Teaching councelors and therapists : constructivist and developmental course design

Title:

Publication Information:

Westport, CT : Bergin & Garvey, 2001

ISBN:

9780897897952

Subject Term:

Educational counseling -- Study and teaching (Higher)

Constructivism (Psychology)

Student counselors -- Training of

Added Author:

Eriksen, Karen, 1956-

McAuliffe, Garrett

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Library	Item Barcode	Call Number	Material Type	Item Category 1	Status
Searching... PSZ JB	30000004718726	LB1027.5 T42 2001	Open Access Book	Book	Searching... Unknown

A guide to innovative mental health education is urgently needed. Despite the hundreds of programs in existence for training students in counseling, human service, social work, and psychology, teachers in such programs have relied on an informal network of information exchange to guide their teaching practice. Yet, constructivist and developmental theories now point to sound, innovative practices for teaching. This volume delineates those practices.

Despite years of research on effective adult education, university teaching fails, in practice, to incorporate research-supported teaching principles. Current university instruction is still dominated by the teacher-as-authority. The teacher downloads information from the front of the class and expects students to regurgitate it in papers and on exams. The authors offer a different vision of classrooms that are characterized by the themes of meaning-making, collaboration, equality, and activity in the learning environment.

Author Notes

KAREN ERIKSEN is Assistant Professor, Counselor Education, Radford University.

GARRETT McAULIFFE is Associate Professor, Counseling Program, Old Dominion University.

Garrett McAuliffeYvonne L. Callaway and Sue A. StickelKaren Eriksen and Garrett McAuliffeSuni PetersenCarolyn OxenfordBill BruckMary Lee Nelson and Pamela O. PaisleyJudy EmmettSusan Allstetter NeufeldtKathy O'ByrneVictoria E. WhiteAnn Vernon and Toni R. TollerudThomas RussoShelley A. Jackson and Susan DeVaneyRick MyerJane FriedJane J. Carroll and James A. BazanR. Elliott Ingersoll and Cecile Brennan

