Counselor Education Curriculum Research Articles

Profiling Preferences of the Counseling Paradigm by School Counselors in Indonesia

This study aims to obtain an overview of the paradigm tendencies owned and practiced by school counselors in Indonesia. The study involved 233 school counselors in Indonesia on Sumatra, Java, and Bali islands. The research instrument reveals the counseling model that respondents use in providing counseling services (individual/group) and the reasons for its use. Statistics such as frequencies and percentages are used for quantitative data analysis. Qualitative data for reasons for specific counseling models were analyzed using Miles and Huberman data analysis. The results of this study show that school counselors most widely use behavior counseling models because they are effective in overcoming student behavior problems. This approach suits general needs and concerns and is easily understood with its techniques. The rational-emotive behavior therapy counseling model was chosen because it helps change mindsets to be more realistic and mature. This technique follows the needs and problems that arise and the development of adolescents who often act without consideration. Referring to Cotton's opinion, both models are counseling models that fall into the psychological paradigm. The tendency of school counselors to use psychological paradigms may be due to the psychology-focused counselor education curriculum, lack of resources or knowledge of other paradigms, and limitations of the school environment that encourage the use of traditional psychological approaches. School counselors must work with other school staff to integrate counseling approaches into the school program, which is essential. Professional organizations are expected to encourage training in behavioral counseling and REBT, supporting students' holistic education that includes academic, social, and emotional aspects.

Educating professional counselors about the social determinants of mental health

AbstractThe social determinants of health (access to quality health care; economic stability; high‐impact educational opportunities; community safety and support; and connected social networks) play a central role in individual health and wellness. These determinants and others also impact individual mental health and wellness. A shift is required in the preparation of counselors toward training students and current practitioners to assess, diagnose, and treat mental health issues through a social determinants’ lens. While the Council for the Accreditation of Counseling and Related Educational Programs and counseling ethics require that counseling training focus on diversity, equity, inclusion, and belonging, there is no mention of the social determinants in any guidelines. We present a rationale for including the social determinants as a core component of counselor preparation and provide examples to facilitate the incorporation of the social determinants into counselor education curriculum and continuing education efforts.

Evaluating the Impact of Solution Focused Brief Therapy on Hope and Clinical Symptoms with Latine Clients

We implemented a single-case research design (SCRD) with a small sample (N = 2) to assess the effectiveness of solution-focused brief therapy (SFBT) for Latine clients experiencing mental health concerns. Analysis of participants’ scores on the Dispositional Hope Scale (DHS) and Outcome Questionnaire (OQ-45.2) using split-middle line of progress visual trend analysis, statistical process control charting, percentage of nonoverlapping data points procedure, percent improvement, and Tau-U yielded treatment effects indicating that SFBT may be effective for improving hope and mental health symptoms for Latine clients. Based on these findings, we discuss implications for counselor educators, counselors-in-training, and practitioners, which include integrating SFBT principles into the counselor education curriculum, teaching counselors-in-training how to use SCRDs to evaluate counseling effectiveness, and using the DHS and OQ-45.2 to measure hope and clinical symptoms.

Address Trainee Counselors’ Perplexities: Integrating Predictors of Self-Efficacy into Counseling Ethics Education

The process of addressing ethical perplexities is challenging and there is insufficiency of clear solutions and proper resources to resolve the ethical quandaries. Thus, this study aims to identify the greatest predictor of trainee counselors’ self-efficacy in addressing ethical perplexities. The greatest predictor of self-efficacy is expected to enhance the existing counseling ethics education curriculum and pedagogy. A quantitative methodological approach was administered through questionnaires. There were 148 trainee counselors selected through simple random cluster sampling and they were all students from private universities in Malaysia. The data gathered were analyzed using correlation and multiple regression analyses. Correlation analysis recorded the highest coefficient of r value which was a substantial relationship between self-efficacy and multicultural competence. Next, multiple regression analyses indicated that the three predictors which are multicultural competence, religiosity, and spirituality were predictive of self-efficacy. However, the strength of prediction varied. Multicultural competence had the most powerful prediction on trainee counselors’ self-efficacy, followed by spirituality, and religiosity. These findings revealed the importance of the three predictors in enhancing trainee counselors’ self-efficacy, addressing ethical quandaries, and developing pedagogic counseling education. The process of preparing and developing intuitive counseling professionals is worthy of attention in the counseling training and practice, specifically in addressing ethical perplexities. Thus, the three predictors should be integrated into the counselor education curriculum and pedagogy at all levels. Cultivation of these three predictors in all trainee counselors would build their level of self-efficacy and help in their survival during counseling dilemmas, leading to successful counseling sessions.

