Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Handbook of Counselor Preparation-Seminar in Counselor Ed > Chapter 3-Guidelines for Constructivist-Developmental Counselor Education > Flashcards

Chapter 3-Guidelines for Constructivist-Developmental Counselor Education Flashcards

1
Q

Jane Vella’s (2002) principles for adult education (First 3)

A
  1. Create a feeling of Safety.
  2. Ensure the existence of Sound relationships.
  3. Show Respect for learners as agents.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Jane Vella’s (2002) principles for adult education (next 3)

A
  1. Engage learners.
  2. Do regular Needs assessments and practice accountability.
  3. Provide Sequence and reinforcement.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Jane Vella’s (2002) principles for adult education (final 3)

A
  1. Provide opportunities for immediate Application.
  2. Practice Equity.
  3. Encourage Teamwork.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Vella suggests that instructors do the following to create safety (5):

A
  1. Make course design and requirements clear
  2. Share teacher’s background & passion for the subject.
  3. Ask learners about their expectations.
  4. Ask learners what norms they propose
  5. Be affirming.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

RE: Vella, how can instructors ensure the existence of sound relationships (4)?

A
  1. Address students by name.
  2. Be accessible (e.g., via email and phone). 3. Explain rationales for in-class activities and assignments.
  3. Challenge their initial or ongoing prejudices about particular students
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

RE: Vella, how can instructors show respect for learners as agents (2)?

A
  1. Treat adult learners as capable of making decisions during the course.
  2. Clarify when students are consultants making suggestions and when they are deliberators making decisions.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

RE: Vella, how can instructors engage learners (3)?

A
  1. Regularly engage learners in activity.
  2. Treat a learning task as an open question put to a small group.
  3. Be wary of merely “covering” a set curriculum.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

RE: Vella, how can instructors do regular needs assessments and practice accountability (2)?

A
  1. Ask two questions,“What do you think you need to know?” and “What do you already know?”
  2. Give formative assessments to gauge learning
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

RE: Vella, how can instructors provide sequence and reinforcement (4)?

A

(1) start with simple, safe tasks
(2) take small steps toward building to the next tasks
(3) return to previously taught facts, skills, and attitudes
(4) encourage students to experience and/or pay attention to practical results of trying out ideas.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

RE: Vella, how can instructors provide opportunities for immediate application (2)?

A
  1. Engage in class simulations.

2. Have a mini practicum.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

RE: Vella, how can instructors practice equity (4)?

A
  1. Call instructors by first names.
  2. Sit within the circle of learners as inquirers.
  3. Self-disclose
  4. Co-present at conferences
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

RE: Vella, how can instructors encourage teamwork?

A
  1. Let students form their own groups
  2. Form groups for students
  3. Direct the teams toward a learning task.
  4. Have learners pay attention to interpersonal process as well as the product.
  5. Ask learners to assess formatively and summatively.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

CONSTRUCTIVIST-DEVELOPMENTAL TEACHING GUIDELINES - first 3

A

Lee Knefelkamp (1984) proposed the first three guidelines, acronym ESP

  1. Value and promote Experience.
  2. Vary the Structure.
  3. Personalize teaching.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

CONSTRUCTIVIST-DEVELOPMENTAL TEACHING GUIDELINES - next 5 and what do they promote?

A

Promote thoughtful reflection, acronym MACCC

  1. Emphasize Multiple perspectives.
  2. Value Approximation over precision.
  3. Recognize that Conflict and dialectic are the norm. Encourage their expression.
  4. Question Categorical thinking.
  5. Show Commitment in the face of doubt.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

CONSTRUCTIVIST-DEVELOPMENTAL TEACHING GUIDELINES - first 3

A

Lee Knefelkamp (1984) proposed the first three guidelines, acronym ESP

  1. Value and promote Experience.
  2. Vary the Structure.
  3. Personalize teaching.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

CONSTRUCTIVIST-DEVELOPMENTAL TEACHING GUIDELINES - next 5 and what do they promote?

A

Promote thoughtful reflection, acronym MACCC

  1. Emphasize Multiple perspectives.
  2. Value Approximation over precision.
  3. Recognize that Conflict and dialectic are the norm. Encourage their expression.
  4. Question Categorical thinking.
  5. Show Commitment in the face of doubt.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

CONSTRUCTIVIST-DEVELOPMENTAL TEACHING GUIDELINES - last 2 and what do they promote?

A

Promote the process in counseling

  1. Encourage Intrapersonal process awareness, or metacognition.
  2. Accent interpersonal process commentary, or metalogue.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Define Guideline 1—Value and promote experience

A

Active participation in events or activities in a way that heightens attention and the senses.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Bandura found that the most influential contribution to a sense of self-efficacy was ?

