General Pedagogy Flashcards
Lambert, M. J., & Barley, D. E. (2001). Research summary on the therapeutic relationship and psychotherapy outcome. Psychotherapy: Theory, Research, Practice, Training, 38(4), 357–361. https://doi-org.unco.idm.oclc.org/10.1037/0033-3204.38.4.357
original article for therapeutic factors breakdown
40% extratherapeutic change; 15% technique; 15% expectancy effect; 30% common factors
client-perceived relationship factors are more important than raters’ perceptions
Therapeutic alliance is comprised of tasks, bonds, and goals
26% of difference in the rate of therapeutic success was accounted for by quality of therapeutic alliance (Horvath & Symond, 1991)
training in relationship skills is necessary for new counselors
adapt response style to particular client defines as helpful (directiveness) as well as interpersonal presentation
Relationship factors are more impactful that treatment techniques
Dollarhide, C. T., Smith, A. T., & Lemberger, M. E. (2007). Counseling Made Transparent: Pedagogy for a Counseling Theories Course. Counselor Education and Supervision, 46(4), 242–253. https://doi.org/10.1002/j.1556-6978.2007.tb00029.x
(Dollarhide et. al., 2007)
Constructivist pedagogy in teaching theories
Transparent counseling pedagogy (TCP) provides a realistic clinical demonstration in the classroom, promotes student’s active involvement, and makes counselor’s thinking transparent (clinical rationale in progress)
Co-instructor model, with counselor and client. Counselor pauses role play and asks students what they would say next. Students are in stable small groups, using think, pair, share to discuss including rationale. Discuss each option relating to particular client, presenting issues, consistency with theory being taught, etc. One is chosen along with rationale for choice. Then post-session processing to create theory-congruent conceptualization of client. Would you use the theory? What would you do differently?
TCP encourages students to think strategically instead of solely relying on instinct.
Majority of students had more meaningful experience using TCP over nontransparent roleplays and Gloria tapes.
TCP models clinical thinking and invites exploration and even push back
Levitt, D. H., & Jacques, J. D. (2005). Promoting Tolerance for Ambiguity in Counselor Training Programs. The Journal of Humanistic Counseling, Education and Development, 44(1), 46–54. https://doi.org/10.1002/j.2164-490X.2005.tb00055.x
(Levitt and Jacques, 2005)
tolerance for ambiguity viewed through developmental terms
Student early in development are seeking concrete answers, especially prevalent when learning microskills (empathy).
CE can present more opportunities for students to wrestle with ambiguity and gain effectiveness with counseling concepts
Multiplistic thinking- uncertain period, not just right/wrong, but all knowledge has value
Trying to balance relying on instincts and mastery of microskills needed.
Students may be used to relying on academic models of learning, and are challenged to rely on themeselves as primary tool for learning (i.e. trial and error)
Educators can honor ambiguity as an inherent part of the learning process
Using reflective practices to increase ambiguity tolerance
Wrestle with ambiguity- provide multiple models for each skill, how the same skill can look differently when applied
Address developmental level in teaching methods- transitional level and working toward relativistic thinking. Can be done through teaching skills before theory, practice skills and see how they feel before being concrete theory
Reflective learning and semistructured experiences
4 additional practices 1) Rely on practice over exposure to models of expert counseling 2) educator embrace trial and error approach (perhaps no summative evals) 3) laboratory experience prior to practicum to encourage tiral and error learning 4) group supervision for processing (reflective practice)
Hanna, F. J., Bemak, F., & Giordano, F. G. (1996). Theory and Experience: Teaching Dialectical Thinking in Counselor Education. Counselor Education and Supervision, 36(1), 14–24. https://doi.org/10.1002/j.1556-6978.1996.tb00232.x
(Hanna et al., 1996)
Dialectical thinking a. points out intrinsic flaws within human reasoning, b. is grounded in experience, c. distills clarity out of opposing views (avoids reductionism), d. is practical and global/farsighted, and e. is metasystematic
can contemplate and evaluate many systems of thought simultaneously; recognizes the interplay of opposites and seeks to more deeply understand them
Pure logic/reasoning cannot capture human experience/reality; although counseling theories attempts it
Common factors is most correlated to dialectical approach (over eclecticism and integration)
There are parallels between many theoretical constructs, i.e. defense mechanisms in psychodynamic are like humanistic lack of authenticity; or Perl’s topdog is like Ellis’s “shoulds” or Freud’s super-ego
Dialectical perspective is lost when dogmatically prescribed to one model, become entrenched
feminist perspective is ideal in its emphasis on experience creating reality with less cultural filtering
Examples for teaching 1=1 but in experience where is this true (apples)
Metaphor- theories are lenses, focusing and blurring specific aspects of picture
Experience is basis of practice as opposed to theory, clients are seen as dynamic living interactive beings. Thus allowing counselors to be creative, spontaneous, and connected.