Mental Health Epigenetics: A Primer With Implications for Counselors

Epigenetics is the study of modifications to gene expression without an alteration to the DNA sequence. Currently there is limited translation of epigenetics to the counseling profession. The purpose of this article is to inform counseling practitioners and counselor educators about the potential role epigenetics plays in mental health. Current mental health epigenetic research supports that adverse psychosocial experiences are associated with mental health disorders such as schizophrenia, anxiety, depression, and addiction. There are also positive epigenetic associations with counseling interventions, including cognitive behavioral therapy, mindfulness, diet, and exercise. These mental health epigenetic findings have implications for the counseling profession such as engaging in early life span health prevention and wellness, attending to micro and macro environmental influences during assessment and treatment, collaborating with other health professionals in epigenetic research, and incorporating epigenetic findings into counselor education curricula that meet the standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

School Counseling Interns’ Lived Experiences Addressing Social Determinants of Health

This phenomenological study explores school counselors in training (SCITs’) experiences addressing social determinants of health (SDOH), the leading causes of educational and wellness inequities. Interviews with eight SCITs revealed three core themes: (1) professional identity conflict between awareness, skills, and action; (2) social justice knowledge to practice gap; and (3) recommendations for knowledge to practice gap resolution. Themes explained participant preparedness for responding to disparities. Participants were aware of challenges related to SDOH, though struggled with addressing those challenges due to lack of preparation or perceived role constraints. Participants also experienced difficulty practically applying their understanding of social justice theory to SDOH-related challenges. The researchers noted various recommendations for how SDOH may be addressed in the counselor education curriculum and in practice.

Making Space for a Makerspace in Counselor Education: The Creative Experiences of Counseling Graduate Students

ABSTRACT The purpose of this phenomenological inquiry was to understand the creative experiences of counseling graduate students using a makerspace to develop a counseling intervention. The first author conducted semi-structured interviews with seven masters-level counseling graduate students. Data analysis revealed four composite themes that comprised students’ creative experience. The themes were Unfamiliar Territory, Challenging and Empowering, Parallel Process, and Redefining Creativity. Implications for counselor education curriculum development and mental health providers are presented.

Infusing Service Learning Into the Counselor Education Curriculum

Infusing Service Learning Into the Counselor Education Curriculum

Applying Feminist Pedagogy to Teaching Counselor Advocacy

ABSTRACT Counselor educators must integrate advocacy, multiculturalism, and social justice within the counselor education curriculum. Experiential strategies with a strong pedagogical framework can address these concepts. In this article, the authors describe using an experiential activity based on Feminist pedagogy to integrate advocacy, social justice, and culture in counselor preparation. Specific information on Feminist pedagogy, steps for implementation, and implications for counselor education is provided.

Supervision in Counselor Education: Exploration of Current Status and Standards in Turkey

Supervision is one of the main elements of counseling and counselor education, and counselor education programs require counselor trainees to complete practicum and internship under supervision as a practical part of counselor education curriculum in the United States. However, supervision is a fairly new concept in Turkey. This paper explains the foundation of supervision along with its international and national standards. Then, the paper addresses the role of the supervisee and the supervisor as well as providing a brief explanation of supervision models that are commonly being used. The current state of clinical supervision and growing supervision literature in Turkey are being explored by providing a discussion and a review of supervision related studies in Turkey from 2010 to 2019. Further, the lack of national standards for supervision and limitations of supervision are discussed. In the end, recommendations for counselor educators, policymakers, and future researchers are presented.

