Download or read book Counselor Educators Perceptions of Nontraditional Master s level Counseling Students and how Those Perceptions Shape Teaching Practices written by Pamela J. Jordan and published by . This book was released on 2018 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Graduate students age 40 and older, defined as "nontraditional" for this study, consistently represent approximately 20% of the graduate student population (United States Department of Education National Center for Education Statistics, 2015). Master's degree programs in counseling may attract a higher percentage of these students, as some studies suggest that careers in fields such as counseling are sought out by adults changing careers at midlife and later (Bluestone & Melnik, 2010; Schaefers, 2012). These nontraditional students bring to the classroom their own characteristics of age, life stage, and experience, and they have distinct strengths and challenges that set them apart from traditional students. While a few studies have been conducted that explore the experience of older graduate students, no research has yet investigated faculty perceptions of this group of students and how these perceptions impact faculty teaching practice. In addition, there is a lack of research exploring the experiences of faculty teaching nontraditional students in master's-level counseling programs. How have counselor educators responded to these students in their classrooms? The purpose of this qualitative study was to describe faculty perceptions of and experiences with their nontraditional (age 40 and up) master's-level counseling students, and to explore the ways in which those perceptions and experiences shape faculty teaching practices. This study focused on the faculty members who are teaching in these programs, allowing their perspectives and experiences to emerge through open-ended survey questions. A purposive sample of 52 full-time counselor education faculty was solicited via network sampling. The participants anonymously completed an electronic survey with open-ended questions at a time and location of their convenience. Surveys were analyzed using qualitative content analysis (Schreier, 2012). Major perception-related findings from the study included student characteristics such as (a) respect, (b) experience, (c) enthusiasm, (d) perfectionism, (e) rigidity, (f) greater need for faculty support, and (g) a high number of demands external to the program. The issue of age discrimination also emerged in the survey responses, as several participants reported perceptions of ageist bias, both expressed by nontraditional students toward younger faculty, and expressed by faculty and others toward nontraditional students. Major practice-related findings included (a) providing individual discussion, tutoring, and/or processing when needed, (b) referring to institutional resources such as technology support, and (c) honoring the student's life and work experience. Responses were sorted by participant age, which revealed a clustering of certain perception-related and practice-related response themes by participant age, suggesting age-based differences in both perception and practice. Implications for future research and practice are also discussed in this study.
Download or read book Perceptions of Counselor Educators Regarding the Preparation of Master s Level School Counseling Students in the Provision of Supervision Services written by Laurae Wartinger and published by . This book was released on 2005 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research Identity Among Master s level Counseling Students written by Madeleine M. Stevens and published by . This book was released on 2021 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: Counseling leaders have published guidelines for enhancing professional counselor identity. The goal of these calls to action is to strengthen and unify the counseling profession in order to differentiate the field from other helping professions and to solidify a definition of professional counselor identity. One facet of professional counselor identity lies in counselors' level of engagement with research engagement, otherwise defined as research identity. Counselors must consistently engage in research activities in order to utilize evidence-based clinical practices and evaluate the efficacy of treatment interventions. However, counseling scholars discuss the need for increased research engagement across the profession. The training of counselors begins at the master's level in counseling education programs, which provide the foundation for professional counselor identity, including research engagement. Many scholars have discussed research identity development among doctoral counselor education students, but little information exists which explicates this concept among master's students. This study provides quantitative data regarding counselor education master's students research identity, specifically in relation to three key constructs of research identity: research motivation, research competence, and advisory working alliance. Through this study, I accomplished three objectives: (1) describe the level of self-reported perceived research competency among master's-level counselor education students in CACREP-accredited programs in the NCACES region, (2) describe relationships among participants' self-reported research competency, research motivation, and perceptions of advisory working alliance, and (3) describe relationships among participants' self-reported research competency, research motivation, and perceptions of advisory working alliance and age, gender, program specialty area, undergraduate major, number of terms in the master's program, and number of research courses taken. Participants in this study include 189 counselor education master's students in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) within the North Central region of the Association for Counselor Education and Supervision (NCACES). Findings of this study provide several implications for counseling leaders, counselor educators, and supervisors of counseling students in the pursuit of training future professional counselors. A discussion professional counselor identity and research identity are provided here, as well as a review of research engagement among counselors and counseling students. Further, the results of the study are presented as well as implications and limitations of the study, and suggestions for future research.
