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 Clinical Education written by American Physical Therapy Association and published by . This book was released on 2000 with total page 854 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 IDM Supervision written by Cal D. Stoltenberg and published by Routledge. This book was released on 2011-04-27 with total page 371 pages. Available in PDF, EPUB and Kindle. Book excerpt: The third edition of this book is an updated and expanded presentation of the widely used Integrative Developmental Model of Supervision. In contrast to other volumes on clinical supervision, Stoltenberg and McNeill present a comprehensive, time-tested, and empirically investigated model of supervision, rather than a broad summary of other existing or historical approaches. In addition to presenting a model of therapist development that spans beginning through advanced training, the book integrates theory and research from numerous perspectives, including learning, cognition, and emotion, as well as an up-to-date treatment of research directly addressing the supervision process. The model also examines the role of clinical supervision from an evidence-based practice perspective and addresses issues of common factors in therapy. The impact of cultural issues in supervision and training, as well as recent work in a competencies approach to supervision and trainee development, are also examined.
Download or read book Learner Centered Teaching written by Maryellen Weimer and published by John Wiley & Sons. This book was released on 2008-05-02 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this much needed resource, Maryellen Weimer-one of the nation's most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
Download or read book Encyclopedia of Psychology written by Raymond J. Corsini and published by . This book was released on 1994 with total page 616 pages. Available in PDF, EPUB and Kindle. Book excerpt: Includes entries on such topics as psychoanalysis, assertiveness training, neurotransmitters, and small-sample statistics.
Download or read book Perceived Leadership Preparation in Counselor Education Doctoral Students who are Members of the American Counseling Association in CACREP accredited Programs written by Fred W. Lockard (III.) and published by . This book was released on 2009 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this investigation was to examine the perceived leadership development, training, and education of counselor education doctoral students enrolled in CACREP-accredited universities and colleges. Participants of this study were 228 members of the American Counseling Association (ACA) who were doctoral students enrolled in CACREP-accredited counselor education programs in the United States. The participants were chosen using a database of names obtained from the ACA. The general research questions investigated were: To what degree do counselor education doctoral students believe they are being prepared in the domains of leadership? Is there a relationship between the number of courses completed and the perceived leadership ability of counselor education doctoral students in the domains of leadership as listed? To what degree do counselor education doctoral students believe they are receiving the prescribed CACREP leadership training and education as listed? Is there a relationship between the number of courses completed and the degree to which counselor education doctoral students believe they are receiving the prescribed CACREP leadership training and education as listed? What do counselor education doctoral students think are important influences in their leadership development? What do counselor education doctoral students think are the most important influences in their leadership development? What do counselor education doctoral students think can be done to better prepare them for the roles of leadership? Do the sexes differ on what they think they need in terms of formal leadership training? Are there differences between doctoral students who have a master's degree in school counseling, community counseling, psychology, or other, and what they think they need in terms of formal leadership training and education? Do years of clinical experience predict the student's response to survey items 10-14? The respondents indicated they were confident in their ability to provide leadership in the six commonly cited domains of leadership in counselor education. They were less confident in their knowledge and ability to provide leadership in the three domains of leadership proposed by the investigator. A majority of respondents acknowledged they were being taught leadership according to the CACREP standards. The study demonstrated current doctoral students' perceived leadership ability was attributed in large measure to leadership experience and education received prior to their admittance into a doctoral program. Respondents also reported a strong desire to have more leadership training and education afforded them during their doctoral studies. Students believed their career goals and the advancement of the counseling profession could be positively impacted by the addition of leadership training and opportunities.
Download or read book Learning and Discovery for Professional Educators written by Eleanor Allgood and published by Tapir Academic Press. This book was released on 2004 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents counsellor education from a post-modern relational perspective. The relationally-oriented counsellor takes the attitude that in the meeting between counsellor and client lie opportunities for learning and discovery by both participants. The question of self-insight is taken up and discussed in regard to the relation between the professional and personal. The counselling meeting is understood as inherently relational and mutual in which both counsellor and client are open to discovery.
