Flashcards in Chapter 25-Narrative/Postmodern Perspectives on Counselor Education Deck (26)
What is the central organizing idea in narrative counseling?
The metaphor of story
For the authors’ own program, what narratives or storylines does the program engage with or make visible?
1. personal identity
2. learning identity
3. professional identity
What learning experiences does the author offer to draw together two dimensions of learning?
(1) the storylines of their own lives
(2) the counseling practices that they learn, which emphasize narrative counseling practices, social constructionist notions, and poststructuralist ideas
The author’s approach to counselor education calls on what two traditions in particular?
(1) poststructuralist/social constructionist theory
(2) narrative counseling practice
Counselor education is shaped by such discourses as:
How do students both shape and are shaped by discourses?
1. Micro level-counselor educators offer students to focus on everyday speaking/listening and writing/reading as colleagues, family members, counselors, and students.
2. Macro level-gender, culture, class, education, economics
A discursive psychology suggests that the storylines that shape people’s lives are themselves shaped by:
1. the stories of the wider culture
2. people’s own lived experiences
3. their families and communities
On the first meeting of the first course, the author starts with experiential learning that enacts the idea that:
1. Identity is relational
2. EX: openings and beginnings classes echo formal Maori greeting processes
3. Students introduce themselves by talking about someone who has influenced them being in the class (students tell stories of relationship)
Describe remembering conversations.
1. Narrative approach to maintaining connection to lost loved ones
2. Narrative counselors invite client to select those peopleas members of the “club” of their life
3. People are included based on their contributions to the hopes the client has for her or his life.
“Remembering conversations are shaped by the conception that identity is founded upon:
‘association of life’ rather than a core self”
The author involves students’ first video assignment of a counseling conversation with a client in their practicum setting. It demonstrates the steps of:
(1) preparing students to engage with feedback
(2) providing feedback on the video itself
(3) structuring students’ reflections on feedback about their counseling practice.
Before students submit their assignments, the author asks students to do what?
1. write a brief summary of their personal histories with assessment
2. think about the limitations and opportunities of assessment
The authors also require students to respond to the following terms that are intended to enhance relational reflexivity:
1. Making Inner Dialogue Visible
2. Identifying the Discourses
Describe Weingarten’s (2000) schema.
1. being available to engage with both another’s experiences and one’s own, or being more caught up with one’s own experience
2. distinguishes whether one has access to ethical and agentic action
When using audio recording for assessments, the author engage in four actions:
(1) acknowledge the development of the practice
(2) comment on skills that need attention
(3) reference relevant literature to enhance development
(4) extend invitations to discuss the ideas with the student’s supervisor
In counseling practice, outsider witness practices are divided into three distinct phases:
1. Person tells aspects of a life story.
2. an invited audience retells the story while the person listens
3. The person retells the meanings she or he made of the retelling
Students are introduced to the practices of outsider witnessing for what two purposes?
1. Practice skills in class and use them in witnessing to one another, story their own learning and professional identity.
2. take outsider witnessing skills into client practice.
Before naming the practice as outsider witnessing, the authors introduce students to:
respond to a reading about social justice and culture in counseling practice
After reading Walgrave’s social justice reading, what questions are students asked to respond to?
1. Expression: quote what stands out
2. Image: values important to either the author or subject
3. Resonance: connections with your own life
4. Transport: thoughts or ideas about your future practice or life
Students go on to use outsider witnessing skills to:
1. response to each other’s professional identity stories
2. in interviews with clients
Further preparation for students to understand, with compassion, the complexity of the discursive materials comes from an assignment that requires students to:
interview someone with insider knowledge of discursive practice with which the student is unfamiliar.
EX: pro-life interview pro-choice
How do students extend their capacities for discursive empathy?
1. Witnessing both self and other
2. storying this witnessing
Applying constructionist theory and storying to an assignment, what three purposes are served??
(1) enhancing students’ understanding of theory
(2) furthering development of discursive empathy
(3) building skills of responding to others’ stories of their lives.
As Laird (2000) suggests, “Our own cultural narratives” help and hurt us in what ways?
1. organize our thinking and anchor our live
2. blind us to the unfamiliar and unrecognizable, foster injustice
Describe Just Therapy
1. emphasizes social justice
2. dominant group are accountable to other cultural groups