Download or read book Novice Professional Counselors Perceptions of what was Most Helpful to Them about Their Teachers in Didactic Classes During Their Master s Program written by Randall M. Moate and published by . This book was released on 2014 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research investigation was designed to explore the viewpoints of novice professional counselors to understand what it was about their teachers in didactic classes during their program that they perceived as being most helpful to the professional counselor they have become. Q methodology was selected for the research design used in this study, as it was well suited to exploring the viewpoints of novice professional counselors. Thirty-five individuals participated in the study. They completed a 37-item instrument that assessed what they perceived as being most unhelpful to most helpful about their teachers in didactic classes during their master's program. Participants in this study were novice professional counselors who met the following criteria: a) graduates of a counselor education degree program, b) accrued at least 500 post master's direct hours of clinical service working with clients, and c) were no more than three years removed from graduating from their master's degree program. Data analysis was completed using the PQMethod 2.11 computer software, which completed a factor analysis. Three significant factors were found with high positive between factor correlations. A secondary analysis was then completed that revealed an overarching super-factor that existed between Factor 1, Factor 2, and Factor 3. Two primary findings emerged from the data analysis of this study. First, three significantly different factors or shared viewpoints exist among novice professional counselors relative to the research question (i.e., Application Oriented Learner, Intrinsically Motivated Learner, Affect Oriented Learner). Second, although three different shared viewpoints exist among novice professional counselors (i.e., Application Oriented Learners, Intrinsically Motivated Learners, Affect Oriented Learners), there is also a high level of agreement among these three shared viewpoints, suggesting that master's students in clinical mental health counseling may have similar learning preferences to one another. Similarities among the three factors were substantial enough to reveal a super-factor that represents a middle ground of commonality among the three factors of what is perceived as being helpful about teachers of didactic classes in clinical mental health counseling master's degree programs.
Download or read book Counselor Educators Perceptions and Practices Related to Ethics Education in Counselor Education written by Adam Louis Hill and published by . This book was released on 1999 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Learner centered Practices in Counselor Education written by Jennifer M. Mcafee and published by . This book was released on 2008 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Counselor Education in the 21st Century written by Jane E. Atieno Okech and published by John Wiley & Sons. This book was released on 2018-09-11 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: This distinctive text provides master’s- and doctoral-level students, as well as new professionals, with a thorough exploration of the range of responsibilities, working conditions, roles, evaluation criteria, benefits, and challenges experienced by counselor educators. Each chapter focuses on a key aspect of the field, including teaching; supervision; mentoring; gatekeeping; research and grant writing; tenure; adjunct, part-time, and nontenured positions; program administration; leadership; and collegiality and wellness. Case vignettes and personal narratives from counselor educators are engaging and informative, and literature reviews are useful for introducing students to the material covered. *Requests for digital versions from ACA can be found on www.wiley.com. *To request print copies, please visit the ACA website here. *Reproduction requests for material from books published by ACA should be directed to [email protected]
Download or read book The Counselor Educator s Survival Guide written by Dilana M. Perera-Diltz and published by Routledge. This book was released on 2013-06-19 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: For those developing and teaching Counselor Education courses in Clinical Mental Health Counseling and School Counseling programs, this unique text will be a valuable resource. In it, experienced instructors provide guidance based on their own breadth of experiences, demonstrating how to design and implement an effective curriculum. Chapters cover course topics such as theories of counseling, multicultural counseling, legal and ethical issues, psychopharmacology, and many more. Each chapter is organized in the following sequence: an overview and objectives of the course, including CACREP standards criteria for evaluating a text and evaluations of the most popular texts used supplemental reading and web sites learning activities counseling vignettes assignments and a tentative course schedule concluding comments and advice from the author(s). The authors also speak about the main points they want their students to master and some of the dilemmas and challenges they have faced in their own teaching. Both seasoned faculty looking for ways to enrich a course and new educators teaching for the first time will find this an indispensible resource for both themselves and their departments.
