Field-based counselor training: A program built around distance education

Abstract

After a decade of operating a traditional campus-based model for training counselors, recent changes have been made modifying it to a field-based offering. A feature of the resulting model is the utilization of distance education (correspondence study) for teaching the conceptual material. This mode of education has enabled trainees located throughout the country to be trained largely in their home-based contexts. While the distance education provisions are important, the crucial aspect of training is professional development work. This comprises fieldwork practice and supervision in home locations and brief and intensive skills workshops on campus. The field-based model has a number of distinct advantages and the disadvantages seem surmountable, provided attention is given to fundamental training principles.A field-based counselor training model is described whereby, through the use of distance education (correspondence study) training is largely centered on home locations.

Guidance and counselling in New Zealand: Weathering a decade of transformation

“…The diversity was healthy and a number of important changes occurred as a result of this. Students had a choice between systems, the universities were freed from a slightly constricting relationship with the state departments, and an increasing number of women were able to seek appointment as counsellors (mainly because of a field-based training option; see Hermansson, 1988). The universities, by this time five of the six, also extended their orientations to encompass counselling in other than school and vocational contexts.…”

Sustainable Development of Educational Institutions in the Context of the Introduction of Elements of Distance Education in the Learning Process

“…In accordance with this approach, teachers in distance education in the system of continuous education explore as an integral system, ordered by a plurality of interrelated components, which is a holistic formation (Rabinovich et al, 2017); the concept of enhancing the cognitive activity, aimed at obtaining new knowledge, new information, which is implemented in order to obtain new knowledge and consciously use them in practice (Guri-Rosenblit, 2005). Cognitive activity is manifested in the teacher's attitude to the content and process of activity, in the mobilization of volitional efforts to achieve learning objectives (Hermansson, 1988). That is, cognitive activity is associated with an interest in the learning process, a need for expanding one's own horizons, the intensification of cognitive activity is characterized not only by the features of the activity itself but also by the attitude of students to the activity process (Montoya and Soledad, 2013); personality-oriented approach, which is based on the leading ideas of the humanization of education, provides a broad view of the content of education of humanities students, ways of learning activities, the expected result; allows a teacher to perceive a student as a communicative person, to identify and reveal their own capabilities, their ego (Berge and Muilenburg, 2001).…”

Technological Implications for Clinical Supervision and Practice

“…There is very little research examining the Internet and clinical supervision. It was not until the late 1980s and into the 1990s that articles began to appear addressing the convergence of the Internet and counselor supervision; these were Olson,Russell,and White 205 primarily position or opinion articles (Casey, Bloom, & Moan, 1994;Hermansson, 1988;Margolies, 1991;Sampson & Krumboltz, 1991). WWW Videoconferencing.…”

“…Clinical application of Internet and video technologies has been discussed in the field of psychiatry (Margolies, 1991) and counselor education (Hermansson, 1988;Paulet, 1988). There have been a few attempts to evaluate the use of 208 THE CLINICAL SUPERVISOR telepsychiatry.…”