Professional Adjustment Experiences of International Counseling Graduates

Using phenomenological methodology, the authors examined the first-person accounts of eight international counseling graduates upon re-entry to their home country. Data analysis revealed six composite textural themes and three composite structural themes comprising the lived experience of professional adjustment. The six composite textural themes were: Decision to Return Home, Navigating Professional Development, Applying Western Counselor Education Across Cultures, Beliefs About Individual Characteristics, Identifying Coping Strategies, and Professional Identity Development. The three composite structural themes were: Self in Relation to Others, Self in Relation to Environment, and Self in Relation to Work. Implications for counselor education programming, mentoring/advising, and curriculum development are presented.

Integrating Self-Compassion Across the Counselor Education Curriculum

ABSTRACTCounseling students often struggle with stress, anxiety, self-doubt, and self-criticism. Although counselor education programs encourage self-care, few are able to dedicate a course to tend to student wellbeing. Self-compassion exercises incorporated throughout the curriculum may promote the development of self-kindness, mindfulness, and a sense of common humanity in the face of difficulty or hardship. By creating a classroom environment infused with self-compassion, educators can help prepare students to practice the self-care critical to their ongoing success after graduation. The researchers describe the benefits of self-compassion for counselors-in-training and provides example exercises that can be used in the classroom.

Lived Experiences of Private Guidance Counselors As Classroom Teachers

Guidance and counseling has long been recognized as a nurturer of students. Its services and programs focus giving insights to gear students toward achievement of personal competence,being aware of his or her surroundings and relating to significant others with social values. One of the many ways to reach more students is through a guidance core curriculum. This paper defines the concept of classroom guidance as a guidance activity in both career counseling and youth support practice. It introduces the idea for planning, preparing and delivering group sessions. This part of the delivery system must provide appropriate personal/social, educational and vocational approach for student to best understand themselves and their environment. Hence, guidance counselors who facilitate need to be prepared to efficiently manage a classroom. A descriptive phenomenological research methodology was utilized to illustrate the experiences of five guidance counselors as classroom guidance teachers. The findings depict that their experiences were manipulated by: (a) prior experience, (b) administrative support, (c) rapport with students, (d) potential role conflict and (e) teaching style. Implications include guidance counselors, counselor education curricula and future researches are discussed.

Zaman Menuntut Konselor Menjadi Kreatif

DEMANDS: COUNSELORS TO BE CREATIVE. Along with the development era of counselor, work demands become increasingly complex. Challenges will be constantly confronted by counselors as a result of the changes taking place. Changes in the work environment of counselors force them to be creative. Counselors should be able to find solutions, find new ways and adapt to changes that occur. So, on the process of education of potential counselors in Indonesia should also encourage the creativity of counselors in the realm of their scope of work. Such efforts need to be integrated with the counselor education curriculum. One of them is developing the SCAMPER Model to help candidate of counselors and professional counselors in Indonesia encourage their creativity.

Impacts of Experiencing Social Injustice on Infusing of Social Justice in Rehabilitation Counselor Education Curriculum

Purpose:To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in their curricula, and impacts of personal and social injustice experience along with demographic factors on their infusion of social justice into the rehabilitation curricula.Methods:A quantitative descriptive design using multiple regression was applied. The participants included 101 rehabilitation counselor educators who completed an online survey: Social Justice and Rehabilitation Counseling Questionnaire.Results:The study revealed that the majority of participants deemed integrating of social justice as important and used various infusion strategies. In addition, the study found the impacts of social injustice experiences, along with age, significant in predicting the perception of infusing social justice into rehabilitation curricula.Conclusions:Personal experiences of social injustice of rehabilitation counselor educators along with age influenced the level of perception of importance of infusing social justice into the rehabilitation curricula. The field should focus on training on the awareness and impact of social justice for faculty to ensure students receive the education needed to effectively counsel the rehabilitation consumers.

Infusing Human Sexuality Content and Counseling in Counselor Education Curriculum

ABSTRACTHuman sexuality is a pervasive and universal part of being human and despite this, receives inadequate attention in counselor education curricula. Consequently, counselors may be ill-prepared to assist clients who present with sexuality issues. The authors provide support and recommendations for infusing sexuality content throughout counselor education programs.