A

Performance accomplishment, an occurrence in which an individual experiences success.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Examples of experiential learning in counselor education

A
  1. role plays,
  2. classroom simulations and exercises, 3.team projects,
  3. interviewing and shadowing experts,
  4. case studies,
  5. out-of-class observations,
  6. field work.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

When is it good to provide high levels of structure?

A

When presenting new material

22
Q

Higher degrees of structure might include:

A
  1. Outline and rubric
  2. Agenda for class with objectives
  3. Study guides for tests
  4. Definition of terms
  5. Study guidelines
23
Q

Define Guideline 3—Personalize teaching

A

(1) promoting interactions among all participants

(2) making connections between the subject matter and individuals’ personal lives and experiences.

24
Q

What are 4 ways the instructor can personalize the learning environment?

A
  1. Encouraging students to make personal connections with the subject matter
  2. Being “present” in the classroom
  3. Providing a challenging but nonpunitive environment
  4. Instigating dialogue and interaction
25
Q

What are another 4 ways the instructor can personalize the learning environment?

A
  1. showing enthusiasm
  2. sharing the teaching methods
  3. offering individualized feedback
  4. being accessible
26
Q

What is “objectification of the teacher?”

A

Taking a dispassion stance about knowledge

No personalization of the instructor

27
Q

What did Belenky and colleagues mean by the “connected classroom?”

A

A place in which everyone contributes and everyone’s presence is valued.

28
Q

What did Freire mean by the midwife model of creating knowledge?

A

Instructor helps student birth their own ideas by asking questions, encouraging free writing, and assigning reflection papers,

29
Q

What did Belenky and colleagues mean by the “connected classroom?”

A

A place in which everyone contributes and everyone’s presence is valued.

30
Q

What did Freire mean by the midwife model of creating knowledge?

A

Instructor helps student birth their own ideas by asking questions, encouraging free writing, and assigning reflection papers,

31
Q

According to Elbow, what is the believing game vs. the doubting game?

A

Believing game-students believe in, others’ ideas seriously before challenging them.
Doubting game-critiquing ideas to find their flaws

32
Q

What are Methods for promoting interaction?

A

discussions, buzz groups, and cooperative learning

33
Q

Define a transgression of boundaries.

A

showing excitement for ideas and for each other

34
Q

Describe Guideline 4-Emphasize multiple perspectives

A

Counselors must recognize their assumptions and weigh alternatives in the moment.

35
Q

What can help counselors consider multiple perspectives?

A

dialectical thinking, seeking out alternate formulations of a situation and attempting to incorporate those views into decisions on how to act

36
Q

For cultural perspectives, how can a counselor educator can act as a “critical pedagogue?

A

helps students change their “stagnant or stereotypical views” about groups other than their own

37
Q

Describe Guideline 5—Value approximation over precision

A

Approximation-hearing an emerging client story and formulating a response in the moment.

38
Q

How can counselors help students live with approximations?

A

Pause

Speak in measured tones

39
Q

What are some ways to encourage approximation?

A

Brainstorming

Show respect for the partially formed ideas

40
Q

Describe Guideline 6-conflict and dialectic are the norm. Encourage their expression

A

at least temporarily, live in the discomfort of conflict.

Greek agon-notion of agon, struggle or contest.

41
Q

How can counselors encourage students to embrace conflict and dialectic as a norm?

A
  1. Ask students to assess their learned ways of dealing with, or avoiding, conflict
  2. Model comfort with conflict.
  3. Invite counterviews on any issue in a class.
42
Q

What are 3 dangers of categorical thinking?

A

reification
totalizing
bifurcation

43
Q

Describe Reification.

A

treating the words as if they represent a real thing.

EX: that patient is a borderline

44
Q

Describe Totalizing.

A

seeing the whole person or behavior as fitting into a category.

45
Q

Describe Bifurcation.

A

Treating phenomena in either/or fashion.

46
Q

How might counselors counter reification of socially constructed categories of DSM?

A

Use the phrase diagnostic impression, which acknowledges the subjectivity and approximation

47
Q

Describe Guideline 8—Show commitment in the face of doubt

A

Taking action, often under uncertain conditions.

48
Q

Guideline 9—Encourage intrapersonal process awareness, or metacognition

A

Step back from experience and reflect on and evaluate it.

49
Q

What does Metacognition allow counselors to recognize?

A

countertransference and projections.

50
Q

What is the Interpersonal Process Recall (IPR) method?

A

Trainees identify their cognitions and feelings at any one point in a session

Handbook of Counselor Preparation-Seminar in Counselor Ed (25 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions