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Handbook of Counselor Preparation-Seminar in Counselor Ed > Chapter 4-Who Are the Learners? Phases of Counselor Development > Flashcards

Chapter 4-Who Are the Learners? Phases of Counselor Development Flashcards

1
Q

RE: Rønnestad and Skovholt, what 4 themes are especially relevant in counselor education?

A
  1. Move from greater externality to greater internality
  2. Be reflective and committed to learning.
  3. Understand presence and role of affect
  4. Counselors’ personal lives are a major source of learning and support for professional work.
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2
Q

Define constructive knowing

A

Thinkers see approximation as the goal, not the precision of an absolute truth

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3
Q

What guidelines (Ch. 3) are useful for increasing internality?

A

Guidelines 2 (varying structure) and 5 (valuing approximation)

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4
Q

What types of affect might beginning counselor students experience?

A
  1. Anxiety

2. Counselors’ strong emotional responses to professional elders.

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5
Q

In counseling, what are fruitful outcomes of intense personal experiences?

A
  1. Increased ability to understand and relate to clients
  2. Increased tolerance and patience
  3. Heightened credibility as models
  4. Greater awareness of what is effective helping
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6
Q

What is the PTCD model?

A

Qualitative empirical study of 100 counselors at different levels of experience.
By Rønnestad and Skovholt (2003)

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7
Q

What did Rønnestad and Skovholt (2003) concluded about positive development?

A

It is not automatic.
“Continuous reflection is a prerequisite for optimal learning and professional development at all levels of experience”
This distinguishes high-functioning students and counselors from stagnant counselors.

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8
Q

What are the four early phases of counselor development?

A
  1. Lay Helper
  2. Beginning Student
  3. Advanced Student
  4. Novice Professional.
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9
Q

Define Lay Helper.

A
  1. No professional training
  2. May have helped friend/family in the past
  3. Rely on whatever commonsense understandings they have about helping others.
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10
Q

Lay Helpers usually have four ways of helping:

A
  1. Define the problem quickly,
  2. Provide strong emotional support
  3. Provide sympathy, in contrast to empathy
  4. Give advice based on own experience
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11
Q

What are concerns about Lay Helpers in counseling?

A
  1. May blur boundaries
  2. Overly identify with clients
  3. Overly involved in fixing clients.
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12
Q

Beginning Students demonstrate two seemingly contradictory impulses:

A
  1. Enthusiasm for the new venture

2. Intimidation about the complex tasks of professional counseling

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13
Q

What is a characteristic in the Beginning Student phase?

A

Self-focus

Can hardly pay attention to clients, because they are so focused on their own concerns about responding “correctly”

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14
Q

What is another characteristic in the Beginning Student phase?

A

Pleasing the client

Want to please their clients with their work. They want clients to like them.

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15
Q

What can counselor educators do to support and challenge learners in the Beginning Student phase?

A

Keep in mind themes of structure, modeling, and feedback.

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16
Q

In the Beginning Student phase, what dimension do students emulate towards their instructors?

A

“True believer” phase
Eager to emulate and imitate models in the field
May adopt a temporary counseling persona of counselor idol

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17
Q

What other tasks must be developed in the Beginning Student phase?

A

Take an open, self-reflective stance.

Avoid defensiveness

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18
Q

How can instructors counter the Beginning Student’s inclinations to look good?

A
  1. Provide a nonhostile learning environment
  2. Give students multiple chances to succeed
  3. Offer feedback between attempts
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19
Q

What are 4 themes that emerge during the Advanced Student Phase?

A
  1. feelings of vulnerability versus emerging confidence
  2. growing internality versus the need for external guidance
  3. handling ambiguity
  4. setting boundaries
20
Q

What are another 4 themes that emerge during the Advanced Student Phase?

A
  1. having inadequate conceptual maps
  2. disillusionment
  3. orientation to a counseling theory
  4. need for intensive supervision theory
    .
21
Q

RE: Advanced Student Phase, describe vulnerability vs. confidence.

A

Counselor’s ability to feel vulnerable and to continue to learn while trying expertly to meet client needs
Need to balance autonomy and dependence

22
Q

In the Advanced Student Phase, how can supervisors alleviate the student’s desire to only show the “good?”

A

Provide a safe environment.

23
Q

In the Advanced Student Phase, how can supervisors support students with Growing internality versus the need for external guidance?

A
  1. Provide opportunities for observation of other practitioners
  2. Encourage students to attend conference presentations
  3. Offer students written guides for practice.
24
Q

What student qualities demonstrate that the Advanced Student phase is a time of self-exploration?

A

Students more readily:

reflect on the influence of their own personalities on the work, their counter transferences and any defensiveness.

25
Q

In the Advanced Student Phase, how can supervisors facilitate students’ reflectiveness (metacognition)?

A
  1. Encourage students to openly share doubts.
  2. Probe for counselor affect and motivation.
  3. Encourage reflective journaling.
  4. Supervisors model reflection, questioning, and interpretation
26
Q

In the Advanced Student Phase, how must new counselors handle ambiguity?

A

trust hunches and other partially formed emotional promptings in order to act wisely.

27
Q

How can supervisors help students to handle ambiguity?

A
  1. Modeling and teaching art of ambiguity

2. Offer interns close, moment-to-moment supervision

28
Q

In the Advanced Student Phase, how can counselors learn more about setting boundaries?

A

Practice cycle of caring :

  1. Empathically joining with clients,
  2. Challenge while supporting clients
  3. Separating again and again from each client.
29
Q

How can counselor educators help students in setting boundaries?

A

Help students be alert to their own thoughts and feelings

Catch themselves when being over-or underinvolved.

30
Q

In the Advanced Student Phase, what is a good analogy for having inadequate conceptual maps?

A

novice canoeist who suddenly encounters whitewater rapids. The novice must somehow remain collected while wanting to panic.

31
Q

How can supervisors help counselors who are struggling with having inadequate conceptual maps?

A
  1. Go to class empathic responding, asking questions
  2. five-stage structure for interview (Ivey)
  3. Learn through self-reflection and supervision.
    * *The student just has to go through it!**
32
Q

How else can supervisors help counselors who are struggling with having inadequate conceptual maps?

A
  1. Give less intense cases
  2. Give some conceptual maps on how to manage sessions
  3. Have strong, close supervision.
33
Q

In the Advanced Student Phase, how is disullusionment described?

A

Expecting too much

Feeling frustrated when clients are stuck or stagnate

34
Q

How else can supervisors help counselors With disillusionment?

A

Note:

  1. clients’ momentary insights
  2. Exceptions to previous behavior
  3. Avoidance of negative experiences

*Remind counselors of overall positive effects of counseling

35
Q

In the Advanced Student Phase, what is meant by Orientation to a counseling theory?

A

Students must deal with the important question of a guiding theory.

36
Q

Rønnestad and Skovholt found that counselors take one of four orientations toward counseling theory-what are they?

A

(1) commitment to one theory but open to others,
(2) making serial attachments to theories, (3) being laissez-faire with no commitment to theory,
(4) being a “true believer” who fiercely defends one approach while rejecting others.

37
Q

Which orientations are associated with higher-quality counselor-client relationships?

A

Commitment to one theory with openness and serial attachment tendencies

38
Q

How might supervisors help counselors who are more oriented towards laissez-far or true believer theories?

A
  1. Laissez-fare-ask Student to commit to 1 theory for the semester
  2. True believer-challenge student’s assumptions about this one theory
  3. Group supervision that encourages peers to provide feedback and varied ideas
39
Q

In the Advanced Student Phase, what is important about Need for intensive supervision and training?

A
  1. Help counselor not become stagnant
  2. Leave training with a sense of “faking it.”
  3. Supervisors are affirming and express growth in the counselor.
40
Q

What are 5 themes Skovholt and Rønnestad (2003) found in the Novice Professional phase?

A
  1. need for further learning
  2. finding one’s own style
  3. making a readjustment
  4. learning to set boundaries
  5. desire for mentoring.
41
Q

In the Novice Professional phase, what do counselors learn about the need for further learning?

A
  1. Their current skills do not work with all clients and issues.
  2. They realize lack of expertise from protocols to specific psychological issues.
42
Q

In the Novice Professional phase, what is meant by finding one’s own style?

A

They can find their own combinations of informality, verbosity, calmness, liveliness, humor, seriousness, emotionality, or intellectuality, as examples.

43
Q

In the Novice Professional phase, what is meant by making a readjustment?

A

Making a change in work environment if there is a mismatch between the requirements of counseling work and the novice’s personality

44
Q

How might supervisors help counselors who may need to make a readjustment?

A

Help them explore work environments that best match their capacities, personality, or interests.

45
Q

In the Novice Professional phase, what is meant by learning to set boundaries?

A
  1. Counselors recognize that they are not solely responsible for client improvement.
  2. Counselors tighten their boundaries.

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

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