Preparing Counselors-in-Training to Work With Couples: Using Role-Plays and Reflecting Teams

Abstract

The use of experiential learning practices is a cornerstone of marriage and family training. In this article, two novel experiential approaches for teaching couples counseling are detailed. Specifically, the evolution from the original format to the final version of the learning experience is described. The two primary components of the experiences include (a) a semester-long role-play enacted by doctoral student graduate assistants and (b) student reflecting teams. The authors found that students benefited from these experiences and were able to provide validation, offer encouragement, and act as catalysts for change both with their classmates and in mock couples sessions. The reflecting team format was especially helpful in promoting a safe, interactive learning environment. In addition to describing the experience, suggestions are made for adapting the approaches to fit other programs.

Enhancing Role-Play Activities With Pocket Camcorder Technology: Strategies for Counselor-Educators

“…However, authors have identified potential obstacles counseloreducators may experience when deciding to implement a specific educational strategy involving role-play and technology. For example, although role-playing has been discussed as beneficial for students in many areas in the counselor training curriculum (Burnett, Hamel, & Long, 2004;Shurts et al, 2006;Stockton & Toth, 1996;Young, 2008), a limited number of specific suggestions or guidelines exist as to how counselor-educators might use this approach with counselor trainees (Smith, 2009). Furthermore, counselor-educators who would like to consider incorporating multimedia strategies such as digital video recording into their teaching may feel less than competent and perhaps even intimidated in terms of dealing with emerging technology that may be perceived as complicated (Glass, Daniel, Mason, & Parks-Savage, 2005).…”

Teaching Counseling Microskills to Audiology Students: Recommendations from Professional Counseling Educators

“…40 Thus, experiential classroom activities are critical to learning counseling microskills. [40][41][42] We use a variety of experiential learning activities, such as role-play activities, simulated patients, video tape recording, and real-life patients, in our clinical courses to both maximize our students' skill development and best evaluate student progress. We recommend that audiology instructors utilize these methods to teach and evaluate counseling microskills.…”

“…Best teaching practices in psychology and counseling support the use of role-plays and experiential learning activities in the classroom. [40][41][42] These are effective ways to use classroom time in a productive manner that facilitates skill development and refinement. However, learning and evaluating microskills should not be limited to peer role-plays.…”

Using Games to Creatively Enhance the Counselor Education Curriculum

“…In focusing on the learning process, counselor educators can emphasize activities occurring throughout the game (i.e., role-playing scenarios), instead of emphasizing the goal of winning the game. Shurts et al (2006) reported that students expressed that the integration of role-plays within a couples counseling course contributed to their development as counselors. Roleplaying may occur without integrating it within a game; however, the context of a game (e.g., collaboration and enjoyment) may enhance the learning experience.…”