Counseling Curriculum Research Articles

That one course: two surveys on multicultural counseling curriculum

Abstract We surveyed multicultural counseling training practices in graduate level counseling programs in the United States in 2009 and 2020. The initial 2009 investigation focused on masters’ level programs and the characteristics of the respondents’ institutions, counseling programs, and multicultural counseling class (es). Another slightly shorter survey was fielded in 2020 and solicited participation from both masters and doctoral level instructors. Both surveys included questions about the nature of the multicultural counseling curriculum and the instructors’ experiences related to multicultural counseling preparation and teaching. We found while few instructors indicated the presence of more than one multicultural counseling course, broad categories of multicultural issues have been covered in these courses. Skills training, when present, in the form of counseling role-play, appears to be rare and short for most instructors. European American males were in the statistical minority of multicultural counseling instructors, despite representing a large percentage of the counseling population.

BREAK FREE and Fly: A CBT School Counseling Group Curriculum for Anxiety

A junior/senior high school counselor used an innovative psychoeducational group counseling curriculum based on cognitive behavioral therapy to meet the social/emotional needs of identified students. This article provides a summary and evaluation of the small group plan conducted via practitioner research. Results indicated that, although participants’ overall feelings of anxiety did not significantly improve, the curriculum enabled study participants to meet defined learning objectives. We discuss implications for school counselors.

Training health professional students to conduct SBIRT: A step forward to interprofessional collaboration to address substance use

Substance use (SU) remains a significant public health problem. Screening, brief intervention, and referral to treatment (SBIRT) is an evidence-based method to address patient SU. Training students from multiple disciplines can positively impact continuity of care for these patients.The SBIRT training was incorporated into the physician assistant, physical therapy, pharmacy and counseling curricula via online modules and live skills practice. Knowledge about screening for harmful SU and developing confidence to discuss SU using motivational interviewing (MI) to facilitate positive behavior changes were the outcomes.Training outcomes were measured for three consecutive years, assessed via pre- and post-training assessments and ratings of SBIRT interactions with patients. Knowledge gains and improved perceived competence to address SU were found. Successful curricular integration was achieved and has been maintained.Online training modules and resources are available through the Program Evaluation and Research Unit (PERU) at the University of Pittsburgh at https://www.peru.pitt.edu/ihsi/.

An Interactive Curriculum to Teach Person-Centered Contraceptive Counseling.

Following the Dobbs v. Jackson Women's Health Organization Supreme Court decision, it is increasingly important for all providers to be equipped to counsel on contraceptive options. Current curricula are insufficient for medical students to attain competency in contraceptive counseling. Quality contraceptive counseling requires patient-centered communication skills, which are also critical in many other clinical scenarios. Systematic teaching of patient-centered communication is lacking, both in contraceptive counseling and more broadly. We developed a person-centered contraceptive counseling curriculum containing a reference guide, 5- to 10-minute interactive online module, and 30-minute formative standardized patient session for clerkship-year medical students. Performance during formative sessions was evaluated using a checklist, with standardized patients and preceptors providing real-time feedback. We used surveys of knowledge, self-perceived skills, and attitudes about patient-centered counseling to compare students who did and did not receive the curriculum. Twenty-seven students received the new curriculum. The reference guide and online module were easily integrated into a clinical rotation without requiring additional time spent by educators. The formative session required more resources to implement but was valuable for students to solidify the communication skills in the new curriculum. Checklist results showed that students demonstrated many of the counseling skills taught in the module. Survey results about the impact of the new curriculum were promising but limited by the small sample size. The curriculum successfully introduced patient-centered contraceptive counseling skills and provided a valuable practice opportunity. Other sites could adapt components of this curriculum to enhance education in person-centered contraceptive counseling.

Alternative model to deliver germline genetic testing to patients with advanced prostate cancer (PCa).

