Using Relational Cultural Theory as a Pedagogical Approach for Counselor Education

Lértora, Ian; Croffie, Alexis L.; Dorn-Medeiros, Cort M.; Christensen, Jeffrey K.

doi:10.1080/15401383.2019.1687059

Cited by 11 publications

(7 citation statements)

References 15 publications

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“…How faculty design and manage their classroom activities and members helps shape student integrity practices (Garza Mitchell & Parnther, 2018 ). It is worth noting that relational pedagogy may play an important role in acculturating students to values consistent with academic integrity since at its core it “encourages students to invest more in their own learning” (Lertora et al, 2020 , p. 206). So, those relationships between faculty and students are paramount to academic integrity efforts.…”

Section: Discussionmentioning

confidence: 99%

Academic Integrity Education Across the Canadian Higher Education Landscape

et al. 2021

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The purpose of this article is to understand how academic integrity educational tutorials are administered across Canadian higher education. Results are shared from a survey of publicly funded Canadian higher education institutions ( N = 74), including universities ( n = 41) and colleges ( n = 33), across ten provinces where English is the primary language of instruction. The survey contained 29 items addressing institutional demographic details, as well as academic integrity education questions. Results showed that academic integrity tutorials are inconsistent across Canadian higher education, with further differences evident within the university and college sectors. Supplementary Information The online version contains supplementary material available at 10.1007/s10805-021-09412-6.

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Section: Discussionmentioning

confidence: 99%

Academic Integrity Education Across the Canadian Higher Education Landscape

et al. 2021

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“…Innovative and creative techniques are not new to the field of counseling (Croffie & Lertora, 2018; Lértora et al, 2020). As we well know, not all relationships are a mix of all giggles, squirrels, other tree-dwelling animals, and trees.…”

Section: Discussionmentioning

confidence: 99%

Tracking Thought Squirrels: A Relational Cultural Theoretical Approach to Counseling Couples

Lértora

Starkey

2021

The Family Journal

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Relational-Cultural Theory (RCT) describes the process of connection and disconnection that is inevitable in relationship. Understanding how we can navigate and recover from connection and disconnection in our relationships with loved ones serves to develop relational resilience. In this article, the author will share an approach to couples communication, grounded in RCT, which may help increase the ability for couples to communicate their moments of connection and disconnection to one another to foster relational resilience. Two case examples are shared that exemplify the step by step process of incorporating this relational cultural approach in practice.

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“…While standardised role-plays have been suggested as a way of addressing this, the limited research on the use of these role-plays has again tended to focus on overall session ratings (Liness et al ., 2019a). It has also been suggested that the use of ‘real-plays’, where a trainee takes the client role presenting real information from their own life for an exercise, is superior to role-plays (Lertora et al ., 2020; Nemec et al ., 2015). It has been suggested that this is because real-plays are experiential exercises that provide for a more authentic experience, avoiding constructed scenarios where the trainee may feel a pressure to act and may rely on pejorative and/or simplistic stereotypes, lacking nuance.…”

Section: Issues With Existing Measures Of Competencementioning

confidence: 99%

“…It has been suggested that this is because real-plays are experiential exercises that provide for a more authentic experience, avoiding constructed scenarios where the trainee may feel a pressure to act and may rely on pejorative and/or simplistic stereotypes, lacking nuance. As a result, they are thought to provide more realistic challenges for the practice of clinical skills and to normalise the processes upon which psychological dysfunction are often based, promoting the development of empathy (Lertora et al ., 2020; Nemec et al ., 2015).…”

Section: Issues With Existing Measures Of Competencementioning

confidence: 99%

“…More generally, participants typically noted that such training programs also result in an enhanced self-reflective capacity, greater self-awareness, and improved wellbeing (Bennett-Levy, 2019; Bennett-Levy and Lee, 2014; Gale and Schröder, 2014). Unsurprisingly, these findings are also consistent with the literature on ‘real-plays’ ( vs role-plays), which also utilises self-practice, and claims to better promote skill development and empathy (Lertora et al ., 2020; Nemec et al ., 2015).…”

Section: The Sp/sr Training Frameworkmentioning

confidence: 99%

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Use of self-practice/self-reflection (SP/SR) exercises for competency-based training and assessment in CBT

Collard

2024

tCBT

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With the increased demand for psychological services, and particularly for cognitive behavioural therapy (CBT), it is vital that teaching programs offer effective training that produce skilled and competent clinicians. This paper reviews the limitations of traditional approaches to training within the field of psychology, in terms of the promotion of a breadth of declarative knowledge at the expense of a deep and nuanced understanding of cognitive behavioural theory and clinical competence. It also reviews issues with existing strategies for competency-based assessment of trainees learning CBT. To date, many of these appear to assess a range of competencies concurrently and to test trainees within complex environments. Such methods may fail to provide an opportunity for the assessment of specific areas of competence and/or confound the assessment itself. It may also result in the public being exposed to trainees who are yet to develop competence. Based on recent research in training methods within psychology at large, and in relation to CBT specifically, a model of competency-based training and assessment is presented to address these issues. This model extends the existing research on the use of the experiential self-practice/self-reflection (SP/SR) framework for training in CBT. It proposes that the use of discrete exercises within a SP/SR training program promotes a more in-depth and nuanced appreciation of cognitive behavioural knowledge and skills and increased clinical competence. Furthermore, such exercises are proposed to provide an avenue for assessing clinical competence in specific skills prior to the commencement of direct client services. Key learning aims (1) To review literature on training for the development of clinical competence. (2) To review literature examining methods of assessing competence. (3) To propose the use of experiential training through a SP/SR framework as a method for providing both competency-based training and assessment.

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Using Relational Cultural Theory as a Pedagogical Approach for Counselor Education

Cited by 11 publications

References 15 publications

Academic Integrity Education Across the Canadian Higher Education Landscape

Academic Integrity Education Across the Canadian Higher Education Landscape

Tracking Thought Squirrels: A Relational Cultural Theoretical Approach to Counseling Couples

Use of self-practice/self-reflection (SP/SR) exercises for competency-based training and assessment in CBT

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