Counselor Education Programs Research Articles

Gaining Administrative Support for Doctoral Programs in Counselor Education

Initiating and sustaining a counselor education and supervision doctoral program requires navigating institutions of higher education, which are complex systems. Using qualitative analysis, we explored 15 counselor educators’ experiences collaborating with university administrators to gain support for beginning and sustaining counselor education and supervision doctoral programs. Results indicate the need to understand political elements, economical aspects, and the identity of the proposed program. Limitations and areas for future research are presented.

The Mediating Effect of Childcare Teachers' Resilience on the Relationship between Social Support in the Workplace and Their Self-Care.

(1) Background: The purpose of this study is to examine the relationship between social support in the workplace for childcare teachers, resilience, and self-care. This study explores the inner mechanism that helps to strengthen self-care of childcare teachers, which enables teachers to provide quality care to children and promote their own wellbeing. (2) Methods: The survey was conducted from September to October 2018 for childcare teachers in Seoul and Gyeonggi Province using convenience sampling. Out of 550 questionnaires, 491 were returned, with 466 used for the analysis, excluding those with incomplete responses. The collected data were analyzed using descriptive statistics, correlation analysis, and mediation analysis. (3) Results: There were significant correlations between all variables. The mediation analysis showed a complete mediation of resilience. (4) Conclusion: Childcare teachers first have to take good care of themselves in order to perform well as a childcare professional. Educational materials and counseling programs tailored for childcare teachers need to be developed for better self-care and building greater resilience. Materials for directors of daycare centers, as well as teachers stressing the importance of social support for each other, will help childcare teachers’ effective functioning in their professional and personal life. Prevention and intervention programs for self-care will eventually help lower the costs of healthcare in society.

Sex Trafficking Beliefs in Counselors: Establishing the Need for Human Trafficking Training in Counselor Education Programs

Human trafficking is a transnational crime that counselors must be prepared to address through advocacy efforts and within therapeutic settings. The present study sought to examine whether sex trafficking attitudes were different in counselors based on training specialization, workplace setting, biological sex, and previous human trafficking training. A national sample of 866 licensed professional counselors, clinical counselors, and school counselors participated in the study. Sex trafficking attitudes were measured using the Sex Trafficking Attitudes Scale (STAS). Multivariate analysis of variance (MANOVA) and post hoc descriptive discriminant analyses (DDA) were used for data analyses. A statistically significant model for training was identified on attitudes related to awareness and efficacy. The present study provides empirical evidence for the importance of incorporating sex trafficking content into counselor education graduate programs. Professional counselors are additionally encouraged to pursue sex trafficking trainings.

Exploring of human milk donation·recipient facilitating, obstacle factor and improvement direction for the human milk banks educational counseling program development

Exploring of human milk donation·recipient facilitating, obstacle factor and improvement direction for the human milk banks educational counseling program development

Derivation of major components of group counseling education programs: Focusing on intermediate group counselor's experience and perception

Derivation of major components of group counseling education programs: Focusing on intermediate group counselor's experience and perception

Integrating Technology in Counselor Education Programs

The use of technology has become an indispensable part of our society and our daily lives, and it has been prominent in education since the beginning of personal computers, particularly with computer assisted technology and learning. In the field of counseling, counselor educators and supervisors can use this medium to enhance their teaching and practice. In the last two decades, counseling professionals have seen the value of computer-based and technology-assisted applications in the delivery of counseling courses and counseling supervision. This paper highlights a few common ways technology may be used generally across the educational spectrum, provides a comprehensive analysis of technology-assisted teaching and supervision that is utilized in the delivery of counselor education courses and training, and discusses advantages, disadvantages, the legal and ethical considerations that must be addressed when using technology in counseling courses and supervision, and the importance of infusing technology in counseling courses.

Upping my game as a parent: Attributed gains in participating in a cancer parenting program for child-rearing parents with advanced cancer.

