1
Q
Safran & Muran (2000)
A
Two person psychology theory Confrontation and Rupture repair models
2
Q
Bordin (1979)
A
Working Alliance, Goal, task, bond
3
Q
Barlow (2000)
A
Unified Protocol
4
Q
Joiner (2006)
A
Interpersonal Theory of Suicide
5
Q
Tuckman (1965)
A
Group Development - Linear Progressive Model (forming, storming, norming, performing, adjourning)
6
Q
Kline (2001)
A
Group Interactive Development Theory; Involvement, Dependency, Individual, Intimacy, Loss & Loneliness
7
Q
Whitaker and Leiberman (1964)
A
Focal Conflict Theory;
- disturbing motive,
- reactive motive,
- restrictive solutions,
- enabling solutions,
- equilibrium;
- deviant-restrictive and deviant enabling member (the group is spending inordinate amounts of time trying to change this member’s perspective)
8
Q
Yalom (1995)
A
Interpersonal Approach to Group Therapy
9
Q
Rubel (2006)
A
Multicultural & Diversity In Groups;
- Culture and its implications for diverse groups and individuals,
- the impact of diversity upon individual identity development,
- The impact of diversity upon relationships between social identity groups
10
Q
Sue & Sue (2003)
A
Racial/cultural identity development model,
- Conformity,
- Dissonance,
- Resistance and Immersion,
- Introspection,
- Intragative Awareness
11
Q
Helms (1995)
A
White Identity Development Model;
- contact,
- progressive awareness of racism,
- varying attitudes towards group identities,
- personal responsibility,
- shifting protective strategies or defenses,
- autonomy - which finds the white individual having formed a positive, White, nonracist identity,
- valuing diversity and
- taking an active stance toward relinquishing White privilege.
12
Q
Bell (1997)
A
Oppression Model;
- Agent groups and Target groups -
- prejudice, bias, and privilage
13
Q
ASGW (2012)
A
Three Overarching areas of Social and Cultural Competency for Group Workers:
- Awareness of Self and Group Members,
- Strategies and Skills Appropriate to Multicultural and Social Justice Competence, and
- Social Justice Advocacy
14
Q
ACA (2014)
A
ACA code of ethics
15
Q
Bolden et al. (2003)
A
Summary of leadership theories
16
Q
Covey (1992)
A
Transformational leadership focuses on:
- helping increase awareness of what is right and important,
- optimize development not just performance,
- seek after higher ethics and standards.
- Builds on a man’s need for meaning,
- Is preoccupied with purposes and values, morals, and ethics,
- Transcends daily affairs,
- Is orientated toward long-term goals without compromising human values and principles,
- Focuses more on missions and strategies,
- Releases human potential – identifying and developing new talent,
- Designs and redesigns jobs to make them meaningful and challenging
17
Q
Berger & Luckman (1966)
A
Social Constructionism - that there are no realities that can be purely known beyond culture.
18
Q
Kohlberg (1969)
A
Moral Development Theory
19
Q
Kolb (1984)
A
Experiental Learning Theory;
- concrete experience,
- reflective observation,
- abstract conceptualization,
- active experimentation
20
Q
Kolb & Kolb (2008)
A
Registrative Learning, Interpretive Learning, Integrative Learning
21
Q
Knowles (1980)
A
Adult Learning Theory;
- “Self-ConceptAs a person matures his/ her self-concept moves from one of being a dependent personality toward one of being a self-directed human being.
- Adult Learner Experience - As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.
- Readiness to Learn - As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles.
- Orientation to Learning - As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application. As a result his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness.
- Motivation to Learn - As a person matures the motivation to learn is internal”
22
Q
Knefelkamp (1984)
A
CONSTRUCTIVIST-DEVELOPMENTAL TEACHING GUIDELINES -
- Value and promote experience.
- Vary the structure.
- Personalize teaching.
23
Q
McAuliffe & Eriksen (2011)
A
Constructivist-Developmental Teaching Guidelines
- One way to remember these next five guidelines is to use the acronym MACCC, for multiple, approximation, conflict, categorical, and commitment. 4.
- Emphasize multiple perspectives.
- Value approximation over precision.
- Recognize that conflict is the norm. Encourage its expression.
- Question categorical thinking.
- Show commitment in the face of doubt.
The last two guidelines are particularly valuable for counselors, as they alert them to so-called “process” dimensions that are central to the work of counseling.
- Encourage intrapersonal process awareness or metacognition.
- Accent interpersonal process commentary, or metalogue.
