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)
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)
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 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) could be mentored and/or be exposed to diverse academic and professional leaders within and outside the profession
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)
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)
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)
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)
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)
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)
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)
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)
Section 2: Academic Quality CACREP Standards
Apply to all entry-level and doctoral-level programs for which accreditation is being sought (CACREP, 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)
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)