123 Background: Genomic testing is now standard-of-care (SOC) for PCa patients with both therapeutic and hereditable consequences. National guidelines recommend germline testing in all high-risk and advanced PCa patients, regardless of age or family history. Yet, many systemic barriers prevent patients from receiving germline testing promptly, including the burden of appointments, comorbidities, transportation, provider knowledge of genetic testing, and insufficient genetics workforce that limits timely referral to genetic counselors. Methods: We developed a streamlined, alternative genetic care delivery model to improve rates of germline genetic testing for PCa patients. A multidisciplinary team (genitourinary medical oncologists, advanced practice RN, and genetic counselors) developed a tailored pre- and posttest counseling curriculum for PCa patients undergoing germline testing that was delivered by oncology providers. Pretest counseling was incorporated into SOC counseling for somatic tumor genomic testing performed to personalize therapeutics. Systematic posttest counseling was delivered by oncology providers, and men with germline pathogenic/likely pathogenic (P/LP) variants were referred to certified genetic counselors for formal genetic counseling. We retrospectively collected data on PCa patients treated at an academic oncology practice who underwent paired germline/somatic testing through a commercial lab accompanied by tailored pre/posttest counseling, including demographics, clinical characteristics, and germline test results. We performed quarterly audits to monitor quality metrics. Results: From September 2021 to May 2023, seventy-five PCa patients underwent paired germline/somatic tumor testing. The racial/ethnically diverse patient population (self-identified) included 81% Black, 13% Hispanic, and 6% non-Hispanic White men. At the time of analysis, 64 tests had resulted; 9.4% of patients (n=6) had a P/LP germline variant, and 31.2% of patients (n=20) tested negative. The majority of patients (59.4%, n=38) had a variant of unknown significance (VUS). Additional data will be available at the time of presentation. Conclusions: Providing paired germline/somatic tumor testing with tailored pre/posttest education delivered by oncology providers, and formal genetic counseling reserved for patients with P/LP germline variants, is an efficient way to provide guideline-directed genetic services for PCa patients. Given the frequency of VUS, education for pre/posttest counseling is essential, particularly in under-represented minority populations. The frequency of actionable mutations is reduced in underrepresented minority PCa patients compared with reports in the literature, reflecting limitations of current germline testing/bioinformatics platforms and the need for greater inclusion of diverse populations in future studies.

Incorporating telehealth education into the genetic counseling curriculum.

As the provision of telehealth genetic counseling (THGC) services continues to expand, it is imperative that genetic counseling students gain proficiency in telehealth service delivery. To prepare students to provide THGC services, the MSGC program at the University of Pennsylvania has included didactic sessions on THGC, THGC role plays, THGC standardized patient sessions, and THGC fieldwork experiences and clinical rotations. This article highlights best practices in THGC and guidance for Master of Science in Genetic Counseling (MSGC) programs training the next generation of genetic counselors providing THGC services.

초등학교 교육과정에서의 상담활동 수업 개선 방안

Purpose: This study aimed to identify the operation status of counseling activity classes operatedin the elementary school curriculum (creative experience activities) and to find ways to smoothly operatecounseling activity classes in the curriculum.
 Methods: An online survey was conducted with 144 elementary school counselors in Seoul, andtwo focus group interviews with 17 participants including eight school counselors, four schooladministrators, and five elementary school teachers.
 Results: As a result of the analysis, elementary school counseling activity classes were 1) activitiesthat helped students understand; 2) Counseling activity classes, which are mostly operated aslecture-style classes, put a burden on professional counselors, making it difficult to “consult” theiroriginal work; and 3) In order for counseling activities classes to operate smoothly in the curriculum,institutional supplementation is required, such as improving the treatment of professional counselorsand preparing a school counseling curriculum.
 Conclusion: Based on the results of the study, a proposed policy plan for the smooth operation ofcounseling activities classes in the elementary school curriculum (creative experience activities) wasdetailed.

The relationship between professional self-concept and career decision-making difficulties among postgraduate nursing students in China: the mediating role of career decision-making self-efficacy.

