Ethical Responsibilities in Training Marriage and Family Counselors

Abstract

Graduate programs in marriage and family counseling must adhere to ethical codes and standards for training students. A question arises concerning the amount of specialized training that should be included within the larger counselor education discipline. This article addresses the standards for training and competence as set forth by the Council for Accreditation of Counseling and Related Educational Programs and the ethical codes of both the American Counseling Association and the International Association of Marriage and Family Counselors. Ethical considerations for training marriage and family counselors within counselor education programs are addressed, with recommendations for ensuring adequate preparation in a generalist curriculum.

The Pedagogical Potential of Podcasts: Using Digital Audio to Enhance Learning in Marriage and Family Counseling Courses

“…As such, this episode provides students with an informal and accessible overview of the theory, applications, and benefits of an important and widely used couples counseling approach. The informative and dynamic nature of this episode also holds the potential to reinforce course material in an engaging manner (Casado-Kehoe et al, 2011;Middleton, 2009), compliment empirical scholarship, and expand understanding of findings (King, 2022;Quintana & Heathers, 2021), inspire independent investigation into Gottman's research (Allen, 2019;Flanagan, 2015), and encourage ongoing learning (Godsey, 2016;Levitt, 2004;Tadros, 2020).…”

“…As such, this episode provides students with an informal and accessible overview of the theory, applications, and benefits of an important and widely used couples counseling approach. The informative and dynamic nature of this episode also holds the potential to reinforce course material in an engaging manner (Casado-Kehoe et al, 2011; Middleton, 2009), compliment empirical scholarship, and expand understanding of findings (King, 2022; Quintana & Heathers, 2021), inspire independent investigation into Gottman's research (Allen, 2019; Flanagan, 2015), and encourage ongoing learning (Godsey, 2016; Levitt, 2004; Tadros, 2020). Other examples of podcasts that may be suitable for promoting convenient content acquisition include an episode of Small Things Often titled, “Four Things that Make Up Successful Relationships” and the first two episodes of The AAMFT Podcast, which feature a two-part interview with Dr. Sue Johnson.…”

“…Accordingly, the ever-expanding catalog of podcast content offers counselor educators, counseling students, and clinicians a wealth of free learning materials. This article provides an overview of current podcast trends, prior uses in educational and clinical settings, and outlines several strategies for utilizing podcasts to enhance student learning and development in marriage and family counseling courses.Keywords creativity in the classroom, couple and family counseling, methods of teaching marriage and family counseling, pedagogy, podcasts, digital technology Instructors of marriage and family counseling courses are tasked with teaching content and skills related to a broad range of relational, cultural, ethical, and clinical issues (Casado-Kehoe et al, 2011;Levitt, 2004;Williams et al, 2021). These complex and critical responsibilities require adhering to the standards of a program's accrediting body (e.g., Council for Accreditation of Counseling and Related Educational Programs [CACREP], Council on Accreditation for Marriage and Family Therapy Education [COAMFTE]) and striving to deliver instructional approaches that effectively address the evolving needs, interests, and learning styles of a diverse group of students (Bradley et al, 2021;MacCluskie, 2012;Shepard & Brew, 2005;Wagner & Hill, 2015).…”

“…Keywords creativity in the classroom, couple and family counseling, methods of teaching marriage and family counseling, pedagogy, podcasts, digital technology Instructors of marriage and family counseling courses are tasked with teaching content and skills related to a broad range of relational, cultural, ethical, and clinical issues (Casado-Kehoe et al, 2011;Levitt, 2004;Williams et al, 2021). These complex and critical responsibilities require adhering to the standards of a program's accrediting body (e.g., Council for Accreditation of Counseling and Related Educational Programs [CACREP], Council on Accreditation for Marriage and Family Therapy Education [COAMFTE]) and striving to deliver instructional approaches that effectively address the evolving needs, interests, and learning styles of a diverse group of students (Bradley et al, 2021;MacCluskie, 2012;Shepard & Brew, 2005;Wagner & Hill, 2015).…”

The Impact of CACREP Accreditation: A Multiway Frequency Analysis of Ethics Violations and Sanctions

“…One of the most critical issues facing counselor education today is whether graduates of counselor education programs are competent to practice independently (Adams, 2006; Kerl, Garcia, McCullough, & Maxwell, 2002; Levitt, 2004). Because of gatekeeping policies and procedures, some students who demonstrate personal and professional liabilities do not continue toward graduation and licensure (Bradey & Post, 1991; Lumadue & Duffy, 1999; Morrissette & Gadbois, 2006; Tjeltveit, 1999).…”