Download or read book TIP 35 Enhancing Motivation for Change in Substance Use Disorder Treatment Updated 2019 written by U.S. Department of Health and Human Services and published by Lulu.com. This book was released on 2019-11-19 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Motivation is key to substance use behavior change. Counselors can support clients' movement toward positive changes in their substance use by identifying and enhancing motivation that already exists. Motivational approaches are based on the principles of person-centered counseling. Counselors' use of empathy, not authority and power, is key to enhancing clients' motivation to change. Clients are experts in their own recovery from SUDs. Counselors should engage them in collaborative partnerships. Ambivalence about change is normal. Resistance to change is an expression of ambivalence about change, not a client trait or characteristic. Confrontational approaches increase client resistance and discord in the counseling relationship. Motivational approaches explore ambivalence in a nonjudgmental and compassionate way.
Download or read book Dimensions of the Doctoral Dissertation Advising Relationship in Counselor Education written by LaSonda Wells and published by . This book was released on 2016 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: High attrition rates among doctoral students are of great concern. Based on national statistics in the United States, at least 50% of students who start a doctoral program do not complete their degree (Council of Graduate Schools, 2008; Lovitts, 2000). Although factors leading to attrition can vary given the individual student and the discipline, the faculty-student relationship is the most commonly noted problematic factor across disciplines (Fedynich & Bain, 2011; Lovitts, 2001). However, the research on doctoral advisor-advisee relationships remains sparse, particularly in counselor education (Protivnak & Foss, 2009). The purpose of this study was to explore the demographic profile of counselor educators during the dissertation phase of their doctoral programs by examining counselor educators' expectations of an ideal mentor, perceptions of their advisory working alliance and perceptions of their advisors' willingness to mentor, as experienced during the dissertation phase of their doctoral programs. Additionally, this study explored the relationship of these perceptions and cross-cultural advising based on differing gender, race, or both with time-to-degree. This study was motivated by five research questions: (1) What were the ideal mentor expectations of counselor educators during the dissertation phase of their doctoral programs? (2) What were the perceived advisory working alliance experiences of counselor educators during the dissertation phase of their doctoral programs? (3) What is the relationship between perceived advisory working alliance as measured by the AWAI-S and time-to-degree? (4) What is the relationship between perceived willingness to mentor and time-to-degree? (5) What is the relationship between cross-cultural advising based on differing gender, race, or both and time-to-degree? The research design chosen for this study was retrospective cross-sectional survey design. The data were collected through three online self-administered instruments (a) the Ideal Mentor Scale (IMS; Rose 2003, 2005); (b) the Advisory Working Alliance Inventory-Student Version (AWAI-S; Schlosser & Gelso, 2001); and (c) a demographic questionnaire. The researcher utilized a purposive sampling method to solicit full-time and adjunct counselor educators working in CACREP-accredited master's and doctoral counseling programs across the United States. Participants were encouraged to reflect on their experience during the dissertation phase of their doctoral program. The findings support that the phenomenon of mentoring in doctoral education is as valued and expected in Counselor Education as it is in other disciplines. However, there was neither a statistically significant relationship between time-to-degree and perception of dissertation advisory working alliance, nor did advisory working alliance, perception of advisor's willingness to mentor, or cross-cultural advising relationships predict time-to-degree. However, expectations of an ideal mentor and the perceptions of the advisory working alliance provided insight into the dissertation advising experiences of counselor educators. Limitations of this study, implications for Counselor Education and doctoral training and recommendations for future research are identified.