In the context of a global shortage, uneven distribution, and structural imbalance of nursing talent, postgraduate nursing students must make appropriate decisions about their careers not only for the nursing profession but also for society as a whole. However, little research has been reported on the current status and factors influencing career decision-making difficulties among postgraduate nursing students. Exploring the mediating role of career decision-making self-efficacy between professional self-concept and career decision-making difficulties among postgraduate nursing students in China based on the social cognitive career theory. 276 postgraduate nursing students from 25 universities in seven administrative regions of China were selected by stratified random sampling. Data were collected with the Career decision-making difficulties Questionnaire, Career Decision-making Self-Efficacy Scale, and Nursing Professional Self-concept Scale through an online survey, and were analyzed by univariate analysis, correlation analysis, multiple linear regression analysis, and PROCESS macro. The score for career decision-making difficulties was 2.84 (SD = 0.54). Professional self-concept (r = -0.496, p < 0.01) and career decision-making self-efficacy (r = -0.551, p < 0.01) were negatively associated with career decision-making difficulties. Career decision-making self-efficacy played a partial mediating role between professional self-concept and career decision-making difficulties (p < 0.01), with the mediating effect (Effect Value = -0.253, Bootstrap 95% CI: -0.349, -0.156) accounting for 53.82% of the total effect. The high scores of career decision-making difficulties among postgraduate nursing students demand widespread attention. Nursing educators need to develop a complete and standardized career counseling curriculum for postgraduate nursing students, and should pay attention to the cultivation and development of positive professional self-concept and career decision-making self-efficacy of postgraduate nursing students to reduce their career decision-making difficulties and help them make effective career decision-making.

Infusing Military Culture in Multicultural Counseling Frameworks: A Phenomenological Study

This descriptive phenomenological study focused on counselor educators’ (CESs) experiences infusing military culture into counseling curriculum. Specifically, this study sought to learn what counseling programs can do to best prepare counselors-in-training to work with military families. The researchers used the McCracken (1988) method to interview ten participants who had terminal degrees in counselor education or a highly related field, experience providing services to military-connected clients, and were aware of military cultural facets (e.g., implicit and explicit expectations, rules, and ways of being). The findings support the need to redefine multiculturalism and intentional infusion of military culture in counseling curriculum to increase counselors’ awareness of military culture to provide more effective services.

대학교 학생 상담센터 상담 전문직의 과학자-실무자 모델 역할 수행에 관한 현상학적 연구

Objectives This phenomenological study investigated role performance based on the scientist-practitioner model for counseling professionals in university student counseling centers. In this study, we aimed to clarify interactional effects between research and counseling as well as the detailed practice of the scientist-practitioner model.&#x0D; Methods Eight professional counselors participated in this study. Data was collected by conducting face-to-face in-depth interviews with the research participants. The in-depth interview period was conducted from July 25 to August 14, 2022. It took an average of 50 minutes, 3 times per study participant. Data were analyzed using a descriptive phenomenological research method proposed by Colaizzi(1978).&#x0D; Results Results 142 semantic units were constructed. From this, 21 sub-components and 6 components were derived from the commonality dimension of the experience of the research participants.The following results have been obtained: The research categories of ‘Learning Scientific Methodology’, ‘Fundamentals of Human Science’, and ‘Process of Creating a Knowledge Ecosystem’, and the counseling categories of ‘Culturing the ability to wait’, ‘Balanced responsibilities for counselees’, and ‘Counseling based on evidence’ were identified. Based on the results of the present study, the interaction between research and counseling, the fundamentals of human science, the process of creating a knowledge ecosystem, culturing the ability to wait, balanced responsibilities for counselees, and counseling based on evidence are discussed.&#x0D; Conclusions Specific recommendations are provided considering the implementation and development of the scientist-practitioner model in the counseling curriculum.

Influence of Mental Health Curriculum Form on College Students’ Academic Adaptation: Chain Mediating Effect of Social Adaptation and Self-Efficacy

&amp;lt;i&amp;gt;Background:&amp;lt;/i&amp;gt; Mental health education is an education that improves the psychological quality of college students and promotes the harmonious development of their physical and mental health. &amp;lt;i&amp;gt;Objective: &amp;lt;/i&amp;gt;The present study explores the influence of mental health curriculum forms on the college students’ academic adaptation and the chain mediating effects of social adaptation and self-efficacy. &amp;lt;i&amp;gt;Methods: &amp;lt;/i&amp;gt;The levels of academic adaptation, social adaptation and self-efficacy of students in the group counseling curriculum (&amp;lt;I&amp;gt;N&amp;lt;/I&amp;gt; = 14) and the traditional teacher teaching curriculum (&amp;lt;I&amp;gt;N&amp;lt;/I&amp;gt; = 24) were measured twice before and after the curriculum. &amp;lt;i&amp;gt;Results: &amp;lt;/i&amp;gt;(1) the group counseling was better than traditional teacher teaching mental health curriculum in improving the college students’ academic adaptation; (2) the form of the college students’ mental health curriculum affected students’ academic adaptation through the indirect path: curriculum form → social adaptation → self-efficacy → academic adaptation.&amp;lt;i&amp;gt; Conclusion: &amp;lt;/i&amp;gt;The results show the effects of different mental health curriculum forms, and reveal the internal process of how mental health curriculum improving the college students’ academic adaptation. Our findings provide an important reference for improving college students’ academic adaptation by increasing group counseling forms to promote the improvement of social adaptation and self-efficacy. That is, to promote their social adaption and self-efficacy, for which group counseling makes the big sense.