The objective of this study was to describe in the words of child-rearing parents with incurable cancer, what they had gained or thought about as a result of participating in a five-session, scripted, telephone-delivered psycho-educational parenting intervention, the Enhancing Connections Program in Palliative Care. A total of 26 parents completed the program. Parents' responses were audio-recorded and transcribed verbatim and verified for accuracy. The analysis proceeded through four steps: unitizing, coding into categories, defining categories, and formation of a core construct that explained parents' attributed gains. Trustworthiness of study results was protected by coding to consensus, formal peer debriefing, and maintaining an audit trail. Although 50% reached or exceeded clinical cutoff scores on anxiety and 42% reached or exceeded clinical cutoff scores on depressed mood, parents extensively elaborated what they gained. Results revealed six categories of competencies they attributed to their participation in the program: (1) being ready for a conversation about my cancer, (2) bringing things out in the open, (3) listening better to my child, (4) getting my child to open up, (5) not getting in my child's way, and (6) changing my parenting. Despite an extensive symptom burden, parents with incurable cancer attributed major gains from a brief, fully scripted, cancer parenting communication intervention. A manualized telephone-delivered educational counseling program for symptomatic parents with incurable cancer has the potential to augment competencies for parents as they assist their children manage the cancer experience.

A Study on the Consultation for Technology Leakage Victim Using NLP

Purpose: The purpose of this study is that victims of technology leaks and people concerned about leaks complain of stress over security concerns. However, there are no psychological treatments among the government's comprehensive plans to prevent technology leaks. Therefore, the government intends to present education methods using the NLP (Neuro Linguistic Program), a collective counseling technique, to heal the psychological injury of the victims. Psychological counseling methods include cognitive behavioral therapy, psychoanalytic behavioral therapy, humanism therapy, art therapy, and other psychological therapies. Among them, NLP (Neuro Linguistic Programming) method was used. NLP has three concepts: neuron, language, and programming, and is used as a general method for group counseling. Research design, data and methodology: In relation to composition, Chapter 1 explained the purpose and necessity of the study, Chapter 2 explained the types of psychological counseling and NLPs to help understand the study, introduced the prior study related to the development of collective counseling programs through NLP, and Chapter 3 developed a security psychological counseling education program. In addition, FGI(Focus Group Interview) was conducted for professionals. Results: Corporate counseling considered most in this study should satisfy client, counselor and manager differently from individual counseling. For this purpose, the result was composed of 11 times. In order to derive personal problems for clients, they consisted of finding, loving, expressing, and emancipating self. And, It solved the leakage anxiety to suggest a professional solution for the counselor. In addition, this course helps them become familiar with counseling techniques for becoming a good security administrator. Lastly, it was configured to leave the result for the manager to suggest the organizational development method through this training. The implication of this study is to derive psychological counseling methods for security officers. Most companies in the field of security counseling complain about technology leakage stress. There is currently no psychotherapy support project under the policy. And It was developed because it can expect sales improvement from security consultation. Conclusions: In conclusion, the results were organized to be left to the manager so that he could suggest how to develop the organization through this time.

Creative Pedagogy: Infusing the Ways Paradigm in a Foundational Course

ABSTRACT The relationship between theory and intervention in counseling is complex, raising an interesting dilemma in counselor education. How do counselors in training learn to be grounded in a theoretical framework while maintaining the necessary flexibility and resources to adapt interventions to client need? This article presents a creative pedagogical model which allows counselor educators to scaffold guiding theory development for CITs through use of the Ways Paradigm in the foundations of counseling course. The nuances of who we are as counselors, our primary guiding theory, and the need to be flexible in intervening are highlighted. Examples of the course schedule, assignments, and student feedback forms are included. Counselor education programs can easily implement the creative model presented utilizing the Ways Paradigm. Future directions regarding use with school counselors in training and supervision are also discussed.