Awareness of dialectical thinking may allow identification of dichotomous thinking and deconstruct these patterns.
Granello, D. H. (2002). Assessing the Cognitive Development of Counseling Students: Changes in Epistemological Assumptions. Counselor Education and Supervision, 41(4), 279–293. https://doi.org/10.1002/j.1556-6978.2002.tb01291.x
(Granello, 2002)
working toward developing a general model of counseling student cognitive development
Could help reduce anxiety through normalizing developmental lens
Perry’s (1970) model of cognitive development epistemological assumptions (the way people think about the nature of knowledge); formed 9 positions that can be condensed to 4 major stages
Dualistic- dichotomous structure, absolutes, right/wrong
Multiplistic- all knowledge is valid, uncertainty, search for right answer abandoned
Relativistic- knowledge is contextual, decisions make use of best available knowledge
Committed relativism- individuals take lifelong moral stances based on beliefs and values along with knowledge to make the best choices, theoretical category as not flushed out in research
Sequential and cumulative levels, supported in research with undergrads
May need to re-progress through levels when encountering new material, regardless of development in other aspects of life
Learning Environment Preferences modified instrument, based on Perry’s model results in cognitive complexity index (CCI) score
Results- experience was not related to cognitive development (against hypothesis), nor was GPA or age (confirmed hypothesis)
Counseling students tended to enter grad school at Multiplistic level and progress toward relativistic at end of program, most significant changes seen at end of program during internship
Adult learners may enter at different cognitive development levels overall, but have to re-progress through levels when entering counseling program, further research needed.
Barrio Minton, C. A., Wachter Morris, C. A., & Yaites, L. D. (2014). Pedagogy in Counselor Education: A 10-Year Content Analysis of Journals. Counselor Education and Supervision, 53(3), 162–177. https://doi.org/10.1002/j.1556-6978.2014.00055.x
(Barrio Minton et. al., 2014)
Content analysis of peer-reviewed articles about teaching and learning in ACA journals
Most likely to focus on technique and then content-focused. Most focused on master’s with very few specific to doctor teaching and learning
Social and cultural diversity was most common CACREP core area (32%), followed by group work (14%) and helping relationships (12%).
Theory areas were a) constructivist, social and situational theories, b) critical pedagogy like transformative learning, c) motivational and humanistic especially Kolb’s experiential, d) instruction research without theory like service-learning, multicultural, or multimedia use
Call for greater attention to other content areas outside multiculturalism like career development, professional orientation, ethics. Also focus on doctoral-level education.
(Lertora et al., 2020)
Lertora, I. M., Croffie, A., Dorn-Medeiros, C., & Christensen, J. (2020). Using Relational Cultural Theory as a Pedagogical Approach for Counselor Education. Journal of Creativity in Mental Health, 15(2), 265–276. https://doi.org/10.1080/15401383.2019.1687059
Using rct in pedagogy
Constructivism can be especially helpful in teaching difficult topics like those including marginalization or oppression, when traditional expert hierarchies are not adequate. Expert role can be ineffective here.
Relational pedagogy for techniques course
Learning occurs in relationship
Rct principles : growth occurs in growth fostering relationships
Connection and disconnection occur in relationships.