Incorporating Sexual Health Content into the Rehabilitation Counseling Graduate Program Curriculum: A Special Commentary

Sexual health is considered a state of physical, emotional, mental, and social well-being (World Health Organization, 2006). Persons with disabilities are likely to be presumed as sexually inactive, asexual (Rico Alonso et al., 2021; Sant Angelo, 2000), or sexually deviant (Earle, 2001), often leading to their lack of sexual education, an increased risk of sexual exploitation, unwanted pregnancy, or sexually transmitted infections (STIs; Doughty et al., 2017). This commentary addresses three priorities for rehabilitation counseling graduate program curriculum. Clinical priorities should focus on providing persons with disabilities information and education regarding sexual health and wellness. Training priorities should focus on implementation of multicultural competence to holistically support persons with disabilities and understanding their sexual identities to better facilitate successful gainful employment and independent living. Research should prioritize sexual health for persons with disabilities and the association with employment outcomes to create a more inclusive rehabilitation counseling curriculum.

Leadership Skill Development in Master’s-Level Counselor Education

Student leadership identity is fast becoming one of the most critical challenges educational institutions face today. However, mental health counselors may be limited in the amount of education and training received as they become leaders in the field. There is currently no known mandate at the master’s level for leadership embedded within the counseling curriculum in the educational environment, although research suggests otherwise. The purpose of this correlational predictive empirical study was to investigate leadership identity characteristics as measured by the Socially Responsible Leadership Scale, Revision 2 (SLRS-R2), moderated by demographic factors. Multiple regression analysis was used to determine outcome measures of the SLRS-R2 relating to leadership. Conclusions and suggestions for future practice regarding leadership skill development are provided.

Embodied Social Justice Learning: Considerations for Curriculum Development and Training in Counseling Programs

Social justice curriculum development continues to be an evolving area in the educational and professional training of counselors and counseling psychologists. While many programs facilitate trainees’ exploration of social justice knowledge through infusion into multicultural counseling courses, there is a growing trend in counseling curriculum development to provide students with specific social justice-oriented awareness and approaches to advocacy. This article describes the development of two-course sequence in a mental health counseling program where trainees are introduced to multicultural and social justice content pedagogically organized around liberation and critical history frameworks. The theoretical frameworks, process of implementing specific curricular activities with a focus on a culminating service-learning experience, and strategies for enhancing social justice and advocacy curriculum development through an embodied social justice learning curricular approach are discussed. This article aims to advance curriculum development by encouraging faculty in counseling programs to consider implementing curricular activities that are guided by social justice embodiments and critical-liberatory frameworks to facilitate trainees’ social justice knowledge and their approach to advocacy in their roles as helping professionals.

A consensual qualitative analysis of counselor educators’ experiences incorporating neuroscience

AbstractWe used consensual qualitative research to explore eight counselor educators’ experience integrating neuroscience into counseling curriculum. Six domains, 18 categories, and 37 subcategories emerged from the data highlighting barriers, successes, and future trajectory of incorporating neuroscience consistently and ethically into counselor training.

Level of Competency and Knowledge of Addiction Counselling among Malaysian Ministry of Health Counsellors

This study was conducted to assess the level of counselling competency and knowledge in addiction counselling among counsellors of the Malaysia Ministry of Health. The subjects consisted of 50 counsellors from the Ministry of Health Malaysia from Johor, Perak, Sabah, Sarawak, Terengganu, and Putrajaya. Data were analysed using SPSS version 26. The instruments used were the Malay translated versions of the Questionnaire Addiction Counseling Curriculum and Competencies (ACCC) survey and the Counselor Competencies Scale-Revised (CCS-R) questionnaire. This study showed that the Cronbach’s alpha reliability coefficient for the ACCC questionnaire was a = 0.72, and for the CCS-R, the reliability coefficient was a = 0.824. There was a positive correlation between counsellors who had knowledge of addiction counselling and those with competence in conducting counselling sessions. This study provides beneficial information for elevating the effort, competency, and knowledge of stakeholders who have been involved in the field of drug abuse and prevention in Malaysia.

