This article describes how achievement for at-risk students can be improved through the implementation of a comprehensive professional development model. Areas affected include academic, personal, social, and career development. Implications are discussed.
Utilizing an experiential component in group work training is a prominent feature in Counselor Education programs. Although numerous models have been proposed, the vast majority offer limited explanations of incorporating the number of hours of group participation and observation recommended by the Professional Standards for the Training of Group Workers (ASGW, 2000). This article presents an experiential group training model with multiple opportunities for group leadership in a masters level Counselor Education program, and provides a description of common themes experienced by group-leaders-in-training as they progressed through the culminating feature which served as the capstone of this approach.
This chapter will focus on the formation and operation of a university-based play therapy clinic. Attention to the role of the clinic in experiential training, which is an important part of counselor and play therapy preparation will be addressed as well. The mission, functions, and benefits of a university-based play therapy training clinic will be explored in depth and suggestions for forming and administering the clinic will be made. Further, the authors will discuss the effect of a play therapy clinic on training, credentialing, and the promotion of play therapy along with the influence of accrediting entities such as CACREP. Finally, to assist interested programs in the development of a play therapy training clinic, components such as funding, space, design, equipment/materials, administration, and ethical considerations are discussed.
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