addressing career issues online: perceptions of counselor education professionals

Lewis, Jacqueline; Coursol, Diane

doi:10.1002/j.2161-1920.2007.tb00033.x

Cited by 9 publications

(7 citation statements)

References 12 publications

(15 reference statements)

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“…Moreover, student satisfaction and performance in an online learning environment is comparable with satisfaction and performance in face-to-face environments . More importantly, counselor educators have integrated online education into counselor education programs-including those accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), and many counseling professionals currently utilize this learning modality (Lewis & Coursol, 2007). Therefore, the availability and accessibility of online education programs renders possible the means for improving counselors' knowledge and attitude about NDEs.…”

Section: Impact Of An Online Education Program On Counselors' Knowledmentioning

confidence: 99%

“…Online education provides a platform to which counseling students can respond to multicultural and social justice issues in a professional, psychologically safe, and learner-centered manner (Ilieva & Erguner-Tekinalp, 2012). Furthermore, in a study of 127 counselor education professionals, researchers found these professionals were open to the use of online education (Lewis & Coursol, 2007). accompanied by text to illustrate, enhance, and clarify information related to NDEs (Holden, 2008).…”

Section: Online Counselor Educationmentioning

confidence: 99%

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Impact of an online education program on counselors’ knowledge and attitudes about near-death experiences.

2017

JNDS

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Loseu, Saharnaz. Impact of an Online Education Program on Counselors' Knowledge and Attitude about Near-Death Experiences. Doctor of Philosophy (Counseling), May 2017, 125 pp., 3 tables, references, 129 titles. An estimated 15 million people in the US have had a near-death experience (NDE), an experience of usually lucid consciousness during a close brush with death. Following an NDE, experiencers (NDErs) sometimes feel challenged and seek counseling to integrate the experience into their subsequent lives. They have reported psychologically harmful experiences disclosing their NDEs to healthcare professionals, including counselors. Counselors' knowledge and attitude about NDEs appear to be critical variables in their ability to uphold the ethical imperative to do no harm to clients. The recent development of a psychometrically sound instrument to assess these variables, coupled with online availability of a three-part NDE educational program for health professionals, made possible for the first time a large-scale pre-post study of the effect of the program on counselors' knowledge and attitude about NDEs. Participants were 212 licensed professional counselors (LPCs) aged 23 to 71 years old (M = 44.93, SD = 12.69); sex self-identified as 12.3% male, 87.3% female, and .5% other; racially/ethnically self-identified as 84% White and 17% non-White and as 6.6% Latino-Hispanic and 92.5% non-Latino/Hispanic; and representing four regions of the US. Results revealed that, compared to control group, composed of LPCs who completed topically unrelated online programs (n = 112), those who completed the NDE program (n = 100) showed significantly more accurate knowledge and more positive attitude about NDEs. Participants also overwhelmingly expressed enjoyment of the programs. These results support the use of online training to increase counselors' knowledge and improve their attitude about NDEs so they can provide clinically and ethically sound treatment to NDErs. Limitations of the study and future research are addressed.

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Section: Impact Of An Online Education Program On Counselors' Knowledmentioning

confidence: 99%

Section: Online Counselor Educationmentioning

confidence: 99%

Impact of an online education program on counselors’ knowledge and attitudes about near-death experiences.

2017

JNDS

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“…Dorin () argued that professionals could provide online education regarding health, nutrition, and lifestyles to elder groups. Lewis and Coursol () found that occupational, career, financial, and relationship counseling education could be delivered using a combination of videoconferencing and text‐based communication (although they caution that potential legal and ethical issues require attention and training). Morris, Dollahite and Hawkins () found that father education for different purposes—provision of technical information, interpretations of fatherhood, or action‐based education in an effort to create social and legal changes for fathers—could be provided via online sites.…”

Section: Teaching Models Applied To Online Educationmentioning

confidence: 99%

Online Education in Family and Consumer Sciences University Programs and Four Models for Teaching Online

Rehm

Allison²,

Bencomo³

et al. 2013

Family & Consum Sci Res J

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College and university faculty in Family and Consumer Sciences (FCS) programs are becoming more involved in online course design and instruction. The purpose of this article is twofold. First, examples of several existing FCS online programs are presented. Many online programs are being offered in the United States, and several are offered in an international setting (e.g. British Columbia, Saudi Arabia, and Thailand). Second, four models of education that FCS instructors can draw upon for teaching online are presented. The models are positivism, constructivism, the community of inquiry approach, and experiential learning. Positivism should be utilized when the goal is to teach specific and basic knowledge, which is usually contained in lectures and readings. Other models are more appropriate when the goal is to cultivate students' higher level thinking through dynamic learning processes. Constructivism is based on the assumption that learners are active creators of knowledge and meaning. The community of inquiry approach highlights the importance of building relationships for learning. The experiential learning model involves direct participation in realistic contexts and should be followed with reflection on the general principles of the learning situation. Online teaching strategies, examples, and limitations are presented for each model.

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“…However, since this is such a new field, little research has been gathered. According to Lewis and Coursol (2007), how online counseling is addressed in the curriculum and counselor perspectives on this topic "will have a significant impact on how it will evolve in the future" (p. 147). Up to this date, a review of the literature did not undercover the perceptions of online counseling students toward the online counseling profession.…”

Section: Gaps In Researchmentioning

confidence: 99%

Counselor Education Curriculum and

Pipoly¹

2013

JIR

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addressing career issues online: perceptions of counselor education professionals

Cited by 9 publications

References 12 publications

Impact of an online education program on counselors’ knowledge and attitudes about near-death experiences.

Impact of an online education program on counselors’ knowledge and attitudes about near-death experiences.

Online Education in Family and Consumer Sciences University Programs and Four Models for Teaching Online

Counselor Education Curriculum and

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