Professional Issues Flashcards
Situational Leadership Definition
approach focuses on leadership in situations and different situations demand different kinds of leadership (Northouse, 2022)
Effective leaders using Situational Leadership
those who can recognize what followers need and then adapt their style to meet those needs (Northouse, 2022)
What does SLT suggest?
no single leadership style is best, rather the leader considers different components of an individual situation to determine choice of leadership style/techniques (Kozachuk & Conley, 2021)
Situational Leadership Model is based on which three factors
Amount of direction (task behavior) provided by leader
Amount of support (relationship behavior) provided by leader
Confidence and competence (readiness level) present in follower (Bedford & Gehlert, 2013; Kozachuk & Conley, 2021)
Task Behaviors in SLT
degree to which leader engages in spelling out duties and responsibilities of an individual or a group (Bedford & Gehlert, 2013; Kozachuk & Conley, 2021)
Relationship Behaviors in SLT
degree to which leader engages in two-way or multiway communication (Bedford & Gehlert, 2013; Kozachuk & Conley, 2021)
Readiness in SLT
defined as extent to which follower demonstrates ability and willingness to accomplish specific task (Bedford & Gehlert, 2013)
Leadership Styles in SLT: High Directive-Low Supportive
Directing style; leader focuses communication on goal achievement, and spends a smaller amount of time using supportive behaviors and leader gives instructions about what and how goals are to be achieved by followers then supervises carefully (Kozachuk & Conley, 2021; Northouse, 2022)
Leadership Styles in SLT: High directive - high supportive
coaching approach; leader focuses communication on both high achieving goals and meeting followers’ socioemotional needs and coaching style requires leaders involving selves with followers by giving encouragement and soliciting follower input (Kozachuk & Conley, 2021; Northouse, 2022)
Leadership Styles in SLT: High supportive - low directive
supporting approach; leader does not focus exclusively on goals but uses supportive behaviors that bring out followers’ skills around goal to be accomplished and gives followers control of day-to-day decisions but remains available to facilitate problem solving; includes listening, praising others, asking for input and giving feedback (Kozachuk & Conley, 2021; Northouse, 2022)
Leadership Styles in SLT: Low supportive - low directive
delegating approach; leader offers less goal input and social support, facilitating followers’ confidence and motivation in reference to goal and leader lessens involvement in planning, control of details and goal clarification (Kozachuk & Conley, 2021; Northouse, 2022)
Key to situational leadership
accurately determining readiness and matching follower’s readiness level with appropriate leadership style (Bedford & Gehlert, 2013)
Classifications of Followers in SLT: D1
low in competence and high in commitment; new to a goal and do not know exactly how to do it, but are excited about the challenge (Bedford & Gehlert, 2013; Northouse, 2022)
Classifications of Followers in SLT: D2
described as some competence but low commitment; have started to learn a job but also have lost some initial confidence about job (Bedford & Gehlert, 2013; Northouse, 2022)
Classifications of Followers in SLT: D3
followers who have moderate to high competence but variable commitment; have developed skills for job but are uncertain as to whether they can accomplish goal by themselves (Bedford & Gehlert, 2013; Northouse, 2022)
Classifications of Followers in SLT: D4
highest in development with both high degree of competence and high degree of commitment; have transferable skills and task knowledge to do the job and confidence and motivation to get it done (Bedford & Gehlert, 2013; Northouse, 2022)
What can counselor educators do as academic leaders?
can implement concrete strategies at various intervention points in model as they identify, develop and sustain academic leaders (Hays et al., 2021)
What roles do counselor educators hold in leadership?
mentor students and other counseling professionals in developing own professional identities when they share common professional contexts and experiences (Woo et al., 2016)
Counselor educators and counselor trainees with potential for academic leadership could do what?
could be mentored and/or be exposed to diverse academic and professional leaders within and outside the profession through job shadowing, internships, and trainings within a university as well as through those sponsored by ACES (Hays et al., 2021)
Counselor educators often serve in what kinds of roles?
leadership roles in counseling community through involvement in professional organizations, or community advocacy (DeDiego et al., 2022)
What does leadership emphasize?
emphasizes building relationships based on mutual respect to influence and motivate change (DeDiego et al., 2022)
Why are opportunities to take leadership positions with mentoring support important?
for professional identity development and for doctoral students to pursue leadership after completing graduate programs (DeDiego et al., 2022)
Academic leadership within a counselor education program is important because
important for counselor educators within an academic unit to understand nature and scope of various academic leadership roles to understand nature and scope of various academic leadership roles to enhance collegiality and overall positive workplace context (Hays et al., 2021)
How do mentor experiences affect counselors?
affect counselor self-growth, promotion of well-being, empowerment and adherence to professional ethics (Woo et al,. 2016)
What can academic leadership opportunities do?
can yield positive academic, career and social justice outcomes for students and peers at the broader systems level (Hays et al., 2021)
Trauma-informed care in teaching does what?
improves quality of care and health outcomes for trauma-impacted people and emphasizes treating a client’s individual experiences rather than applying general treatment approaches based on diagnosis (Felter et al., 2022)
Trauma-informed models in counselor education can do what?
provide tools and strategies to support program leaders and counselor educators to:
Train all stakeholders in foundational trauma competencies
Consider and adjust existing policies and practices that undermine health, healing, and safety
Incorporate trauma competencies throughout the graduate curriculum in a systematic way so they do not live within a singular course
Teach students about VT and skills to mitigate trauma’s impact on the clinician
Consider and adopt other contextual factors that promote safety, connection, and health within the training program (Felter et al., 2022)
How can counselor educators teach safety?
through grounding techniques to build trust regarding a CIT’s activated state of mind as CIT’s learn, process and engage in honing clinical skills (Nelson, 2024)
How can counselor educators integrate TIC in activities?