Download or read book The Counselor Educator s Guide written by Jude T. Austin, II, PhD, LPC, LMFT, NCC, CCMHC and published by Springer Publishing Company. This book was released on 2020-04-03 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: Note to Readers: Publisher does not guarantee quality or access to any included digital components if book is purchased through a third-party seller. A practical roadmap for teaching graduate counseling courses from start to finish Written for the soon-to-be, newer, or adjunct counselor educator, this is an accessible, practical guide to preparing and teaching a graduate counseling course from start to finish. Authored by skilled counselor educators who found themselves woefully unprepared to teach upon obtaining their first faculty positions, the book proffers their hard-earned wisdom to help new faculty confidently take over the role of instructor. The hands-on guide provides convenient overviews of each course and day-to-day, content-specific strategies for designing and teaching integral course content that is culturally sensitive and developmentally appropriate. Offering diverse strategies and activities, the book addresses how to teach courses in CACREP-accredited programs and covers such topics as identifying theoretical orientation; diagnosis, assessment, and treatment planning; developing therapeutic presence; group leadership; genograms; diversity; basic counseling skills; school shootings; suicide; White privilege; and much more. It addresses course objectives, evaluation of student learning, current research, classroom management, use of technology, do’s and don’ts, and advising students. Discussion points and merits of activities are informed by the concept of andragogy, a theory specifically for adult learning. Multicultural and social considerations are woven throughout each chapter. Activities and assignments were developed with feedback from students. KEY FEATURES: Provides a practical roadmap for preparing and teaching a graduate counseling course from start to finish Delivers in-depth practical information on how to teach new material and conduct day-to-day lectures Discusses content-specific teaching strategies and advice Guides new faculty members in understanding how all of the courses in the curriculum influence each other Includes multicultural and social considerations in each chapter Informed by the concept of andragogy, a theory specifically for adult learning
Download or read book Perceptions of Counselor Educators Relative to the Standards for Counseling Supervisors written by Seth D. Olson and published by . This book was released on 2004 with total page 782 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Counselor Educators Perceptions of Training Students to Counsel Children in Non school Settings written by Kristi Gibbs and published by . This book was released on 2004 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evaluating Student Learning Outcomes in Counselor Education written by Casey A. Barrio Minton and published by John Wiley & Sons. This book was released on 2016-04-14 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: This timely text describes the role of program evaluation in counselor education and provides step-by-step guidance for faculty seeking to develop comprehensive Student Learning Outcome (SLO) evaluation plans to meet accountability expectations. It serves as a blueprint for demystifying the SLO process and making the switch from an input-based measure of productivity that focuses on what counseling programs do, to an outcome-based approach that concentrates on the quality of learning through evidence-based assessment of students’ knowledge and skills. The first and second parts of the book lay the foundation for the SLO process and provide practical guidance for identifying and developing direct and indirect measures of student learning. Part III offers strategies for creating measures; collecting, managing, and reporting student data; and using data to ensure competence. In Part IV, counselor educators across the country offer hands-on application through a wide variety of SLO activities and rubrics linked to each of the curricular and specialty areas of the 2016 CACREP Standards. *Requests for digital versions from the ACA can be found on wiley.com. *To request print copies, please visit the ACA website here. *Reproduction requests for material from books published by ACA should be directed to [email protected]
Download or read book A Quantitative Examination of the Relationship Between Curiosity Cultural Humility and Multicultural Counseling Competence in Master s level Counselors in training Enrolled in CACREP accredited Programs written by Amber S. Haley and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: For decades, researchers and counselor educators have emphasized the importance of developing counselors prepared to serve a diverse society. However, there is still much debate around which factors contribute to the development of a culturally competent counselor. The influence of curiosity in the development of competence has been researched in the field of education, however, curiosity has not yet been studied in counseling as it relates to counselors' openness and competence in working with clients perceived as different from themselves. The author conducted a quantitative research study to examine the influence of curiosity and cultural humility in master's level counselors-in-training on their perceived multicultural counseling competence. It is expected that higher rates of curiosity and cultural humility will correlate with higher rates of perceived cultural competence in counselors-in-training. Pearson correlations and OLS multiple regressions were conducted to answer the four research questions in this study. Results demonstrated positive relationships between all variables, with curiosity as the largest predictor of multicultural counseling competence. It was also discovered that cultural humility does not moderate the relationship between curiosity and MCC in CITs. Implications of this study have the potential to impact the training and education of counseling students, professional counselors, counselor educators, and other helping and educational professionals working with diverse populations. Recommendations for future research are also discussed.
Download or read book Counselor Educators Perceptions of the 1967 ACES Standards and Accreditation of Programs of Counselor Education written by Frank M. Dalrymple and published by . This book was released on 1970 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Counselor Educators Perceptions of Their Multicultural Awareness Knowledge and Skills written by Stuart F. Hayes and published by . This book was released on 1994 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student teachers Perceptions of the Counselor s Role written by Claire Elaine Gutzmore and published by . This book was released on 1966 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching in Counselor Education written by John D. West and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is intended for future and experienced counselor educators who want to learn more about the active engagement of students in the teaching and learning process. It contains chapters introducing various practices in teaching and provides ways to implement them. These practices include developing student-teacher relationships, building anticipation and readiness, employing technology, incorporating learning activities, making use of the seminar, implementing distance learning, using evaluations in teaching, and more. The book speaks to the complexities of teaching while also highlighting possibilities and fulfillment that comes from engaging students in learning. It is intended to guide readers' efforts to appraise their teaching, construct or reshape their own philosophy of teaching, and challenge growth beyond how they have typically taught in the past. --Cover.
