Ch 14 Flashcards
Issues in Counselor Education
information that must be provided to students before entering a counseling program
the values and ethical principles of the profession
the type and level of skill and knowledge acquisition required for successful completion of the training program
technology requirements
program training goals, objectives, and mission, and subject matter that will be covered
training components that encourage self-growth or self-disclosure as part of the training process
the type of supervision settings and requirements of the sites for required clinical field experiences
student and supervisee evaluation and dismissal policies and procedures
up-to-date employment prospects for graduates
minimum criteria for admission
GRE (95%) or MAT score
a minimum undergraduate or graduate GPA
minimum number of years of work experience
screening of personal and interpersonal skills and qualities q
personal characteristics associated with the ability to succeed as a counselor
maturity
flexibility
emotions stability
acceptance
open-mindedness
empathy
warmth
genuineness
sensitivity
affirmative action
an attempt to consider how past discrimination may have negatively affected a category of individuals and to give them special consideration when they apply to a graduate program
Shin 2008 has suggested that programs use…
flexible admissions criteria to increase student diversity rather than continue to rely on GPA and GRE scores, which are less reliable predictors of success for racially and ethnically diverse applicants
counselor educators must
make students ware of the ethical standards of the counseling profession and their responsibilities to the profession
lambie, hagedorn, and Ieva found that…
participation in ethics courses significantly increased students ethical and legal knowledge, but that social-cognitive development and ethical decision-making ability did not change significantly
an ethics course can teach
ethical decision making
increase tolerance for ambiguity
enhance student awareness of how values influence decision making in the wake of the Ward v Wilbanks legal case
pedagogical strategies for social justice and advocacy teaching
exploring the dynamics of privilege and oppression
engaging students in the development of critical consciousness
using experiential activities
infusing social justice advocacy into supervision
engaging students in service learning projects to move learning beyond the classroom
teaching theories and techniques
counselor educators have an ethical responsibility to teach current theories and techniques that are effective fr the populations that students will be counseling
counselor educators…
promote the use of techniques/procedures that are grounded in theory and/or have an empirical or scientific foundation
in order to ethically infuse technologies into the curriculum, counselor education programs and students must….
have the necessary equipment and training to use the technologies and to understand their benefits and limitations
an ethical concern regarding self-growth experiences in counselor education programs is how…
counselor educators can balance students rights to privacy against the need to provide effectiveness of self and others
counselor educators who teach counseling skills must…
define effective counseling in specific and concrete terms so that students can become proficient in their skill development
if an evaluation/grade is challenged, counselor educators have to explain the criteria used to evaluate a students counseling skills
indicate the skills to be learned in the course in terms that are as specific and behavioral as possible
give periodic, specific feedback regarding the development of those skills
have a method of transferring evolutions into numbers or grades that can be justified
the consensus is that students learn best when…
didactic instruction is accompanied by experiential learning about group process and dynamics
instructor avoids serving as the facilitator
fishbowl technique
combine observational and experiential learning
alternative methods for delivering the experiential component…
having counselors lead groups
having actors play role of group members
sending students off campus to participate in group experiences
observational learning
fishbowl technique
counselor educators must…
develop clear policies regarding field placement and other clinical experiences, and they must develop clear policies regarding field placement and other clinical experiences, and they must provide clearly stated roles and responsibilities for students, site supervisors, and program supervisors
gatekeeping
a process of evolution and remediation to ensure compliance with accreditation competencies and ethical standards
counselor educators are gatekeepers to the profession and must evaluate students to determine whether they should be allowed to progress through and graduate from their counselor preparation programs
counselor educators must clearly state to students the level competency expected, their appraisal methods, and the timing of evaluations; provide ongoing feedback
the ACA code of ethics advises counselor educators to
- assist students in securing remediation
- seek consultation from other professionals and document their decision to dismiss or refer students for assistance
- ensure that students know in a timely manner that problems exist and provide them with due process
gate-slipping
occurs when counselor educators or supervisors recognize that a student is having problems with professional performance but do not intervene
occurs because of a lack of clear evidence of student deficiencies, a bias toward leniency, a fear of recrimination including a lawsuit, a fear of appearing to be culturally insensitive, a choice to step behind the empathy veil, or a lack of support from colleagues or administrators
empathy veil
the counselor educators need to empathize with students
remediation
a documented, procedural process that addresses perceived inabilities in trainees performance with the intent to provide trainees with specific means to remedy their inabilities
interventions used most frequently: discussing the problem with the student and starting due process procedures
remediation strategies
referring a student for personal counseling
increasing or changing supervision
repeating coursework
tutoring
assigning a peer mentior
increasing observation of clinical work
assigning or recommending readings and workshops
writing a letter of concern
restricting some form of student participation in the program
horowitz v board of curators of the university of Missouri has established that…
professional programs have the right to dismiss students who have excellent academic records but poor performance in applied areas
dismissal decisions in counselor education programs are likely to be legally justified but…
only after faculty have provided a student with fair and just opportunities to remediate any identified deficiencies
decisions in Ward and Keeton reinforce the importance…
of counselor education programs ensuring that all faculty members agree on policies and how they are implemented, and that policies and procedures are applied uniformly to all students, well documented, and readily available to students
counselor educators should not endorse a student for employment or for any credential if they believe…
that the student is not qualified
the ACA code of ethics requires counselor educators to be…
skilled as teachers and practitioners
must be knowledgeable regarding the ethical, legal, and regulatory aspects of the profession, and they have an obligation to make students aware of their responsibilities
strategies for counselor educators to keep themselves on their growing edge
reading and attending workshops and conferences to stay up to date on developments in the field
working a few hours a week at a counseling agency in the community to keep skills sharp
paying serious attention to student evaluations of their teaching and courses and implementing recommend improvements,
and conducting and publishing their own research
similarities between counselor educator and students vs counselors and clients
both involve a power differential in an inherently unequal relationship in which one person is seeking a service
differences between counselor educator and student vs counselors and clients
characterized by multiple and overlapping roles
always in transition as student grows (shifts power but does not eliminate it)
guidelines for maintaining ethical relationships between faculty and students
- the professors position of power and authority over students must be awknowledges, and dual relationships should be carefully monitored
- a flexible Fram that includes a core set of norms for ethical relationships should be utilized to evaluate dual relationships between faculty and students
- a climate for ethical behavior should be fostered
mentoring is the one form of role blending that is…
almost universally viewed as positive and important to the professional development of counselor trainees
counselor educators who ask students to be clients for other students in counseling skills courses should…
give clear guideleines as to what kinds of issues should be discussed
should caution all course members to maintain confidentiality regarding issues discussed in class, and should intervene if student clients appear uneasy or distressed
layered supervision
supervising doctoral students who are supervising others
strategies to enhance the development of your professional identity
join and actively participate in organizations such as chi sigma iota
join professional organizations such as ACA and its devisions that represent special interests
attend professional workshops and conferences that deal with ethical legal and professional issues