Counselors’-in-Training Perceptions of Using Music for Theoretical Conceptualization Training

ABSTRACT Counselor education programs must provide effective educational opportunities for counselors-in-training (CIT) to learn and apply theoretical conceptualizations. This qualitative research study explored the use of music as a creative method with CIT to develop their understanding and application of theoretical conceptualization. Four themes emerged from a thematic analysis of the data: (1) desire for real world examples, (2) engagement in practical application of theory, (3) appreciation for interactive experiences, and (4) difficulties with the process.

삶의 철학을 위한 철학상담과 인성교육 ― 청소년 인성교육 프로그램의 기초원리와 실천 ―

삶의 철학을 위한 철학상담과 인성교육 ― 청소년 인성교육 프로그램의 기초원리와 실천 ―

Exploring the Phenomenon of Rural School Counselors’ Professional Identity Construction

This phenomenological study explored the impact of the rural context on the experiences of rural school counselors related to their professional identity construction. The author interviewed six participants in their respective communities and identified three themes—(a) the tight-knit community, (b) permeable professional/personal boundaries, and (c) fewer resources—as characteristics of the rural context that influence school counselors’ professional identity construction. This article presents implications and provides recommendations for practicing school counselors and counselor education programs.

Teaching School Counselors to Use Evidence-Based Practice to Advance Social Justice: A Case Study

School counselors are called to advocate for social justice in education and use evidence-based practice (EBP) to meet the diverse needs of students in schools today. This conceptual article describes the approach of one Council for Accreditation of Counseling and Related Educational Programs (CACREP)–accredited counselor education program to train future school counselors to use EBP to advocate for social justice and improve equity and access in education. We provide a case study regarding specific curricular changes to meet this imperative and offer recommendations for future research.

EFFECTIVENESS EVALUATION OF THE POSTGRADUATE PROGRAM IN MENTAL HEALTH COUNSELING IN UKRAINE

Ukraine is a country that has lacked access to adequately trained mental health professionals. As in other countries the development of the field of Counseling in Ukraine has some parallels to that of the US. One of the most notable parallels is the push for a better and more effective approach to mental health, driven by the impact of war, with WWII being the catalyst for refinement in the US and current war in Ukraine as the drive there. As the American Psychology Association and American Counseling Association have highlighted, the effects of trauma and unresolved problems do not need to last a lifetime. A developing initiative in Ukraine was brought by U.S.-based teams that established a postgraduate Counselor Education Program. Professional American Counselor Educators, trained in the trenches of wars abroad and representing vast ranges of experience, have volunteered their time as visiting faculty and distance supervisors. This study measures the initial progression of treatment symptomology of clients seen by Postgraduate Program in Psychological Counseling and Trauma Therapy trained Counselors. This study utilized an analysis of repeated measures over the first five sessions of counseling with the program-trained Counselor. The following measurement methods were utilized: Outcome Rating Scale (ORS), Impact Event Scale (IES-R), Beck Depression Inventory (BDI II), PTSD Checklist (PCL-5), Symptom Checklist (SCL-9). The resulting data obtained from the clients was compared to the outcomes of treatment with similarly trained therapists in the United States, United Kingdom, Australia and Denmark. Results indicated overall significance as measured on 3 out of 5 instruments (ORS, BDI-II, IES-R). The data from this sample revealed similarities to the outcomes of comparable early treatment research, conducted outside of Ukraine. These results provide a preliminary overview of how effective mental health counselors (educated by the American standards) are in mitigating client mental health symptomology. This study is a logical and necessary step in the continued development of the field of Counseling in Ukraine.

Process Evaluation of Training Model for School-Based Mental Health

There is a need to examine collaborative mental health practices in geographic regions serving high populations of under-represented minority and low socio-economic status youth in order to reduce the barriers in access to care and support. In response, a counselor education program at a large land-grant university in the Southwestern United States worked in collaboration with a local school district to create a school-based mental health program. The program provides no-cost and timely mental health counseling services to students and their families using a practicum training model. This article presents process evaluation data that examine program level functioning during the implementation stage of the training model. Implications for program improvements in the next phase of implementation are discussed as well as implications of this type of service delivery model within the context of counselor education and social justice.

