Current Practices in Online Counselor Education

Abstract

As the number of older adults increases, it is important to understand how attitudes toward aging influence society, the aging process, and the counseling profession. Ageism-defined as social stigma associated with old age or older people-has deleterious effects on older adults' physical health, psychological wellbeing, and self-perception. In spite of research indicating that the pervasiveness of ageism is growing, there are few studies, whether conceptual or empirical, related to the impact of ageism within the practice of counseling. This article includes an overview of existing literature on the prevalence and impact of ageism, systemic and practitioner-level consequences of ageism, and specific implications for the counseling profession. Discussion of how members of the counseling profession can resist ageism within the contexts of counselor education, gerontological counseling, advocacy, and future research will be addressed.

School Counseling District Supervisors’ Experiences and Perceptions Regarding School Counselor Preparation for Practice

“…Online preparation is a growing trend in higher education (Allen & Seaman, 2016), including in counselor education (Benshoff & Gibbons, 2011; Snow et al, 2018). In particular, 23 online school counseling programs hold CACREP accreditation (CACREP, 2020).…”

The Experiences of Counselor Educators Transitioning to Online Teaching

“…In an age where higher education is becoming expected for career advancement, online learning benefits nontraditional students as well as underserved populations. Academic options online provide opportunities for individuals who might otherwise be unable to participate in higher education due to family, work, or geographic constraints (Smith et al, 2015;Snow et al, 2018). Along with greater student support, many university administrators also see value in online learning opportunities.…”

“…Although research suggests that support for online academic practices is growing in higher education, some stakeholders have been hesitant to fully embrace the value of online academic methods and often question the rigor and integrity of the approach (Baack et al, 2016;Karl & Peluchette, 2013;Reamer, 2013;Snow et al, 2018). Blackmon (2016) wrote that, in 2012, over half of the faculty members in higher education nationwide felt uncomfortable with the idea of online teaching and considered the practice a radical transformation of the academic experience.…”

“…Technology has provided innovation and led to benefits and conveniences that many in society find hard to ignore. Stakeholders in higher education, who have valued traditional academic practices, are beginning to accommodate these technological advancements leading to online courses but also feel challenged (Bilbeisi & Minsky, 2014;Snow et al, 2018). The counseling profession is no exception, as its leaders have developed professional standards to guide the use of technology in both counseling practice and training (ACA, 2014;ACES Technology Interest Network, 2017).…”

“…Universities with online counselor education programs have opened opportunities for many aspiring counselors. Students who were previously unable to join the profession, due to family, work, financial, or geographic constraints, now have new possibilities to forward their personal and professional goals (Keengwe & Kidd, 2010;Smith et al, 2015;Snow et al, 2018).…”