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Handbook of Counselor Preparation-Seminar in Counselor Ed > Chapter 8-Teaching Theories for The Constructivist Counselor > Flashcards

Chapter 8-Teaching Theories for The Constructivist Counselor Flashcards

1
Q

What differentiates a counseling technician from a professional?

A

Technicians:

  1. will not be likely to make informed choices when faced with clients’unique stories
  2. will not have the ability to organize new information in ways that will help them respond meaningfully.
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2
Q

What is one difficulty in teaching counseling theories?

A

Intersection between students’ meaning-making capacities and their abilities to utilize theory.

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3
Q

How do 3rd-Order meaning-makers accept a theory?

A

Inclined to accept a theory wholly, without reflection or modification

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4
Q

How do 4th Order, or the self-authoring mind, counselors accept a theory?

A

Theories are reflected upon, evaluated, and adapted into the individual’s own self-authored theory.

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5
Q

What are benefits of 4th-Order meaning-making structure?

A
  1. Internalize multiple points of view, reflect on them, and construct one’s own theory
  2. 4th Order is required for professional decision making
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6
Q

What is the purpose of a counseling theories course?

A

Introduce counseling theory and its place in the conceptualization of human beings and their problems.

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7
Q

Beyond this basic function, the theories course serves four broad purposes:

A
  1. Introduces the purpose of theories in counseling
  2. Presents a range of possible theories
  3. Promote students’ meaning-making capacities
  4. Encourages students to integrate developmental and counseling models
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8
Q

When selecting theories for the counseling theories course, what should instructors be aware of?

A
  1. An instructor should not privilege one theory over another
  2. Theories themselves are constructions
  3. Pragmatism should guide the instructor’s selection
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9
Q

RE: counseling theories, what is meant by “noise?”

A

Information that can’t be handled by a person’s current way of knowing.

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10
Q

RE: counseling theories, how should novel information be presented?

A
  1. Provide stability (supporting the person’s current frame of reference)
  2. Provide change (challenging the person’s current frame of reference)
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11
Q

What does the instructor need to do when presenting new counseling theories?

A

Match the organization of noise to the students’ level of meaning-making

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12
Q

What is the primary goal of the counseling theories course?

A

Help students develop a flexible, relativistic methodology regarding theory usage.

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13
Q

RE: counseling theories course, describe personal theory.

A

Humans use the theories that they construct themselves to make meaning out of the world, a theory that didn’t require taking a counseling theories course.

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14
Q

What are 3 phases of the counseling theories course?

A
  1. Discovery and ownership of currently preferred personal theory
  2. Informing personal theory (develop into a personal counseling theory)
  3. Reconstructing personal theory
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15
Q

What is a central focus of the counseling theories course?

A

Developmental transformations toward more complex forms of meaning-making while simultaneously introducing student to counseling theories

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16
Q

What are are two hoped-for outcomes of Phase 1: Discovery and Ownership of Personal Theory?

A
  1. increase students’ awareness of their own personal theories
  2. Help students recognize that theories have value
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17
Q

What are chief instructions methods for theories class?

A
  1. Focus on self-reflection
  2. Reflective writing
  3. Structured discussion
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18
Q

The first several meetings of the theories course focus on:

A

Aware of and articulating one’s own personal theories as related to human behavior and the counseling process

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19
Q

To promote the reflective process of counseling theories, what is NOT introduced in the first few sessions?

A

Formal counseling theories

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20
Q

What are benefits of having students develop personal theories first?

A
  1. Later, formal theories can help students reconstruct and revise their own evolving theories of counseling and build more complex and coordinated personal theories of counseling.
  2. Students typically generate personal or informal theories based on their experiences and intuition
21
Q

Describe Phase 2: Informing Personal Theory

A

Use ILT process (Internal Languages for Transformation) with the relevant assumptions and concepts from the theories.

Students better understand the formal theories when they experience components of the formal theories.

22
Q

ILT process is consistent with what other processes of counselor development?

A
  1. 3rd-Order (the socialized self), 4th-Order (the self-authoring self), and 5th-Order (the transforming self)
  2. Received knowing, self-authorized knowing, and dialectical knowing
23
Q

The ILT process involves four steps for:

A

diagnosing one’s own internalized immunity to change.