In classroom: used real plays (instead of role plays) to engage authentically with others, created mutually agreed upon rules, had clear classroom boundaries
Mutual empathy- engaged and responsive way of listening and responding, not full disclosure for tx but full attention
Experiential activity included processing time
Beneficial for all three roles- counselor, client, observer
Authenticity- fully represent self honestly in relationship
Authors conducted initial real play of model authenticity and vulnerability
Disconnect is inevitable in relationships
⁃ can occur because of discomfort with intense emotions, lack confidence in counseling skills, comparing progress, withdrawal after in accurate reflections
⁃ Can be observed in real plays. Due to being inauthentic
Relational images- of professors (experts, don’t make mistakes), or of counselor as investigator or problem-solver
Stay with vulnerability and then become more authentic
Increased authenticity led to deeper learning and connections
Strategies for disconnection could be noticed and named in real time
Recommendations: (a) encourage growth-fostering relationships through “real plays” in class for students to authentically engage in relationships with one another; (b) display mutual empathy by modeling reflections informed by counselor’s personal reactions (i. e. somatic reactions, emotional reactions, etc.); (c) foster authenticity in their classrooms through facilitating small group and large group discussions; (d) help heal disconnection by encouraging CITs to sit in uncomfortable emotions and to continue reflections even when inaccurate; and (e) address any misleading assumptions of counseling that may be detrimental to counselor growth.
(McGhee et al., 2019)
McGhee, C., Baltrinic, E. R., Laux, J., Clark, M., Liu, Y., & Harmening, D. (2019). A Phenomenological Investigation of Creative Teaching in Counselor Education. Counselor Education and Supervision, 58(2), 127–140. https://doi.org/10.1002/ceas.12136
Counselor educator creative teaching
Found teaching (a) is shaped by past experiences, (b) promotes student engagement, (c) is not formulary, and (d) requires risk taking
Creative teaching to encourage student creativity. Especially relevant to counseling
Used to enhance risk taking, improvisational skills, ambiguity tolerance
But limited research in ces
A) past experiences. Discussed experiences in childhood and education
b) student engagement. Collaborative , invite to co-create, bonding experiences, authentic and transparent, facilitates deep learning, engaged students emotionally
C) not formulary- flexible and not dogmatic, desire to change and grow as professor, do training to enhance skills
D) risk taking - can be awkward and scary, letting go is key part of creative teaching, sense of humor with mistakes, expand ideas of what is considered creative
Experiment with creativity in classroom. Go to seminars on creativity
(Association for Counselor Education and Supervision, Teaching Initiative Taskforce, 2016)
Association for Counselor Education and Supervision, Teaching Initiative Taskforce. (2016). Best practices in teaching in counselor education. Association for Counselor Education and Supervision.
Addresses androgoy, self-directed learning, experiential learning theory and transformational learning theory
Androgogy recommendations for CE- diagnosis of needs with student input, planning and ownership of learning is collaborative, evaluation is not on-directional and students participate in evaluating their own learning
SDL recommends- recognize various learning styles, communication and listening skills; use of learning contracts
ELT- case studies, role plays, fishbowl exercises, problem-based learning, field-work; facilitate self-reflction, catalyst to involve students in service learning for example
TLT recommends- ideal conditions for TL include having accurate info, ability to be critically reflective, openness to other perspectives, opportunity to participate, acceptance of informed, objective consensus; reflective judgment model, use of critical incidents, use of media products
multicultural considerations: can serve as barriers or catalysts to learning process, need further exploration; advise exploring learning context rather than individual learner
Syllabus preparation- keep student engagement at forefront, connect with students before start of term, send motivational messages, rationale for assignments, revise routinely, model being a counselor
Assessment- systematically assess student progress per CACREP requirement by 1. id key performance indicators, measurement of learning via multiple measurements over time, and review and analysis of data. Design multiple opportunities for students to demonstrate knowledge, skills, and dispositions including formative and summative assessments. Portfolios- collections of student work, flexible and creative. Rubrics.
Online teaching- need more research. instructor important element, active learning. CE may not have skills currently and are not compensated for learning. CEs need opportunitites to develop online skills.
Student evaluation of teaching- controversial but overall effective as one means of assessment; bias concerns not a big issue. Peer assessment can be used as can self-assessment and reflective practice
(Palmer, 2017)
Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life (Twentieth anniversary edition). Jossey-Bass.
Index:
heart of a teacher: identity and integrity in teaching
a culture of fear: education and the disconnected life
The hidden wholeness: paradox in teaching and learning
Knowing in community: joined by the grace of great things
Teaching in community: subject-centered education
Learning in community: conversation of colleagues
Divided no more: teaching from a heart of hope
Circle of trust- based on quaker practices
everyone has an inner teacher; inner work requires solitude and community; inner work must be invitational (not demanded); lives move in cycles; appreciate paradox; live with greater integrity; hidden wholeness underlies our lives
when the going gets rough, turn to wonder. nonjudgmental, curious stance
