselor preparation to its core requires effort beyond the 1 or 2 “special” courses that have been the mainstay of multicultural counselor education (T. E. Midgette & S. S. Meggert, 1991). The authors describe the processes and outcomes of a systemic reimagining of Auburn University's counselor education doctoral program, as well as community agency and school counseling master's‐degree programs that incorporate diversity as a core value. The development of diversity‐supportive department policies and procedures, curricular and cocurricular changes, and environmental considerations are discussed and evaluated. 相似文献
8.
The literature documents that there has been a limited number of qualified applicants to fill counselor education positions. This article features a profile of assistant professors who accepted their first counselor education positions in 1999 as well as their comments regarding their experiences as applicants. Recommendations derived from the data are included for counselor educators, professors‐in‐training, and search committees. 相似文献
9.
Cynthia J. Osborn Erin M. West William Z. Nance 《Counselor Education & Supervision》2017,56(2):112-129
Eight professional counselors who routinely role‐play as clients in 1 counselor education program participated in a focus group investigating their portrayal experiences. Data were analyzed using interpretative phenomenological analysis, which resulted in 3 superordinate themes: missions, influential factors, and repercussions. Findings reinforce instruction of idiographic and person‐centered care in counselor education. 相似文献
10.
Jonathan J. Orr Stephanie F. Hall Diana Hulse‐Killacky 《Counselor Education & Supervision》2008,47(3):146-163
Teaching's importance has increased for faculty members and is reflected in the selection criteria for new faculty, particularly those in counselor education. Thus, graduate programs need to provide students with opportunities to obtain teaching experience and enhance their pedagogical training. The collaborative teaching teams model is intended to assist counselor educators in preparing doctoral‐level counseling students for careers in academia. Recommendations for model implementation are provided and specific examples are presented to demonstrate the use of this model in a counselor education and supervision doctoral program accredited by the Council for Accreditation of Counseling and Related Educational Programs. 相似文献
11.
The authors discuss the use of motion pictures to provide learning experiences for students in counselor education programs. A review of the counseling literature revealed many references to teaching with films; only 2 articles, however, recommended using film in counselor education. This article includes activities for teaching diagnosis, counseling theories, interventions, and ethics. Positive feedback was received from 182 graduate students who responded to a 5‐item qualitative and quantitative follow‐up questionnaire after they completed such a course. 相似文献
12.
Counselor educators are called to be effective researchers; however, limited study has investigated research constructs within counselor educators‐in‐training. This study investigated the levels of research self‐efficacy (Greeley et al., 1989), perceptions of the research training environment (Gelso, Mallinckrodt, & Judge, 1996), and interest in research (Bishop & Bieschke, 1994) within a sample of counselor education doctoral students (N = 89). Doctoral students in their 3rd year of preparation had higher research self‐efficacy scores than did 1st‐ and 2nd‐year students. Additionally, higher research self‐efficacy was associated with higher interest in research and scholarly publication experience. Implications for counselor education are discussed. 相似文献
13.
The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped‐classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped classrooms are shared. 相似文献
14.
The authors present the findings of a qualitative study (N = 33) of doctoral student persistence in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (2001). Using in‐depth interviews with students representing 17 different doctoral programs, the findings revealed factors that influenced students' decisions to persist or leave their counselor education doctoral programs. A key determinant in attrition or persistence decisions was a match between the students' goals/expectations and the faculty members' expectations and goals for the program. Implications of the findings for program selection, recruiting, and student retention are discussed. 相似文献
15.
Within counselor preparation, gatekeeping begins during the admission process. This article focuses on the prevalence of screening procedures used in master's‐ and doctoral‐level counselor educator programs (N = 79) accredited by the Council for Accreditation of Counseling and Related Educational Programs. Additionally, programs' selection and matriculation processes are discussed along with implications for counselor education and supervision. 相似文献
16.
Sandy Magnuson Linda L. Black Maria K. E. Lahman 《Counselor Education & Supervision》2006,45(3):162-179
This article is the 3rd in a series that has been focused on the experiences of assistant professors of counselor education who were at the conclusion of their 3rd year in the profession. Thirty‐six participants provided information about their experiences, sources of pleasure and displeasure, professional contributions, areas of change, and expectations for tenure and promotion. Prominent themes that emerged from the data included mentoring, balance and family focus, and scholarship. Recommendations are presented for counselor educators‐in‐training, candidates, new counselor educators (CEs), and veteran CEs. 相似文献
17.
Janine M. Bernard 《Counselor Education & Supervision》2006,46(1):68-80
Employment opportunities for persons with doctoral degrees in counselor education and counseling psychology were studied. Over 15 months, 708 positions were identified and analyzed to determine frequency of advertised positions calling for either degree, types of positions, and references to the Council for Accreditation of Counseling and Related Educational Programs (CACREP) or the American Psychological Association. Additional analyses were conducted for counselor education. Results found the counselor education degree to have a clear identity in the marketplace, especially for faculty positions, whereas the degree in counseling psychology was more often 1 of multiple degrees listed for an advertised position. Implications are discussed, including implications for CACREP‐accredited doctoral programs and needs for future research. 相似文献
18.
David Moran Dana L. Brookover Emily Goodman-Scott 《Counselor Education & Supervision》2023,62(1):21-39
Annually, there are school counseling specific counselor educator positions that remain unfilled. There is a need for more counselor educators with school counseling backgrounds. This grounded theory provides a model of the process by which school counselor educators decide to enter academia and what keeps them in their positions, based on focus groups with 32 participants. Results showed the reasons for leaving school counseling, what factors promote entry into school counselor education, and what keeps school counselor educators in that role. Implications for counselor education are provided. 相似文献
19.
Glenn W. Lambie W. Bryce Hagedorn Kara P. Ieva 《Counselor Education & Supervision》2010,49(4):228-246
Counselors are required to have high levels of social‐cognitive development, significant knowledge regarding ethical and legal practice, and sound ethical decision‐making processes to provide effective and ethical services to their clients. This study investigated the effect of two counseling ethics courses on 64 master's‐level counselor education students' levels of social‐cognitive development, ethical and legal knowledge, and ethical decision making. Students' ethical and legal knowledge scores increased significantly, and precourse social‐cognitive maturity predicted postcourse ethical and legal knowledge scores. Implications for counselor education and development are discussed. 相似文献
20.
What is the responsibility of counselor education programs in more efficiently preparing students in the area of career guidance and development? This article attempts to explain one department's efforts in this important area. It explains the rationale, development, and implementation of a subspeciality, Career Development Specialist (CDS), in a counselor education program. Covered are areas such as historical/conceptual review of the CDS, competencies and courses, recruitment of students, and where graduates have located jobs. Finally, the implications for counselor education are discussed. 相似文献