The Reflecting Team: A Training Method for Family Counselors

Chang, Jeff

doi:10.1177/1066480709357731

Cited by 40 publications

(31 citation statements)

References 40 publications

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“…The concept of Perspective Taking in counseling (Campbell et al, 2014;Chang, 2010;Macran et al,1999;Todd & Galinsky, 2014) provided a useful methodology for evaluating the trainees' capacities for empathy and self-awareness when it came to 'use of self' (Reinkraut, Motulsky, & Ritchie, 2009). The training experiences also provide a set of prescriptive tenets to those who wish to replicate such training efforts.…”

Section: I-mental Health Training Methodologymentioning

confidence: 99%

E-Mental Health and Counselor Training

Gardere¹

2017

IJPI

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Section: I-mental Health Training Methodologymentioning

confidence: 99%

E-Mental Health and Counselor Training

Gardere¹

2017

IJPI

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“…This facility provides students with role-play practice experience in the safety of the university environment. Tutorial groups can observe the work in the Studio through the mirror and interact with the students who are engaged in practice, in a reflecting team approach (Chang, 2010;Frake & Dogra, 2006).…”

Section: The Social Work Studiomentioning

confidence: 99%

Enhancing student engagement through practice experience in social work education: the Social Work Studio

Campbell

2012

Higher Education Research & Development

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It can sometimes be difficult to engage students in 'real life experiences' within the classroom. In one Bachelor of Social Work program, the development of a Social Work Studio (the Studio) has provided students with opportunities to engage in simulated social work practice in a safe and supportive environment. This article reports on a small exploratory study of students' responses to a survey that sought their views and reactions to the development of this Studio initiative. Findings were analysed from a sociocultural perspective. They indicate that students' responses to the development of the Studio reflect their emerging constructions of the cultural world of social work.

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“…Again, the focus person remains silent and can feel empowered by the positive energy and multiple perspectives (Chang, 2010). RMM participants can also offer resources and connections to help the focus person move forward into the identified research.…”

Section: The Research Mentoring Modelmentioning

confidence: 99%

“…Instead, the focus person can just absorb and contemplate the reflections of others, in keeping with the concepts of a reflecting team (Chang, 2010).…”

Section: The Research Mentoring Modelmentioning

confidence: 99%

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Building a Community of Researchers Using the Research Mentoring Model

Nolte¹,

Bruce²,

Becker³

2015

JCPS

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The development of a community environment and strong mentoring relationships is integral in helping doctoral students complete their degrees. Of the stages comprising a student's academic career, effective conceptualization and writing of the dissertation proves the most challenging and may result in failure to complete a doctoral degree. The researchers developed and used their Research Mentoring Model (RMM) to help doctoral students identify research topics, move into a researcher identity, and develop a sense community. This hermeneutic phenomenological sought to understand the experience of the five first year doctoral students participants. All were enrolled in a CACREP accredited Counselor Education and Supervision program of a western university. Each student was the Focus Person during participated in a structured, 90-minute mentoring to explore the possible directions of dissertation research. The sessions were attended by faculty and advanced doctoral students who provide feedback and discuss possible research. The five first year students were then interviewed about their experiences with the RMM. The themes that emerged from the individual interviews included: experiencing a sense of community, developing a researcher identity, increasing confidence, self-efficacy and motivation, as well as finding support from peers and faculty. The Article concludes with limitations, reflections and directions for future research. Earning a doctoral degree is a complex process that involves the crossing of several thresholds leading to successful graduation (Kiley, 2010; McAlpine & Lucas, 2011;Protivnak & Foss, 2009). Across disciplines, the doctoral dissertation is historically the final requirement between a doctoral candidate and the completion of a doctoral degree (Aitchison, Catterall, Ross, & Burgin, 2011;Pillay & Kritzinger, 2007). Of the stages that comprise a student's academic career, the dissertation process often prove the most challenging and may result in degree noncompletion (Carter, 2011;Gardner, 2010;Kiley & Wisker, 2009) Despite the tolerable completion rates in Counselor Education, there remain serious consequences for institutions and their students who do not graduate. Energy, time, and financial resources seem wasted for students who discontinue their academic path. What can be done?Building a community of faculty and doctoral student researchers may minimize the attrition rate, support doctoral students to move into a research identity, and enhance motivation toward graduation (Griffiths, Thompson, & Hryniewicz, 2010). Thus, the purpose of this study was to investigate the creation of a research community and collateral activities meant to support doctoral students through the dissertation process.For the current research study, the community of researchers is defined as a group of university faculty, especially dissertation advisors, and doctoral students at various stages in their doctoral work. Community members provide support and feedback, as well as ensure accountability, whi...

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The Reflecting Team: A Training Method for Family Counselors

Cited by 40 publications

References 40 publications

E-Mental Health and Counselor Training

E-Mental Health and Counselor Training

Enhancing student engagement through practice experience in social work education: the Social Work Studio

Building a Community of Researchers Using the Research Mentoring Model

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