Strategies for Implementing Marriage and Family Counselor Training in Counselor Education Programs

Horne, Arthur M.; Dagley, John C.; Webster, Cynthia B.

doi:10.1002/j.1556-6978.1993.tb00273.x

Cited by 7 publications

(4 citation statements)

References 22 publications

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“…This involved varying levels of discomfort and anxiety consistent with the literature on student challenges when learning family therapy (Horne et al, 1993;Laszloffy, 2000;Nel, 2006). Disequilibrium and the accompanying anxiety can be destabilizing and students should be monitored closely so that appropriate supports are provided to meet the complexity and intensity of their challenges.…”

Section: Implications For Counselor Education and Supervisionmentioning

confidence: 83%

“…Because students are challenged to conceptualize in this new, more complex way, they are tasked with integrating theory, knowledge, and skills that differ from those previously learned in individual counseling (Avis & Sprenkle, 1990; Goldenberg & Goldenberg, 2007). This conceptual shift is compounded by feelings of anxiety related to uncertainity, performance evaluation, and feelings of incompetence (Horne, Dagley, & Webster, 1993; Laszloffy, 2000; Nel, 2006). Added to this is the intensity of affective responses students experience when facing the array of difficulties and issues client families present (Hodgson, Lamson, & Feldhousen, 2007; Stolk & Perlesz, 1996).…”

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confidence: 99%

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Disequilibrium and Development

2012

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This study explored the mechanisms at play as new family counselors are learning to apply a systems approach. A qualitative case study was used to investigate the experiences of nine family counseling interns over two semesters of internship through the lens of constructive developmental theory. The findings extend our understanding by providing students' accounts of the ways by which disequilibrium preceded development when accommodation was stimulated, and the outcomes when assimilation occurred. It also generated data about positive emotional response to clients that is new and intriguing and which may impact developmental growth. Implications for counselor education that incorporate developmental considerations are presented.

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Section: Implications For Counselor Education and Supervisionmentioning

confidence: 83%

mentioning

confidence: 99%

Disequilibrium and Development

2012

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“…Both the areas of marriage and family and multicultural training have leveled numerous critiques at traditional models of counselor education for canonizing the views of Euro-American culture and rendering them inseparable from the techniques and theories proffered in counselor training programs. Traditional programs have been criticized for emphasizing training in theories and techniques that pertain to individuals and small groups at the expense of viewing individuals as members of larger systems and as minorities within systems (Chambers, Lewis, & Kerezsi, 1995;Ham, 1991;Horne, Dagley, & Webster, 1993;Lee, 1995;Smith, 1993). The multicultural literature abounds with questions about the universality of particular ideas commonly taught in counseling programs.…”

Section: Critiques Of Current Pedagogical Practicesmentioning

confidence: 99%

“…Similarly, educators in the marriage and family area have challenged counselor educators to change approaches to accommodate the broadening cultural/systemic context in which we must locate our understanding of individuals (Horne et al, 1993;Smith, 1993). Smith, in particular, pointed out how constructivist and feminist perspectives on theory and training are challenging our assumptions about the role of the therapist in marriage and family counseling.…”

Section: Critiques Of Current Pedagogical Practicesmentioning

confidence: 99%

The Pedagogy of Counseling: A Critical Examination

Nelson

Neufeldt

1998

Couns Edu & Supervision

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This article examines current literature on the pedagogy of counseling. The authors offer a critique of current counselor education practices and suggest constructivist methods for educating reflective practitioners.As counselor educators, we embrace and endorse a given set of knowledge content areas and competencies that are vital to counselor preparation. Students must be trained in basic interpersonal skills, a set of personality theories that pertain to practice, group processes, multicultural issues, career development, and ethics. In addition, students must also know how to read and evaluate research: they must undertake study in areas relevant to their preferred specializations, such as community, mental health, rehabilitation, and marriage and family counseling. Counselor educators work hard to ensure that content and practice bases are covered. We discuss accreditation standards and other measures of training quality at length: as a profession, we are dedicated to educating our students as thoroughly and responsibly as possible. The intent of this article is not to critique how well counselor educators cover our curriculum, but how well we teach our students.In his Pedagogy of the Oppressed, Paulo Freire (1 993) spoke to the issue of inequality in teaching. According to Freire, oppressed people see themselves as ignorant and view the "professor" as the one who has the knowledge and to whom they must listen. Seldom do they realize that they too know things they have learned in their relations with the world and with other women and men.

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Perceived Benefit of CACREP (2001) Core Curriculum Standards

McGlothlin

Davis

2004

Couns Edu & Supervision

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The purpose of this study was to evaluate the perceived benefit of the core curriculum standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 2001). A total of 641 individuals, whose names were obtained from a 6% proportional randomized sample of members from the American Mental Health Counselors Association, American School Counselor Association, and Association for Counselor Education and Supervision, responded to this study. Results suggest various perceptions both within and between groups regarding the 8 CACREP core curriculum standards.

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Strategies for Implementing Marriage and Family Counselor Training in Counselor Education Programs

Abstract: Three models for implementing marriage and family counseling training are presented: community counseling, interdisciplinary, and Council for Accreditation of Counseling and Related Educational Programs (CACREP). Related conceptual and pragmatic issues are identified and discussed.

Cited by 7 publications

References 22 publications

Disequilibrium and Development

Disequilibrium and Development

The Pedagogy of Counseling: A Critical Examination

Perceived Benefit of CACREP (2001) Core Curriculum Standards

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