Chapter 1-Constructing Counselor Education Flashcards

1
Q

What is significant learning?

A

Achievement of a set of specific counseling competencies
Set of positive attitudes toward the work of helping
What Schön (1991) defines as professional work—the use of judgment and considered action in ambiguous situations.

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2
Q

What 2 forms of complexity might counselor education take?

A

(1) a way of knowing that is reflexive and includes a tolerance for ambiguity
(2) the ability to be culturally relativistic.

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3
Q

For tolerance for ambiguity, what must counselors embrace?

A

uncertainty as an expected condition of the work.

“I must catch myself trying to be too complete,” (Robert Kegan)

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4
Q

In order to work with all clients, counselors must be able to

A

de-center from their cultural assumptions.

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5
Q

Walt Whitman framed this challenge in Leaves of Grass:

A

“Re-examine all you have been told at school or church, or in any books, and dismiss whatever insults your soul.”

ask individuals to self-authorize (Kegan, 1998) their values.

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6
Q

What does philosopher Richard Rorty (1989) challenges individuals to be?

A

culturally de-centered,

might have “been initiated into the wrong tribe”

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7
Q

Definition of constructivism

A

the communal act of making something, of putting together.

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8
Q

What does the constructivist perspective state?

A

humans do not “find” or “discover” knowledge, nor do they receive it from infallible authorities. Knowledge is continually created through conversations.

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9
Q

Constructivism is a method. True or false?

A

False-it is a way of understanding human meaning-making.

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10
Q

What is constructivism’s central premise?

A

individuals actively create the world as they experience it.

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11
Q

What do developmental constructivists emphasize?

A

the pre-understandings, or cognitive capacities, that individuals bring to experience.

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12
Q

The social-in-the-individual

A

internalized conceptions of the good and the beautiful

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13
Q

The individual-in-the social

A

ongoing public conversations in media, religion, literature, and culture

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14
Q

What does social constructionism emphasize?

A

the inevitably social, or communal, context of human meaning-making. All meaning is saturated in culture, history, place, and time.

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15
Q

example of the social construction of meaning

A

words humans use to describe their experience (Sinful, gay, mannerly)

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16
Q

Other obvious examples of socially constructed meanings

A

norms that guide humans’ thinking and behaving, such as cultural rules for interpersonal relations (e.g., greetings, politeness, honesty) and gender behavior

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17
Q

According to Gergen, what do social constructionists propose?

A

There are no ideas that are outside of time and place, or chronology and geography,

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18
Q

Define discourse

A

Any particular socialized meaning system that informs a person’s constructions.

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19
Q

Examples of discourse

A
Gender discourse
Religious discourse
Class discourse (middle class)
Ethnic discourse
Scientific discourse
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20
Q

Define deconstruction

A

The act of examining the origins and implications of an idea

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21
Q

Three dimensions of social constructionist thinking

A

A rejection of absolutes
The saturation of all social discourse with power or dominance
The celebration of difference.

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22
Q

Social Constructionist-Rejection of Absolutes

A

Any declaration of objectively knowable universals results in the restriction of human possibilities.

23
Q

Standpoint awareness

A

consistently aware of their standpoints, whether they be based in culture, situation, temperament, or other characteristics of the time, place, and person.

24
Q

Social Constructionist-The saturation of all social discourse with power or dominance

A

Power pervades all human encounters,

veil of power to make sure that they are not perpetuating inequities.

25
Q

Social Constructionist-The celebration of difference.

A

quality of existence is plurality.

26
Q

What does the objectivist or essentialist stance proclaim?

A

a diversity of ideas is a temporary state on the way to perfect knowing.

27
Q

What are two implications of the social constructionist impulse?

A

Humility and egalitarianism.

28
Q

What does social constructionism ask counselor educators to embrace?

A

Paolo Freire’s (1994) concept of learner as teacher and teacher as learner.

29
Q

Where does the origins of constructivist-developmental theory lie?

A

The work of Jean Piaget

Children’s minds are not empty

30
Q

Kegan expanded mental capacity

A

Actively processing material in more and more complex ways

31
Q

Define epistemology

A

The study of how people come to know.

32
Q

Other terms for epistemology

A

Order of consciousness

Way of knowing

33
Q

What are 2 criticisms of constructivist-developmental theory?

A

The theory is hierarchical (later ways of knowing are more valued) and thus elitist
The stages of knowing are not “hard,” that is, not absolute all of the time, in every situation.

34
Q

Three Epistemologies of Interest for Counselor Education

A

Received/conventional knowing,
Self-authorized knowing, and
Dialectical knowing .

35
Q

Received/Conventional Knowing (Third Order of Consciousness).

A

Reliant on external norms or authorities for what to think and how to behave.

36
Q

Kegan culture of contradiction

A

self-authorization with a retreat to the conventional views of the person’s culture.

37
Q

Characteristics of received/conventional students

A

Their culture is fixed and true
Rely on authority figures
Cannot easily step outside of their inherited systems to question rules.

38
Q

subjective knowing (Belenky et al., 1986)

A

The individual relies on implicit subjective rationales for deciding on what is good or right, without reference to larger reasoning, scientific evidence, or other self-chosen procedures

39
Q

Re: epistemologies, where do most counseling students operate from?

A

Received/conventional OR

Mix of Received/conventional and self-authorized knowing

40
Q

Self-Authorized Knowing (Fourth Order of Consciousness).

A

consistently use her own judgment and self-chosen procedures as sources of decision making.

41
Q

What are corresponding terms for self-authorized knowing?

A

procedural knowing (Belenky et al., 1986), relativism (Perry, 1998), and postconventional thinking (Kohlberg, 1981).

42
Q

self-authorizing thinkers are likely to have the following characteristics:

A

empathy, self-reflectiveness, insight, and tolerance for ambiguity (McAuliffe & Lovell, 2006).

43
Q

Dialectical Knowing (Fifth Order of Consciousness).

A

taking multiple perspectives and questioning assumptions.

44
Q

With dialectical knowing, What do individuals seek?

A

contradiction, input, and dialogue.

45
Q

Perry-commitments in relativism definition

A

tentative commitments to positions

46
Q

First characteristic of constructivist knowing

A

recognizing that she is engaged in the construction of knowledge.

47
Q

Second characteristic of constructivist knowing

A

accepting responsibility for continually evaluating one’s assumptions about knowledge.

48
Q

Third characteristic of constructivist knowing

A

being intensely self-conscious, that is, aware of one’s own thoughts, judgments, moods, and desires.

49
Q

Fourth characteristic of constructivist knowing

A

constructivist counselors can take positions outside of a particular frame of reference, whether that frame be science, logic, culture, family, religion, a political perspective,

50
Q

Fifth characteristic of constructivist knowing

A

feel related to them in spite of what may be great differences.

51
Q

sixth characteristic of constructed knowing

A

Real talk, not concealed strategic talk

52
Q

seventh characteristic of the constructivist counselor

A

recognize the inevitability of conflict and learning to engage it in a useful Way

53
Q

Eighth characteristic of the constructivist counselor

A

notice what is going on with others and care about the lives of people around them

54
Q

Ninth characteristic of the constructivist counselor

A

want their voices and actions to make a difference in the world.