Metaphor as an Instrument for Orchestrating Change in Counselor Training and the Counseling Process

Robert, Tracey E.; Kelly, Virginia A.

doi:10.1002/j.1556-6678.2010.tb00007.x

Cited by 27 publications

(18 citation statements)

References 13 publications

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“…Constructivist supervisors and educators value narratives, stories, and metaphor in knowledge construction. The verbal and visual metaphors developed for these case conceptualization techniques have the potential to bridge feeling and insight, influencing behavior and action (Robert & Kelly, 2010). In addition, with the intentional use of metaphors, supervisors and students become more aware of client-generated metaphorical narratives, facilitating client case conceptualization, therapeutic relationship, and intervention strategies (Robert & Kelly, 2010).…”

Section: Case Conceptualizationmentioning

confidence: 99%

“…The verbal and visual metaphors developed for these case conceptualization techniques have the potential to bridge feeling and insight, influencing behavior and action (Robert & Kelly, 2010). In addition, with the intentional use of metaphors, supervisors and students become more aware of client-generated metaphorical narratives, facilitating client case conceptualization, therapeutic relationship, and intervention strategies (Robert & Kelly, 2010). However, effective use of metaphor in supervision is likely dependent upon a supervisee's ability to think both abstractly and creatively as well as the supervisor's level of skill and comfort with developing appropriate ways of incorporating these techniques (Guiffrida et al, 2007).…”

Section: Case Conceptualizationmentioning

confidence: 99%

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Art-Based Supervision Techniques

Deaver

Shiflett

2011

The Clinical Supervisor

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Art-based techniques in counselor and therapist supervision are couched within a constructivist educational and supervision framework. A rationale for artmaking by supervisees within supervision settings is provided, followed by a discussion of various art-based supervision techniques targeted at instilling the capacity for reflection in supervisees, and at increasing supervisees' self-awareness, including case conceptualization skills and processing of countertransference. Art techniques effective in reducing supervisee stress are also introduced. A discussion of the ethical concerns intrinsic in this sort of work, as well as some caveats regarding the introduction of art activities in supervision with non-artist supervisees concludes the article.

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Section: Case Conceptualizationmentioning

confidence: 99%

Section: Case Conceptualizationmentioning

confidence: 99%

Art-Based Supervision Techniques

Deaver

Shiflett

2011

The Clinical Supervisor

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“…Throughout the psychotherapy process, the patient started to work on understanding the cycle of his symptoms, instead of striving to get rid of them. Similar to the literature findings (McMullen,1996;Robert & Kelly, 2010;Lyddon, Clay, & Sparks, 2001), the feeling of worthlessness and inadequacy, which were not mentioned easily, were examined with the help of metaphoric expressions. Using metaphoric expression in these situations provided an alternative and easy way for communication, instead of making the patient feel under attack.…”

Section: Discussion: the Contribution Of Metaphor Usage To Psychothermentioning

confidence: 88%

Psikoterapide Metafor Kullanımı ve Değişen Anlamı: Depresif Bir Olgu Sunumu

Suiçmez

2019

AYNA Klinik Psikoloji Dergisi

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Metaforların teorik özelliklerinin incelenebilmesi için, söylem aktivitesi olarak psikoterapi süreci, araştırmacılara oldukça zengin bir içerik sağlamaktadır. Bu makalede, psikoterapi sürecinde ortaya çıkan metaforik anlatımlar seçilen bir metafor ve vaka özelinde ele alınacaktır. Olgu sunumu için, kliniğimize kendi isteğiyle depresif şikâyetlerle başvuran, erkek bir hasta seçilmiştir. Bu olgu sunumunda seçilen "taş atan çocuk" metaforu, tedavi sürecinde pek çok farklı alan ile etkileşim halinde olmuştur. Bu metaforik anlatım ve işlevi, vaka ile yürütülen psikoterapi süreci paralelinde 6 aşamalı bir model üzerinden ayrıntılı olarak ele alınmıştır. Vakanın ses kayıtları ve seans notları incelenerek, süreçteki metafor değişimi incelenmiştir. Görüşmelerin başlangıcında, "taş atan çocuk", öfkeli, zarar vermeye çalışan, keyif kaçıran ve anın yaşanmasına engel olan şeklinde nitelenmiştir. Ancak ilerleyen seanslarda, bu çocuğun hastayı korumaya ve uyarmaya çalışan tarafları da fark edilmeye başlanmıştır. Sonuçta, hastanın depresif duygu durumundaki değişime paralel olarak, metaforun açıklanma biçimin de değiştiği görülmüştür.