24
Q

In the ILT process, what theories connect well to Steps 1 and 2?

A

humanistic and existential counseling theories

-addressing personal awareness, authenticity, acceptance of self

25
Q

In the ILT process, what theories connect with Step 3?

A

Postmodern and systemic counseling theories in its focus away from either/or thinking and toward pluralism, multiple truths

26
Q

In the ILT process, what theories does Step 4 connect to?

A

Cognitive counseling theories through exploration of belief systems, internal language, and dialogue

27
Q

ILT process can perform dual duties of:

A
  1. Personally experiencing the types of reframing and change processes that are embedded in different counseling theories
  2. Promote students’ thinking toward higher levels of cognitive development.
28
Q

After the class completes all four ILT steps and the counseling theory presentations during Phase 2, what does the instructor do?

A

Exploring relationships among ILT process, related counseling theories, and the goals of developmental transformations

29
Q

What happens during the first step in the ILT process?

A

Students identify goals for personal and/or professional improvement.

30
Q

What theory mirrors students’ shift in language or reframing from complaint to commitment during ILT step 1?

A

Humanistic

31
Q

What occurs in ILT Step 2?

A

Students identify specific behaviors that work against meeting a particular goal
Focus: personal responsibility and action.

32
Q

What is ILT Step 3?

A

Discovering Hidden Competing Commitments to Our Improvement Goals/Commitments

33
Q

For ILT Step 3, describe Kegan and Lahey’s competing commitments.

A
  1. Based on individuals’ fears and are often hidden from their own awareness.
  2. Support the obstructive behaviors identified in Step 2
34
Q

What is the goal of ILT Step 3?

A

Uncover fears and understand that individuals hold these fears just as strongly as they do their improvement goals

35
Q

To uncover these fears and commitments, Kegan and Lahey (2009) suggest:

A

Ask: If I imagine myself trying to do the opposite of this, what is the most uncomfortable or worrisome or outright scary feeling that comes up for me?

36
Q

What counseling theories can be taught parallel to ILT Step 3?

A

Postmodern and systemic counseling models

-dialectic nature of moving between the competing and often contradictory commitments

37
Q

What is ILT Step 4?

A

Uncovering the Big Assumptions We Are Making

38
Q

Define Big Assumptions in ILT Step 4

A

Extreme, often envisioning catastrophic consequences to the self.
EX: I am the worst counselor if I do X.

39
Q

What theories parallel ILT Step 4?

A

Cognitive Theories

40
Q

During Phase 2 of counseling theories course, how can class time be divided?

A
  1. Students process ILT experience in dyads
  2. Instructor led class discussions on ILT process
  3. Assigned readings on humanistic/existential, post-modern/systemic, and cognitive counseling theories
    • Reflective notes on readings
41
Q

Reflective notes serve what three purposes?

A
  1. Encourage students to focus on their own ideas (pers. theory)
  2. Place students in a collaborative learning posture
  3. Provide instructor with indication of how well students understand the theories
42
Q

During Phase 2 students also write weekly mini reflective papers on what two matters?

A

(1) how formal theories presented influence personal theories of counseling
(2) how ILT process is affecting their understanding of themselves as developing individuals and counselors.

43
Q

What happens in Phase 3 of Counseling Theories class?

A

Students reflect on the formal theories of counseling with their developing personal counseling theory.
-Test hypotheses during simulated sessions.

44
Q

What activities are used in Phase 3 of counseling theories class?

A

Triadic counseling simulations:counselor, client, observer

Video reviews of previous triads

45
Q

What is the purpose of thematic analysis in Phase 3 of counseling theories class?

A

Promote the deconstruction and integration of formal theories
EX: 1-word description of theory by students, then id. Themes

46
Q

Espoused theories are:

A

those that individuals articulate when they attempt to describe, explain, or predict behavior.

47
Q

Theories in use are:

A

implicit rules that individuals actually use to guide their behavior.

48
Q

In the counseling theories course, what are two central questions in the final paper?

A
  1. What is my current personal theory about how to effectively assist others as a counselor, how is that theory informed by formal counseling theories, and how will I continue working toward enhancing my personal theory?
  2. What is my assessment of my own personal and professional development based on my experiences in this course, how will I continue to develop?

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

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