CE’s may have students complete self-reflection journals on takeaways from course discussions, lectures, readings and other assignments (Nelson, 2024)
Principles of Trauma-informed Learning
Principles are ensuring safety, establishing trustworthiness, maximizing choice, maximizing collaboration, and prioritizing empowerment (Carello & Butler, 2015; Nelson, 2024)
Reducing Risk of Trauma-Informed Learning
Conducting regular verbal check-ins with students during class, allowing students to not participate, implementing policies and practices that can help students avoid shame and feel safe and using neutral language and a strengths-based perspective in communication (Carello & Butler, 2015)
What should counselor educators consider in trauma-informed learning?
must consider the importance of applying TI educational practices designed to help alleviate vicarious trauma and secondary traumatic stress, and prevent traumatization and/or re-traumatization in students or trainees while integrating trauma content safely (Moh et al., 2023)
Trauma-informed educational practices
educational practices in higher education are based on following eight principles (Moh et al., 2023)
* Physical, emotional and social safety
* Trustworthiness and transparency
* Support and connection
* Inclusiveness and shared purpose
* Collaboration and mutuality
* Empowerment, voice and choice
* Cultural, historical and gender issues
* Growth and change
How is gatekeeping defined?
defined as responsibility of all counselors to intervene with professional colleagues and supervisors who engage in behavior that could threaten welfare of those receiving services (Schuermann et al., 2018)
Professional performance evaluation processes in counselor education should be what?
should be comprehensive, ongoing, and based on behaviorally specific student assessment categories (Schuermann et al., 2018)
Aspects of gatekeeping in counselor education
include examining knowledge, personality, values, clinical abilities, openness to feedback, adherence to ethical codes and personal chracteristics of students that may impact ability to be effective counselors (Schuermann et al., 2018)
How can counseling program administrators use gatekeeping assessment data?
to create initial and refresher training programs (Schuermann et al., 2018)
Role of remediation in gatekeeping
Remediation argued to be key component of gatekeeping and remedial interventions should be corrective, rather than punitive and continuously monitored by faculty (DeCino et al., 2024)
Obligation of counselor educators to practice gatekeeping
CE’s obligated to practice gatekeeping with doctoral students because doctoral students often adopt supervisor-in-training or coteacher roles during training experiences or graduate and assume powerful positions as clinic directors, educators or supervisors (DeCino et al., 2024)
Immersion activities in multicultural training
Immersion activities are very common in multicultural training and follow idea that empathy is developed through observation and exposure (Bayne et al., 2023)
What should counselor educators do in diversity training?
CE’s should consider own training experiences, critically engaging in an analysis of whether training reinforced dominant ideology and how this may have impacted subsequent teaching strategies (Bayne et al., 2023)
What can faculty do to integrate multicultural competencies?
Faculty should model appropriate attending skills when BIPOC narratives are present, centering lived experiences and monitoring to see whether students receive acknowledgement from instructor and peers or whether narratives are ignored, minimized or redirected (Bayne et al., 2023)
What can counselor educator training programs do in cultural competency?
can work to create type of safe spaces that students are advocating for and bring a more human quality to control discussed in classes to help develop culturally humble counselors in training (Kriofske Mainella et al., 2024)
Multicultural counseling competencies
stated that culturally skilled counselors possess knowledge, skills, and awareness that enable them to identify the following: racism and discrimination, their own racist attitudes, beliefs and feelings, their own nonracist identity, sociopolitical issues impacting counseling and ways to eliminate biases, prejudices and discriminatory practices (Shand-Lubbers & Baden, 2023)
Counselor educators and self-awareness in diversity
must ask selves how they, as well as their counseling programs, participate in both implicit and explicit racism, regardless of discomfort that is experienced; must not only recognize harmful behaviors of power hoarding within selves but also within students to help students recognize when they are engaging in harmful social dynamics with students of color during group assignments and collaborative projects as part of modeling behaviors that promote social justice and equity in CE collaboratives; must be aware of how these behaviors can manifest when trying to avoid distressing thoughts about participation in racist behaviors, so that white CE’s can identify ways to lean into discomfort and address harmful behaviors with themselves and white students in CE contexts; must become knowledgeable about ways in which students of color are harmed in ongoing CE practices, as part of disrupting harmful institutional practices in CE and must also teach CIT’s about white supremacy and its harmful impacts to all cultural communities, as well as through aspects of CE (Gorritz, 2024)
Section 2: Academic Quality CACREP Standards
Apply to all entry-level and doctoral-level programs for which accreditation is being sought (CACREP, 2024)
