Rites and Rituals in Counselor Education

McKee, J. Edson; Smith, Laura Williams; Hayes, Ben; Stewart, Anne; Echterling, Lennis G.

doi:10.1002/j.2164-490x.1999.tb00156.x

“…Loughead (1997) recommended utilizing Bloom's taxonomy as the primary purpose for designing the comprehensive examination, evaluating, and providing feedback to students to facilitate higher order thinking. Loughead (1997) An extensive review of the literature within counselor education and across disciplines yielded five main purposes for the comprehensive examination: (1) to assess lower levels of cognitive complexity (Anderson et al, 1984;Burch & Peterson, 1983;Khanna & Khanna, 1972;Loughead, 1997;Manus et al, 1992;Peterson et al, 1992;Ponder et al, 2004;Saraf, 1985); (2) to assess higher levels of cognitive complexity (Anderson et al, 1984;Boes, Ullery, Millnner, & Cobia, 1999;Estrem & Lucas, 2003;Fox, 1985;Loughead, 1997;Manus et al, 1992;Peterson et al, 1992;Ponder et al, 2004;Saraf, 1985); (3) to promote a beneficial learning experience (Cobia et al, 2005;Fox, 1985;Furstenberg & Nicholas-Casebolt, 2001;Peterson et al, 1992;Schafer & Giblin, 2008;Thomason et al, 1980); (4) to prepare students for future scholarship (Burch & Peterson, 1983;Cobia et al, 2005;Estrem & Lucas, 2003;Ponder et al, 2004;Thyer, 2003); and (5) to maintain tradition (Anderson et al, 1984;Beck & Becker, 1969;Eisenburg, 1965;McKee et al, 1999;Molbert, 1960;S...…”

mentioning

confidence: 99%

The Doctoral Comprehensive Examination in Counselor Education: Faculty Members’ Perception of its Purposes

Kostohryz¹

2016

JCPS

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“…A lack of consensus about purpose often leads to an interpretation that comprehensive exams are a rite of passage (Tinker & Jackson, 2004). However, in counselor education, McKee, Smith, Hayes, Stewart, and Echterling (1999) defended a traditional purpose of comprehensive exams as an integral part of a program's culture which had positive benefits.…”

Section: Journal Of Counselormentioning

confidence: 99%

“…Loughead (1997) recommended utilizing Bloom's taxonomy as the primary purpose for designing the comprehensive examination, evaluating, and providing feedback to students to facilitate higher order thinking. Loughead (1997) An extensive review of the literature within counselor education and across disciplines yielded five main purposes for the comprehensive examination: (1) to assess lower levels of cognitive complexity (Anderson et al, 1984;Burch & Peterson, 1983;Khanna & Khanna, 1972;Loughead, 1997;Manus et al, 1992;Peterson et al, 1992;Ponder et al, 2004;Saraf, 1985); (2) to assess higher levels of cognitive complexity (Anderson et al, 1984;Boes, Ullery, Millnner, & Cobia, 1999;Estrem & Lucas, 2003;Fox, 1985;Loughead, 1997;Manus et al, 1992;Peterson et al, 1992;Ponder et al, 2004;Saraf, 1985); (3) to promote a beneficial learning experience (Cobia et al, 2005;Fox, 1985;Furstenberg & Nicholas-Casebolt, 2001;Peterson et al, 1992;Schafer & Giblin, 2008;Thomason et al, 1980); (4) to prepare students for future scholarship (Burch & Peterson, 1983;Cobia et al, 2005;Estrem & Lucas, 2003;Ponder et al, 2004;Thyer, 2003); and (5) to maintain tradition (Anderson et al, 1984;Beck & Becker, 1969;Eisenburg, 1965;McKee et al, 1999;Molbert, 1960;…”

Section: Journal Of Counselor Preparation and Supervision Volume 8 Number 3 Winter 16 12mentioning

confidence: 99%

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2016

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There are six general categories that help focus the content of the journal.Research. These articles focus on research (qualitative, quantitative, mixed) in counselor preparation, professional development, supervision, and professional practice.Techniques. These articles focus on professional models for teaching empirically grounded techniques used by professional counselors, as well as teaching and supervision techniques used in professional preparation programs. Counselor Development. These articles include insightful commentary on means by which professional counselors can continue to develop professionally. Effective teaching strategies for counseling students as well as continuing education for experienced counselors will be highlighted. Supervision. These articles specifically target ideas, research, and practice related to counselor supervision. These articles should investigate and discuss supervisory issues from a perspective applicable to site supervisors, counselor educators and/or clinical supervisors (e.g., supervising professionals working toward a professional counseling license). Issues, Concerns and Potential Solutions. These articles identify and discuss significant issues facing the field of professional counseling with particular focus on issues in counselor preparation, professional development, and supervision. Exploration of these topics should include elaboration of the concerns as well as an examination of potential remedies or effective responses to the issues. Clinical Supervisors Stories. These articles describe current issues in counselor preparation and supervision from the perspective of site supervisors. The emphasis on these articles should focus on the story of the issue, potential solutions and the uniqueness of the message. Authors are encouraged to forgo significant literature review and attend directly to the intended message to the field.

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“…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). Text messaging, chatting, virtual teams, blogging, threaded discussion boards, wikis, and using online feedback (Osborn, 2009a) accommodate unique learning styles and challenge students to engage actively with the information being presented (Hayes, Taub, Robinson, & Sivo, 2003).…”

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confidence: 99%

Teaching Graduate Career Classes: A National Survey of Career Instructors

Osborn

¹

,

Dames

²

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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Rites and Rituals in Counselor Education

Cited by 5 publications

References 7 publications

The Doctoral Comprehensive Examination in Counselor Education: Faculty Members’ Perception of its Purposes

The Doctoral Comprehensive Examination in Counselor Education: Faculty Members’ Perception of its Purposes

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Teaching Graduate Career Classes: A National Survey of Career Instructors

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