Download or read book The Master Adaptive Learner written by William Cutrer and published by Elsevier Health Sciences. This book was released on 2019-09-29 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Tomorrow’s best physicians will be those who continually learn, adjust, and innovate as new information and best practices evolve, reflecting adaptive expertise in response to practice challenges. As the first volume in the American Medical Association’s MedEd Innovation Series, The Master Adaptive Learner is an instructor-focused guide covering models for how to train and teach future clinicians who need to develop these adaptive skills and utilize them throughout their careers. Explains and clarifies the concept of a Master Adaptive Learner: a metacognitive approach to learning based on self-regulation that fosters the success and use of adaptive expertise in practice. Contains both theoretical and practical material for instructors and administrators, including guidance on how to implement a Master Adaptive Learner approach in today’s institutions. Gives instructors the tools needed to empower students to become efficient and successful adaptive learners. Helps medical faculty and instructors address gaps in physician training and prepare new doctors to practice effectively in 21st century healthcare systems. One of the American Medical Association Change MedEd initiatives and innovations, written and edited by members of the ACE (Accelerating Change in Medical Education) Consortium – a unique, innovative collaborative that allows for the sharing and dissemination of groundbreaking ideas and projects.
Download or read book Teaching at Its Best written by Linda B. Nilson and published by John Wiley & Sons. This book was released on 2010-04-20 with total page 401 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching at Its Best This third edition of the best-selling handbook offers faculty at all levels an essential toolbox of hundreds of practical teaching techniques, formats, classroom activities, and exercises, all of which can be implemented immediately. This thoroughly revised edition includes the newest portrait of the Millennial student; current research from cognitive psychology; a focus on outcomes maps; the latest legal options on copyright issues; and how to best use new technology including wikis, blogs, podcasts, vodcasts, and clickers. Entirely new chapters include subjects such as matching teaching methods with learning outcomes, inquiry-guided learning, and using visuals to teach, and new sections address Felder and Silverman's Index of Learning Styles, SCALE-UP classrooms, multiple true-false test items, and much more. Praise for the Third Edition of Teaching at Its BestEveryone veterans as well as novices will profit from reading Teaching at Its Best, for it provides both theory and practical suggestions for handling all of the problems one encounters in teaching classes varying in size, ability, and motivation." Wilbert McKeachie, Department of Psychology, University of Michigan, and coauthor, McKeachie's Teaching TipsThis new edition of Dr. Nilson's book, with its completely updated material and several new topics, is an even more powerful collection of ideas and tools than the last. What a great resource, especially for beginning teachers but also for us veterans!" L. Dee Fink, author, Creating Significant Learning ExperiencesThis third edition of Teaching at Its Best is successful at weaving the latest research on teaching and learning into what was already a thorough exploration of each topic. New information on how we learn, how students develop, and innovations in instructional strategies complement the solid foundation established in the first two editions." Marilla D. Svinicki, Department of Psychology, The University of Texas, Austin, and coauthor, McKeachie's Teaching Tips
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.
Download or read book Masters Abstracts International written by and published by . This book was released on 1988 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Case Conceptualization written by Len Sperry and published by Routledge. This book was released on 2020-05-27 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Integrating recent research and developments in the field, this revised second edition introduces an easy-to-master strategy for developing and writing culturally sensitive case conceptualizations and treatment plans. Concrete guidelines and updated case material are provided for developing conceptualizations for the five most common therapy models: Cognitive-Behavioral Therapy (CBT), Psychodynamic, Biopsychosocial, Adlerian, and Acceptance and Commitment Therapy. The chapters also include specific exercises and activities for mastering case conceptualization and related competencies and skills. Also new to this edition is a chapter on couple and family case conceptualizations, and an emphasis throughout on trauma. Practitioners, as well as graduate students in counseling and in clinical psychology, will gain the essential skills and knowledge they need to master case conceptualizations.
Download or read book Resources in Education written by and published by . This book was released on 1991-07 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Concise Encyclopedia of Psychology written by Raymond J. Corsini and published by . This book was released on 1987-03-12 with total page 1272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Condensed version of Encyclopedia of psychology, 1984, four volumes. Besides the reduced entry content, person index is eliminated, and references and cross references are greatly curtailed. Intended for health professionals who do research in human behavior. Worldwide coverage. Contains biographical entries of deceased and living contributors to psychology. Bibliography. Subject index.