The Use of Social Justice Concepts in Rehabilitation Counselor Education: Results of an Exploratory Study

Divisive social rhetoric and prevalent racism make the need for infusing social justice throughout counselor education even more urgent than the decades-long calls for it. There is a dearth of empirical inquiry into the ways social justice concepts are enacted across rehabilitation counseling curricula. The current study used an exploratory survey to collect information about the techniques used by U.S. rehabilitation counselor educators ( N = 71) to infuse social justice across all of their courses, including their pedagogical choices, rates of frequency for updating coursework, and professional development choices. Findings reveal that educators have favorable attitudes about social justice, are more likely to use academic journals and related disciplines in course development, and are more likely to use self-reflection and intuition-based opportunities for social justice professional development. Implications of the findings also include relevancy for supervisors and practitioners, who have the responsibility to and lead social justice education once trainees have entered the field as professionals.

Small-Group Investigation of the True Goals Curriculum With Elementary and Middle School Students: A Randomized Control Study

To explore the impact of the True Goals (TG) school counseling curriculum on important constructs related to school success for students, we conducted two studies: one with elementary and middle school students and the other with high school students. In this, the first of the two studies, 43 students in Grades 4 through 7 participated in the intervention delivered by two school counselor trainees, across two schools in one school district in the Southwest region of the United States. The study used a waitlist control design with a randomized assignment to intervention and control groups to assess the impact of the TG small-group intervention on (a) students’ goal-setting skills; (b) students’ academic self-regulation; and (c) teachers’ rating of students’ motivation, self-knowledge, self-direction, and relationships. Results indicated that students in the treatment group showed significantly higher scores in motivation, self-knowledge, self-direction, and relationship skills than students in the control group, with a large effect size. Please refer to the second study for information on the impact of TG on a high school population.

Small-Group Investigation of the True Goals Curriculum with High School Students: A Randomized Control Study

This is the second in a series of two studies examining the impact of the True Goals (TG) school counseling curriculum on important constructs related to school success for students in elementary, middle, and high school. In this study, TG was implemented as a small-group intervention with 47 students in grades 9–12 across two schools and two school districts in the Southwest region of the United States. We used a waitlist control design with randomized assignment to intervention and control groups to assess the impact of the TG small-group intervention on students’ (a) academic self-efficacy and (b) social self-efficacy. Results showed a significant difference between the intervention and control groups on post-intervention scores regarding social self-efficacy, with moderate effect size. We offer implications for high school counselors' use of the TG curriculum to increase social self-efficacy of students. Please refer to the first study for information on the impact of TG within a sample of elementary and middle school students.

A Study on the Current Status and Needs of Counseling Curriculum in Communication Disorders in Korea

Objectives: Counseling is an essential component of the treatment of communication disorders. Clinicians and students in the field have reported a necessity for the incorporation of counseling courses into speech-language pathology practice. Thus, the purpose of this study was to examine the current status of a counseling curriculum in the field of communication sciences and disorders, and to present the professors’ and speech-language pathologists’(SLP) perceptions of the counseling curriculum.Methods: A web-based questionnaire regarding the current status and need for the counseling curriculum was developed and distributed to professors in undergraduate and graduate programs and to SLPs in clinical settings. Responses from a total of 66 professors and 121 SLPs were collected and were used for the analysis.Results: Overall, 66.7% of undergraduate programs and 26.9% of graduate programs offer a counseling course within the department. Also, 100% and 85.1% of professors in undergraduate and graduate programs reported the need for counseling education and training in the field of communication disorders respectively. A strong majority of SLPs (95.7%) also felt counseling courses are needed. By clinical areas, SLPs working in language development disorders reported the highest need (25.4%) for counseling courses, followed by neurological disorders and fluency disorders.Conclusion: The results show that the need for counseling programs was high among professors and clinicians. Thus, the implementation of a systematic and adequate counseling curriculum in the field of communication disorders is suggested.