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“…Active learning is "anything that involves students doing things and thinking about the things they are doing" (Bonwell & Eison, 1991, p. 2). Counselor training ALS include metaphors (Robert & Kelly, 2010), fairy tales (Henderson & Malone, 2012), video to enhance class discussion, self-awareness (Koch & Dollarhide, 2000;Villalba & Redmond, 2008), and cultural competency (Sommer, Rush, & Ingene, 2011). Technology can also be an ALS and its use has been increasing (Hayes, 2008), with a growing number of counseling programs continuously updating their technology to enhance student learning (McKee, Smith, Hayes, Stewart, & Echterling, 1999).…”

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confidence: 98%

Teaching Graduate Career Classes: A National Survey of Career Instructors

Osborn

Dames

2013

Couns Edu & Supervision

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Ninety-one instructors reported their attitudes toward teaching a master's-level career development course. The participants represented counseling programs in 41 states. The areas of focus included the theories taught, activities and assignments used, course evaluation processes, and advice the participants would offer to other instructors. Implications for counselor education and directions for future research are also discussed.Keywords: counselor education, career course, teaching career development Career development has played a critical role in the counseling profession and is a core component of the Council for Accreditation of Counseling and Related Educational Programs (CACREP). A 2000 commission established by the National Career Development Association (NCDA) and the Association for Counselor Education and Supervision (ACES), the NCDA-ACES Commission for Preparing Counselors for the 21st century, identified improving the teaching of the career course as a major goal, emphasizing that "career development instruction and supervision should be on the highest pedagogical caliber, including innovative and exciting strategies" (p. 8). Since then, only one empirical article (Bobek et al., 2005) on teaching the career course has been published, and it was focused on a class activity. In a more general study, Carter et al. (1994) found that the career course was the most dissatisfying to teach among associate and full professors, and 28% who had never taught the course believed that it would be dissatisfying. Savickas (2003) suggested that the career course is often taught by adjuncts or new assistant professors and is the course that they least prefer to teach. Patton and McIlveen (2009) lamented that research on the pedagogy of career development was "rather limited" and yet necessary for progression in the field (p. 124).CACREP (2009) connecting standards to hiring practices, work requirements, and counselor proficiency (Schmidt, 1999). Carter et al. (1994) found that many faculty felt limited by time and CACREP demands. McGlothlin and Davis (2004) found faculty-rated CACREP core objectives for career development to be the least beneficial. We chose CACREP-accredited programs for our study because the standards form a common ground of required objectives and require regular evaluation (Warden & Benshoff, 2012).Effective pedagogy is valued in our profession. The ACA Code of Ethics requires counselor educators to be "skilled as teachers and practitioners" (ACA, 2005, p. 15). Although pedagogical suggestions abound (Emmett & McAuliffe, 2011;LoFrisco & Osborn, 2012; Minor & Pope, 2005;Osborn, 2008Osborn, , 2009aOsborn, , 2009b Osborn, , 2009c, empirical evidence is lacking (Dickson & Jepsen, 2007). Educators must rely, therefore, on evidence from self-report surveys of individual classes on skill demonstration (O'Halloran & McCartney, 2004), assignment feedback (O'Mara & Demask, 2003), and students' attitudes toward multimedia instruction (Hayes & Robinson, 2000).Undergraduate teaching principles, such as ac...

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Metaphor as an Instrument for Orchestrating Change in Counselor Training and the Counseling Process

Cited by 27 publications

References 13 publications

Art-Based Supervision Techniques

Art-Based Supervision Techniques

Psikoterapide Metafor Kullanımı ve Değişen Anlamı: Depresif Bir Olgu Sunumu

Teaching Graduate Career Classes: A National Survey of Career Instructors

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