Chapter 21-Teaching Community Agency/Mental Health Counseling and Crisis Intervention Flashcards Preview

Handbook of Counselor Preparation-Seminar in Counselor Ed > Chapter 21-Teaching Community Agency/Mental Health Counseling and Crisis Intervention > Flashcards

Flashcards in Chapter 21-Teaching Community Agency/Mental Health Counseling and Crisis Intervention Deck (26)
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RE: community agency course, what should the instructor do to promote a project-based learning experience?

Generate an important question or problem whose solution challenges students to use a variety of investigative methods.


The community agency course that includes three components:

(a) the social constructivist theoretical foundations in which project-based learning is situated
(b) the professional context dictated by the standards of CACREP
(c) a pro-grammatic context into which the course typically fits.


Resnick (1987) identified three typical differences between learning in school and outside of school:

1. Individual and shared cognition-in school, assessed alone, in work, assessed as a team
2. Pure thinking and use of cognitive tools-in school, perform without aids (computers, etc), in work, use all aids available
3. General and situation-specific competencies-in school, general, widely transferable theoretical principles. In work, develop situation-specific competencies.


Describe cooperative learning

1. Small groups of students experience positive interdependence
2. Individual succeeds when group succeeds
3. Collaboration, rather than competition, more often characterizes real-life work settings


Benefits of cooperative learning

1. student achievement
2. interracial relations
3. acceptance of students with disabilities
4. improved self-esteem, motivation, time on-task, cooperative behavior, and altruism


Describe Vygotsky’s Sociohistorical Theory of Development

1. Humans are largely products of cultural/social environments.
2. People develop complex mental functions by moving from social interaction to internalized knowledge.
3. Instruction must take place within a learner’s zone of proximal development (ZPD).


Vygotsky’s theory emphasizes several key factors in meaningful learning among adults:

1. role of instructor as guide or coach
2. consideration of adults’ experiences
3. social interactions within their cultural context
4. authentic applications to work settings


What CACREP competencies should be taught in the foundations course (some cross-referenced in community agency)?

Competencies under both the Professional Identity and Professional Practice sections.


Describe standards to be taught in CACREP Professional Identity.

1. History/philosophy of mental health movement, particularly referencing counseling’s unique identity from other mental health professions.
2. Role of counselors in community counseling agencies, serving diverse populations
3. Assessment and evaluation skills


What do students need to learn in assessment and evaluation skills?

1. Assess client and community needs
2. Evaluate effectiveness of community agency programs
3. Use evaluation to improve agency offerings
4. Ongoing supervision


Effective professional practice in community agencies requires:

1. Knowledge of program development
2. Needs assessment
3. Program evaluation


Other Professional Practice themes for community agencies address:

(1) organizational matters (typed of agencies, public private)
(2) networking among agencies
(3) details associated with daily management
(4) fiscal management


What is another important CACREP standard for community agency work?

Competencies in crisis intervention and prevention


RE: community agency course, the learning objectives primarily reflect what type of knowledge in Bloom’s taxonomy?

1. Conceptual
2. Procedural
3. Metacognitive


Describe conceptual knowledge.

Interrelationships among elements of a larger structure, as opposed to memorization of isolated facts.


Describe procedural knowledge

Knowledge of processes—knowing how and when to do something.


Describe metacognitive knowledge

Knowledge and awareness about one’s cognition.


What are possible activities in a constructivist community agency course?

1. “Invent a Disease” activity
2. Case studies
3. Brainstorming
4. role-playing
5. Focused discussions
6. use of class time


Describe and give the purpose of the “Invent a Disease” Activity.

1. Understand importance of historical context and trends in counseling profession.
2. 1900 to present, pair historical events and with major developments in counseling.
3. Discuss current issues facing society and invent a disease and how to help it


How can case studies be used in community agency course?

Case studies by Welfel (2006) related to five basic ethical guidelines:
1. nonmaleficence
2. beneficence
3. justice
4. fidelity
5. respect for autonomy


How can brainstorming benefit students?

1. Encourages divergent thinking
2. Increases participation and problem solving
3. Reduces the possibility of negative subgrouping


For the community agency course, how are assignments structured to support students active role in their learning?

Students take responsibility for:
1. monitoring
2. adjusting
3. self-questioning
4. questioning others
**Challenge not only to learn content, but develop skills in locating resources and working as a team.


Describe monitoring.

Students check their individual and group progress in completing assignments.


Describe Adjusting.

Altering the content and/or direction of their efforts based on such monitoring.


Describe self-questioning and questioning of others.

Students share ideas and provide constructive feedback


The Creating a Community Agency Project includes four components:

1. Teams propose purpose and rationale for agency.
2. Plan to fund the agency.
3. Organizational structure and procedures of agency.
4. Program evaluation procedures
5. Students complete self-reflection paper