The Benefits of Implementing a Feedback Informed Treatment System Within Counselor Education Curriculum

Implementing continuous feedback loops between clients and counselors has been found to have significant impact on the effectiveness of counseling (Shimokawa, Lambert, & Smart, 2010). Feedback informed treatment (FIT) systems are beneficial to counselors and clients as they provide clinicians with a wide array of client information such as which clients are plateauing in treatment, deteriorating or at risk for dropping out (Lambert, 2010; Lambert, Hansen, & Finch, 2001). Access to this type of information is imperative because counselors have been shown to have poor predictive validity in determining if clients are deteriorating during the counseling process (Hannan et al., 2005). Furthermore, recent efforts by researchers show that FIT systems based inside university counseling centers have beneficial training features that positively impact the professional development of counseling students (Reese, Norsworthy, & Rowlands, 2009; Yates, 2012). To date, however, few resources exist on how to infuse FIT systems into counselor education curriculum and training programs.This article addresses the current lack of information regarding the implementation of a FIT system within counselor education curricula by discussing: (1) an overview and implementation of a FIT system; (2) a comprehensive review of the psychometric properties of three main FIT systems; (3) benefits that the use of FIT systems hold for counselors-in-training; and (4) how the infusion of FIT systems within a counseling curriculum can help assess student learning outcomes.Overview and Implementation of a FIT SystemFIT systems are continual assessment procedures that include weekly feedback about a client's current symptomology and perceptions of the therapeutic process in relation to previous counseling session scores. These systems also can include other information such as self-reported suicidal ideation, reported substance use, or other specific responses (e.g., current rating of depressive symptomology). FIT systems compare clients' current session scores to previous session scores and provide a recovery trajectory, often graphed, that can help counselors track the progress made through the course of treatment (Lambert, 2010). Some examples of a FIT system include the Outcome Questionnaire (OQ-45.2; Lambert et al., 1996), Session Rating Scale (SRS; Miller, Duncan, & Johnson, 2000), Outcome Rating Scale (ORS; Miller & Duncan, 2000), and the Counseling Center Assessment of Psychological Symptoms (CCAPS; Locke et al., 2011), all of which are described in this article.Variety exists regarding how FIT systems are used within the counseling field. These variations include the selected measure or test, frequency of measurement, type of feedback given to counselors and whether or not feedback is shared with clients on a routine basis. Although some deviations exist, all feedback systems contain consistent procedures that are commonly employed when utilizing a system during practice (Lambert, Hansen, & Harmon, 2010). The first procedure in a FIT system includes the routine measurement of a client's symptomology or distress during each session. This frequency of once-per-session is important as it allows counselors to receive direct, continuous feedback on how the client is progressing or regressing throughout treatment. Research has demonstrated that counselors who receive regular client feedback have clients that stay in treatment longer (Shimokawa et al., 2010); thus, the feedback loop provided by a FIT system is crucial in supporting clients through the therapeutic process.The second procedure of a FIT system includes showcasing the results of the client's symptomology or distress level in a concise and usable way. Counselors who treat several clients benefit from accessible and comprehensive feedback forms. This ease of access is important because counselors may be more likely to buy in to the use of feedback systems if they can use them in a timeeffective manner. …

Assessing Infusion of Social Justice in Rehabilitation Counselor Education Curriculum

Purpose:To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in the rehabilitation counseling curricula.Method:The authors used a quantitative descriptive research design to examine the level and extent of integrating social justice into rehabilitation counseling curricular. The participants were 59 rehabilitation counselor educators recruited during the eighth Annual Rehabilitation Educators Conference hosted by the National Council on Rehabilitation Education.Results:The study found that most participants perceived it important to integrate social justice into rehabilitation counseling curricula. The level and extent of integration varied by academic rank and years of teaching.Conclusion:To ensure future rehabilitation counselors gain social justice competency, it is of great significance that rehabilitation counseling educators infuse the concepts of social justice into the curricula through knowledge and fieldwork domains.

An Investigation of Counselor Educators' Attitudes Toward Evidence‐Based Practices

Evidence‐based practices (EBPs) receive little attention in counselor education curricula despite the ethical obligation for counselor educators to teach EBPs to counseling students. This study investigates counselor educators’ attitudes toward EBPs along with perceived barriers to the inclusion of EBPs in counselor education curricula.

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