Reconstructing Counselor Education: Supervision, Teaching, and Clinical Training Revisited

Abstract

The goal of this project is to systematically reflect on the foundations of counselor education and, through the thoughtful analysis reflected in these contributions, to stimulate a broad discussion of its assumptive foundations. It is hoped that this will ultimately serve as the basis for a reconstructed model of counselor education.Since its foundation in 196 1 , the Counselor Education and Supervision journal has documented the growth of counselor education as a theoretical and professional endeavor. The result of this growth is a diverse professional discipline with a growing body of knowledge and a myriad of theoretical models. Supervision, teaching, and clinical training have emerged as the central activities that define contemporary counselor education. However, effectively practicing these primary functions is not always easy. I s a developmental, systemic, or constructivist approach the most effective supervision model? What are the core knowledge areas necessary for a contemporary degree in community, marriage and family, or school counseling? What are the central skills required to effectively counsel diverse clients in varied settings? What is the most effective way to teach these skills?In their search to answer these questions, counselor educators turn, as they should, to the continually evolving knowledge-base of the profession. I t is a knowledge-base in which new research findings and theoretical innovations find their way into the field

The Journal of Counselor Preparation and Supervision Volume 4, Number 1

“…evaluated the developmental effects of counselor training programs on both conceptual and moral reasoning levels and found that clinical work was influential in promoting students' cognitive complexity. Sexton (1998) stated that the literature lacks a description of the art and science of counselor education and that the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) sets forth the information that needs to be taught within counselor education programs but does not provide information on the most effective methods of presenting the material. Moreover, Nelson and Neufeldt (1998) reviewed the counseling pedagogy literature and found that most research focused on teaching specific concepts such as client conceptualization, theoretical acquisition, and specific counseling problems.…”

Scholarship of Teaching in Rehabilitation Counseling Practicum

“…Of the available literature, the primary focus is on skill development rather than overall class design (Granello, 2000a;Nelson & Neufeldt, 1998;Sexton, 1998a;1998b). An examination of the rehabilitation counseling literature suggests limited attention as well.…”

Experiential Training in Group Counseling: Humanistic Processes in Practice

“…Adult students expect the material they are learning to have more relevance to them than is expected by younger students (an aspect Carver, 1996, regards as authenticity in education) and for the material to have more immediate and apparent application. Furthermore, faculty and administrators are being held more accountable for services provided due to the increased scrutiny of funding sources and accreditation boards (Lewis &Williams, 1994;Sexton, 1998b). Implementing the four processes of experiential education, therefore, can address the relevancy needs of adult learners and the accountability needs of faculty and academic programs today.…”