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Handbook of Counselor Preparation-Seminar in Counselor Ed > Chapter 6-Teaching Introduction to Counseling > Flashcards

Chapter 6-Teaching Introduction to Counseling Flashcards

1
Q

What are the objectives of the Intro to Counseling course?

A

Orients students to the awareness, knowledge, and skills needed for professional counseling in school, agency, and college settings.

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2
Q

What are faculty objectives in the Intro to Counseling course?

A
  1. serve as models for counselors-in-training (CITs)
  2. Identifyboth what to know and how to know
  3. Promote diverse perspectives by presenting multiple paradigms
  4. changes in society and the workplace
  5. delivery of counseling services
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3
Q

In the Intro. Course, what do students build their understandings of?

A
  1. ethical guidelines
  2. program standards
  3. licensing requirements
  4. multicultural and advocacy competencies.
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4
Q

What are Four experiential learning and constructivist elements that guide the Intro. Course design?

A
  1. Encouraging learner engagement
  2. Emphasizing personalization and ownership
  3. Valuing intrapersonal process
  4. Promoting interpersonal learning
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5
Q

What is a primary assumption underlying the introductory course?

A

The training experience will change the trainee.

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6
Q

What are three ways during this course that students are challenged?

A

A. to enhance their cognitive development by examining their willingness to question assumptions (awareness)

b. to become informed about parameters of professional counseling (knowledge)
c. to use empathy, group skills, and other counseling competencies (skill).

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7
Q

RE: culture, what is another goal of the Intro. Course?

A

For students to become more culturally de-centered

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8
Q

RE: the Intro Course, what are five dimensions of a participatory, co-constructive learning environment?

A
  1. classroom structure
  2. Ground rules
  3. feedback norms
  4. guided practice
  5. individual reflection assignments
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9
Q

What are 3 stages of the Introduction to Counseling course?

A
  1. the context of professional helping
  2. development of a professional knowledge base
  3. integration of awareness and knowledge.
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10
Q

What do objectives for the first stage, introductory stage, emphasize?

A
  1. Professional counseling roles and ethics (ACA code of ethics)
  2. Core values of social justice and cultural competency.
  3. Identity development models
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11
Q

What is introduced in Stage 2 of the Intro Course?

A
  1. professional history
  2. counseling theories
  3. basic counseling process and helping relationships
  4. professional organizations
  5. technology applications
  6. counseling settings and specializations.
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12
Q

Describe Stage 3, integration of awareness and knowledge.

A

Students demonstrate mastery of the course learning objectives

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13
Q

What are advantages of circular seating?

A

(a) more effectively engages group dynamics
(b) reinforces a norm of participation
(c) supports risk taking
(d) increases expression of multiple perspectives

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14
Q

How should ground rules be developed for the Intro. Course?

A
  1. Co-constructed with students during the initial meeting

2. Students work first in dyads, then small groups, then large group

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15
Q

What ground rules should the instructor ensure are considered?

A
  1. active involvement
  2. respect
  3. confidentiality
  4. freedom from judgment
  5. sharing personally
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16
Q

How should the instructor determine student readiness for new content and learning activities?

A

Solicit feedback on the content learned and the group processes by which it is learned (the what and how)

17
Q

What should the instructor review to develop professional counseling competency?

A

Course purpose, goals, and ground rules

18
Q

What does dialogue among students and faculty create?

A
  1. clarity concerning the course content
  2. collaboration
  3. appropriateness of the level and quantity of didactic content
19
Q

Describe Team Teach-Back activity

A
  1. Students use specific information from counseling knowledge base to develop their conceptualizations about professional counseling roles and responsibilities.
  2. tie these abstractions into actions and engagement in the classroom and the learning process.
  3. Mini presentation as if for a prof. Conference
20
Q

Team Teach-Back activity presentations should contain:

A
  1. history of counseling strategy
  2. foundational theories or models related to the topic
  3. major, distinguishing features of this method of help-giving
  4. expected benefits for clients
  5. types of clients who would be served
  6. counseling techniques likely to be employed;
21
Q

During guided practice in this course, students reflect on:

A

(a) information/insight gained from readings
(b) how the new information/insight relates to professional competency and personal style
(c) how students apply learning to real-world situations

22
Q

What is a typical sequence of guided practice?

A
  1. Students complete individual experiential assignments.

2. Discuss their responses in small groups

23
Q

What are the benefits of guided practice?

A
  1. Guide students in sharing self-observations in a group setting
  2. Learn to monitor self-talk
  3. Encourages awareness of bias
  4. Make more powerful connections between the content and themselves
  5. Build communities of learning with future colleagues
24
Q

How do Individual Reflection assignments help students?

A

Examine their personal values and how they make meaning of their experiences.

25
Q

In the introductory course, students are responsible for:

A
  1. reading materials
  2. Synthesizing information to make informed decisions about own academic development
  3. Developing a professional paradigm (self-authorized)
26
Q

The instructions for the Literature Review assignment are:

A
  1. select a topic
  2. five recent research articles
  3. research questions, hypotheses, and methodology in the selected articles.
  4. Research paper
  5. APA format
27
Q

What does a Personal Wellness Assessment encourage for students?

A
  1. encourage counselors to conceptualize mental health on a continuum
  2. focus on multiple dimensions and elements
  3. assess and increase well-being and functioning
  4. identify personal and professional development goals
28
Q

How does the Social Justice Advocacy Initiative help student counselors grow their paradigm?

A
  1. guides students in learning to identify social justice disparities
  2. develop individual plans for expanding counseling roles
29
Q

What do Individual Experience Option assignments do?

A

Provide a framework for connecting what to know with how to know by personalizing the learning experience

Handbook of Counselor Preparation-Seminar in Counselor Ed (25 decks)

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