24
Q
Vygotsky (1979)
A
Zone of Proximal Development -
- difference between what a learner can do without help and what he or she cannot do.
- Scaffolding- Scaffolding is a process through which a teacher or a more competent peer helps the student in his or her ZPD as necessary and tapers off this aid as it becomes unnecessary, much as a scaffold is removed from a building after construction is completed.
25
Moorhead, et al. (2013)
Online teaching strategies -
1. Create detailed and structured syllabi and rubrics
2. Create opportunities for dialogue
26
Moran & Milsom (2014)
The Flipped Classroom - Student does learning outside of class through reading material, watching videos, examining PPT presentations, and then comes to class and participates in more practical application. Main focus is for students to have an opportunity to integrate knowledge during class time.
27
Bloom (1956)
1. remember,
2. understand
3. apply,
4. analyze,
5. evaluate,
6. create
28
FERPA (1974)
Family Educational Rights and Privacy Act is a federal privacy law that gives individuals certain protections about their education records, such as report cards, transcripts, disciplinary records, contact and family information, and class schedules.
29
ADA- (1990)
Law that prohibits descriminating due to disability
30
HIPPA ()
Law that protects confidentiality of medical information
31
Swank & Smith-Adock (2013)
Gatekeeping during admission - The admission process in counselor education is a crucial part of the ethical and legal responsibilities counselor educators embrace as gatekeepers for the counseling profession.
32
Glance, et al. (2012)
Gatekeeping in counselor education - Gatekeeping requires a system of evaluation of both professional and personal competence for the field. Several problems have come up because of lack of consistency in Gatekeeping practices among programs. Definition of impairment:
1. the intern’s behavior was professionally unethical, harmful, and deficient,
2. there was a clear pattern in the behavior, and
3. behavior was not improving.
33
Homrich (2009)
the three best practices programs could use to improve their gatekeeping protocol are to:
1. establish the expectations,
2. communicate them clearly and widely, and
3. have faculty consistency in enforcement.
She emphasized that being clear and consistent with the process and expectations adds dignity to the situation for the students going through it.
34
Brown (2014)
Problematic Behavior in Counselor Education Programs - Gatekeeping aims to ensure the health of the profession by controlling access to it through evaluation of student suitability for the profession. Gatekeeping should include the following: (a) policies and procedures manuals specifying program expectations (made known before the program starts) (b) a systematic process for regular student evaluation and critique (c) outline of procedures used to identify and notify students when problematic behavior exists (d) step-by-step procedures to document student concerns (e) sequences for the development of time-based and outcome-focused plans to address problematic behavior (f) follow-up review protocol to determine students’ future status in the program (g) formal sequences to follow if dismissal is indicated (h) elaboration of students’ rights and responsibilities for confidentiality and appeals process
35
Goodrich & Sims (2012)
Social Identities Playing a Factor in Gatekeeping Using a Group Systems Approach to gatekeeping with minorities can be beneficial. Intrapersonal Level Faculty reflect on the intrapersonal experience of the student (e.g., What may be occurring for the student in that moment? What might this student be responding to?), and the faculty reflect on their own intrapersonal experience. Interpersonal Level Faculty have a conversation with the identified student. Group-as-a-Whole Level Once a student has been allowed the opportunity to explain his or her experiences (as described earlier), specific questions regarding the student’s experiences in the program should be considered. The faculty assess how successful or unsuccessful the program has been in terms of the recruitment, retention, and graduation of diverse student groups. Supragroup Level The evaluation of potentially problematic students from culturally marginalized groups has larger social justice implications. Dismissing students based on a lack of understanding of non-Western cultural norms and values or because of diverse students’ reactions to unwelcoming or unsafe department environments simply perpetuates the institutional oppression of certain marginalized racial and ethnic groups.
36
Kaplan et al. (2014)
Defining Counseling-Counseling is a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals.
37
Kaplan & Gladding (2011)
20/20 taskforce Mega trends in counseling-
1. Due to both insurance companies and clients wanting evidence that they are getting value for their money, the need for outcome research would intensify.
2. Due to the centrality of family in a client’s life, counselors would need to incorporate family counseling into their skill set.
3. Due to the increasing diversity of the United States, counselor education programs would need to recruit and attract a more multicultural student population.
4. Due to the increasing diversity of the United States, counselors would need to become committed to multiculturalism.
5. Due to the possibilities offered by technology, counselors would make a major commitment to investigating the utilization of computers and technology in counseling.
6. Due to increased public scrutiny, counselors would face increasing pressure to act ethically and within legal boundaries.