Social Justice Pre-Practicum: Enhancing Social Justice Identity Through Experiential Learning

The counseling profession calls counselors to engage in social justice advocacy and charges counselor education programs to prepare students for this work. While most counseling programs promote social justice knowledge through a single course and infusion model, there remains a standard practice in providing students with experiential opportunities in advocacy to improve their learning. A qualitative study used a focus group methodology to examine the effectiveness of a social justice pre-practicum in the development of a social justice identity with counseling students. The study examines whether participation in a social justice pre-practicum reinforces a personal connection to and a broader understanding of social inequalities and advocacy work, as well as encourages more engagement in systemic advocacy in current employment. The purpose of this article is to encourage counselor education programs to equip students with real-life experiential opportunities in advocacy work by adopting a similar social justice pre-practicum course in their curriculum.

Exploring the Relationships Between Counseling Students’ Cultural Factors, Academic Aptitude, and Self‐Efficacy

The authors explored the pattern of change in counseling students’ (N = 373) counseling self‐efficacy (CSE) throughout their program and the influence of identifying variables. Results indicated that specific factors significantly predicted students’ initial CSE levels and the rate of CSE change. Implications for future research and counselor education programs are presented.

Practice What We Teach: Promoting Wellness in a Clinical Mental Health Counseling Masters Program

ABSTRACT Wellness strategies are important components of ethical practice for professional counselors. Therefore, wellness instruction must be included within counselor education programs; yet, many struggles to effectively integrate wellness instruction within the core curriculum. This article describes how a small clinical mental health counseling masters program implemented a wellness initiative to benefit both students and faculty during their accreditation process. Efforts to infuse wellness instruction began at the admissions interview and continued to the end of internship training. In addition, an empirically validated wellness inventory with an accompanying workbook was distributed to all internship students and faculty.

What Makes the Efficacy and Effectiveness of Multicultural Counseling?

Today, multicultural counseling to be one of the most efficacy and effective helping professionals services in helping counselees achieve positive changes. But, critical question is what makes efficacy and effectiveness of multicultural counseling? The purpose of this study is to explore of the factors affecting the efficacy and effectiveness of multicultural counseling. This study used survey method. The participant included 30 pre-service counselor educators (master’s students) from Department of Guidance and Counseling in Universitas Negeri Jakarta. Data were collected using questionnaire that is Common Factors in Multicultural Counseling Scale in the form of Likert five-level scale. The data were analyzed with exploratory factor analysis. The results showed that there are two factors affecting the efficacy and effectiveness of multicultural counseling in the perspectives of pre-service counselor educators, named: (1) specific factors, such as: counseling approach and techniques and multicultural counseling competencies; and (2) common factors, such as: person of the counselor (wisdom) and counseling alliance. The implication is that counselor educators need to consider and develop these factors in Counselor Education and Supervision programs.

Person-Centered Supervision: A Realistic Approach to Practice Within Counselor Education

In a counselor’s development, supervision is a necessary and integral part of the process to forming a professional counseling identity. Just as multiple counseling theories exist to provide a conceptual framework for the process, so too do multiple supervision theories exist to help guide the supervision experience. Based upon the work of Carl Rogers, a person-centered approach to supervision centers on two main themes: the process and the relationship (Rice, 1980). Throughout this article, the themes of process and relationship as well as the fit of person- centered supervision within a counselor education program are explored. A case example is also provided to further illustrate person-centered supervision within a counselor education program. Although more literature is needed to further discuss operating from a person-centered perspective within counselor education, this theoretical approach provides enough support and flexibility to work as a guiding theory for supervisors within counselor education programs.