Counselor Education and Supervision

GRIFFITH, BRIAN A.; FRIEDEN, GINA

doi: 10.1002/j.1556-6978.2000.tb01240.xpmid: N/A

The authors argue that counselor educators can facilitate reflective thinking in students through the practices of Socratic questioning, journal writing, Interpersonal Process Recall, and reflecting teams. These pedagogical methods are described and applied to a counselor education program.

FURR, SUSAN R.; BARRET, BOB

doi: 10.1002/j.1556-6978.2000.tb01241.xpmid: N/A

The authors discuss ethical and professional issues regarding group counseling and argue that it is challenging to meet or exceed the standards established by the American Counseling Association's Council for the Accreditation of Counseling and Related Education Programs for teaching principles and theories, leadership skills, and group counseling methods for effective group practice. This task is especially difficult for counselor education programs that do not have doctoral students who can provide instruction and group leadership. The authors present a model involving 2 courses that allow for mastery of skills and solve practical dilemmas of providing an experiential group experience and leadership opportunities.

TOMAN, SARAH M.; RAK, CARL F.

doi: 10.1002/j.1556-6978.2000.tb01242.xpmid: N/A

The authors discuss the use of motion pictures to provide learning experiences for students in counselor education programs. A review of the counseling literature revealed many references to teaching with films; only 2 articles, however, recommended using film in counselor education. This article includes activities for teaching diagnosis, counseling theories, interventions, and ethics. Positive feedback was received from 182 graduate students who responded to a 5‐item qualitative and quantitative follow‐up questionnaire after they completed such a course.

ERWIN, WESLEY J.

doi: 10.1002/j.1556-6978.2000.tb01243.xpmid: N/A

The author assessed the moral sensitivity of 147 counselor supervisors (75 women, 71 men; mean age, 48 years). Findings show that 35% and 67% of supervisors received low moral sensitivity scores for the breach of confidentiality and the dual relationship case, respectively. Supervisors scored significantly higher in moral sensitivity for the less ambiguous case, breach of confidentiality, when compared with the more ambiguous dual relationship case.

SHOFFNER, MARIE F.; WILLIAMSON, RONALD D.

doi: 10.1002/j.1556-6978.2000.tb01244.xpmid: N/A

School counselors should be prepared to address student concerns and school problems in collaborative ways and to work cooperatively with school principals. The authors describe an innovative seminar designed to help students in school counseling and in school administration to develop a greater appreciation of the roles, responsibilities, and perspectives of each other in their respective professions.

VELSOR, PATRICIA R.; COX, DEBORAH L.

doi: 10.1002/j.1556-6978.2000.tb01245.xpmid: N/A

According to the extant school consultation literature, counselors can effectively use brief family interventions and family assessment procedures in schools as part of a collaborative consultation approach. School counselors, however, often lack training in family systems theory, because counselor training programs tend to use individual counseling models. When used in a school counselor practicum course, the Collaborative Drawing Technique (CDT; G. M. Smith, 1985) introduces counselors‐in‐training to family systems concepts and lays the foundation for postgraduate training in family systems. The authors use a case illustration to explore paradigmatic shifts in trainees' case conceptualizations as a function of their use of the CDT with a family.

Collins, Thomas M.

doi: 10.1002/j.1556-6978.2000.tb01246.xpmid: N/A

doi: 10.1002/j.1556-6978.2000.tb01247.xpmid: N/A

doi: 10.1002/j.1556-6978.2000.tb01248.xpmid: N/A