Preface	p. xiii
1 Introduction: Guidelines for Constructivist Teaching	p. 1
The Paradox of the Constructivist Impulse	p. 1
Guidelines for Constructivist Teaching	p. 4
Conclusion	p. 10
2 Introduction to Counseling: A Preliminary Construction of the Professional Reality	p. 13
Reality	p. 13
Course Purpose, Process, Content, and Learning Objectives	p. 15
Instructional Processes	p. 21
Guided Practice as a Tool for Evaluation and Goal Setting	p. 25
Reflections on Teaching the Introductory Course	p. 26
Appendix	p. 29
3 Constructing the Helping Interview	p. 41
The Learning Sequence: A Bias Toward Activity	p. 45
Evaluation	p. 54
Conclusion	p. 57
Appendix	p. 58
4 Using Kelly's Personal Construct Theory as a Meta-Structure to Teach a Counseling Theories Course	p. 71
Rationale for Choice of Theories in the Course	p. 73
Kelly's Basic Postulate and Corollaries	p. 76
Conclusion	p. 84
Appendix	p. 85
5 Discovering Assessment	p. 93
Constructivism Meets the Assessment Course	p. 94
Part I Establishing Goals	p. 96
Part II Tasks, Activities, and Methods	p. 102
Part III Evaluations in the Assessment Course	p. 108
Conclusion	p. 111
6 Teaching Group Counseling: A Constructivist Approach	p. 113
Course Design	p. 114
Progressive Skill Training Method	p. 114
The Training Group	p. 115
Other Course Features	p. 117
The Instructor's Role	p. 117
The Constructivist Approach	p. 117
Opportunities and Challenges in the Constructivist Approach	p. 122
Conclusion	p. 123
7 Teaching Counseling Research from a Constructivist Perspective	p. 125
Constructivist Principles	p. 126
Seminar in Counseling Research, University of Washington	p. 127
Doctoral-Level Research Groups	p. 133
An Integrated Approach to Research at the Master's Level	p. 135
Conclusion	p. 136
8 A Constructivist Approach to the Teaching of Career Counseling	p. 139
Introductory Session in a Constructivist Career Counseling Course	p. 141
Teaching Career Theory	p. 144
Teaching Career Assessment	p. 145
Teaching the Use of Career Information	p. 149
Conclusion	p. 152
Some Final Reflections	p. 152
Appendix	p. 155
9 Educating Supervisors: A Constructivist Approach to the Teaching of Supervision	p. 169
Constructivism and the Education of Supervisors	p. 170
Reflectivity	p. 170
The Training Sequence: Supervision Theory and Practicum	p. 172
The Risks of Constructivist Supervision Training	p. 180
Conclusion	p. 182
10 Constructing Learning Communities in Pre-Practicum and Practicum Seminars	p. 185
The Constructivist Rationale: Trusting Oneself in a Community of Learners	p. 185
Themes for the Constructivist Practicum	p. 188
Creating Objectives in Dialogue	p. 189
Specific Constructivist Instructional Practices	p. 191
Assessment of Learning	p. 196
Conclusion	p. 196
Appendix	p. 198
11 Renaming and Rethinking the "Diagnosis and Treatment" Course	p. 203
Applying Postmodern Theory to Assessment and Collaborative Counseling Plan Development	p. 204
Applying Constructivist Principles to Teaching Client Assessment and Planning	p. 207
Writing Activities	p. 213
Conclusion	p. 216
12 Transformative Learning Experiences in Graduate Classes on Counseling Children and Adolescents	p. 219
Personalizing Teaching	p. 220
Varying the Structure	p. 222
Encouraging Exploration of Multiple Perspectives	p. 228
Encouraging Intrapersonal Awareness	p. 230
Conclusion	p. 231
Appendix	p. 232
13 Family Counseling Training and the Constructivist Classroom	p. 235
Social Constructionism and Multiple Voices	p. 236
Some Constructivist Trends in Family Therapy	p. 237
Applications of Constructivist Principles to Family Counseling Education	p. 240
Specific Constructivist Approaches and Activities in the Classroom	p. 242
Conclusion	p. 252
14 Constructivist and Developmental School Counselor Education	p. 255
Toward a Constructivist and Developmental Identity for School Counseling Students: Infusing Context, Phase, Stage, and Style into the Program	p. 257
Integrating Constructivist Principles into the Introduction to School Counseling Course	p. 261
Conclusion	p. 265
Appendix	p. 266
15 Community Agency Counseling: Teaching About Management and Administration	p. 275
Cacrep Guidelines for Education in Community Agency Work	p. 276
Educational Research Foundations for a Course on Community Agencies	p. 277
Application of Project-Based Cooperative Learning in the Classroom	p. 280
Evaluation	p. 286
Conclusion	p. 288
16 Student Development Education as the Practice of Liberation: A Constructivist Approach	p. 293
The Unraveling of Objectivist Knowing: Connecting The Knower and The Known	p. 294
The Evolution of Student Development Theory: Toward Transformative Learning	p. 295
Intentional Student Development as Liberatory Education	p. 297
The Cultural Limitations of Student Development Theory	p. 298
Theories of Mattering and Involvement	p. 301
New Pedagogies for Teaching Student Development Theory	p. 303
Conclusion	p. 310
Appendix	p. 311
17 Teaching Substance Abuse Counseling: Constructivist Hyperlinks From Classroom to Clients	p. 319
Goals for a Course in Substance Abuse Counseling	p. 320
Perspectives on Substance Dependence	p. 321
The Constructivist Teaching of Substance Abuse Counseling	p. 323
Conclusion	p. 331
Appendix	p. 333
18 Positivism-Plus: A Constructivist Approach to Teaching Psychopharmacology to Counselors	p. 335
The Medical Model, Constructivism, and Counselor Training	p. 337
Components of the Psychopharmacology Course	p. 344
The Positivist Bases and Positivism-Plus: Toward Constructivist Directions and Methods	p. 346
Conclusion	p. 351
Index	p. 355
About the Editors and Contributors	p. 361

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Table of Contents