7. Due to the rise of special interest groups pursuing important social issues, counselors would need to develop advocacy skills.
38
Bray (2015)
Advocacy Plan:
1. 1. State the problem,
2. State what is being done,
3. Further elaboration of the problem,
4. Articulate Next Steps and what is wanted,
5. Looking ahead (continued plan to address problem)
39
Bronfenbrenner (1979)
Ecological Systems theory, Micro, Meso, Exo, Macro, Chrono System
40
Bernard (1979, 1997)
Discrimination Model of Supervision,
**Thee Roles:** Teacher, Counselor, Consultant;
**Three Foci:** Intervention, Conceptualization, Personalization
41
Luke & Bernard (2006)
The School Counseling Supervision Model; 4 entry points for school counselors,
* large groups intervention,
* Counseling and Consultation,
* Individual and Group advisement, and
* Planning, coordination & evaluation
42
Bernard & Goodyear (2013)
Fundementals of Clinical Supervision
43
Ronnestad and Skovholt (2003)
found that a commitment to ongoing self-reflection is a skill that characterizes good therapists at all points across the professional life span.
44
Hardy (2016)
In multicultral supervision, personal knowledge of social location and how that impacts our social privilege.
Multicultural counseling occurs both in the therapy room as well as in supervision sessions.
45
McAuliffe & Eriksen (2011)
Three Epistemologies for counselor education:
* Received (Belenkey, 1986),
* Conventional Knowing (Kohlberg, 1981) (Third order of consciousness)
* Self- Authorized knowing (Kegan, 1998)
* Dialectical Knowing (Bassechas, 1984, 1998) Multiple perspectives and questioning assumptions
* Knowledge is socially constructed through a discourse/idea and question theses discourse/ ideas The use of one’s judgment to develop decision making. No longer settling on received ways of knowing but seeks what is important based on evidence.
46
Kegan (1998)
Self-Authorizing knowing
47
Bassechas (1984, 1998)
Dialectical knowing
48
Kolb (1984)
Experiential Learning Theory
**Concrete experience**: goal motivated interest (role-playing),
**Reflective observation**: observe and reflect on what the experience meant,
**Abstract conceptuatlization**: concrete to abstract= inductive-generalized thought from experience for meaning making OR deduction- experience to generalize a thought.
**Active experimentation**: Trying out the generalizations (practicum)
49
Marbley, Steele, & McAuliffe (2011)
Social Justice Educational Foundations - Six guiding notions -
1. Culture is a social construct that leads to our assumptions of what is good and true.
2. Comprehensiveness: definition of culture is broad, to include all social groups.
3. Diversity vs Disparity: We can’t consider one without the other; power and access to important things.
4. Multicultural competencies: Awareness, knowledge and skills.
5. Universality and individuality are both important: culture guides behavior, individual personality, and temperament also informs behavior.
6. Teaching process: Experience and reflection are needed for learning
50
Sue, Ivey, & Pederson (1996)
Multicultural Counseling and Therapy Theory
1. emphasis on context vs the individual,
2. matching practice with culture,
3. liberation of counsciosness
51
Bell & Adams (2016)
Social Justice Education Goal:
Have tools (theory and pedagogical frameworks) to critically analyze oppression connecting to the competencies of SJ—awareness, knowledge, and skill ;
52
CACREP (2016)
Counselor education program standards
53
Hays (1996)
Adressing Model; Age, generational Disability, Religion, Ethnicity/race, Social status, Sexual orientation, Indigenous heritage, National origin, Gender
54
Creswell and Poth (2017)
five approaches to qualitative research (narrative, phen., grounded theory, ethnography, case study)
55
Lincoln & Guba (1985)
trustworthiness
* credibility,
* transferability,
* dependability,
* confirmability
56
Morrow (2005)
Argued for Qualitative Authenticity; researcher should not be seeking to prove their results are ‘true’ but rather that they are in alignment with the method.
For all these concerns she states that adequacy, redundancy, and reflexivity are the primary ways to avoid issues of authenticity. "
recommended the following: Prolonged Engagement, Persistent Observation, triangulation, peer debriefing, negative case analysis, referential adequacy, member check, thick description, reflexive journaling, audit trails,
57
Glaser & Strauss (1967)
Grounded theory
58
Moustakas (1984)
Phenomenology
59
Hussrel (1900)
considered founder of phenomenology
60
Safran & Muran (2007)
Relational Approach to Supervision
61
Corbin and Strauss (2015)
Grounded Theory - newer (more of a post-positivist)
Comps - 2020
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Decks in class (11)
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