Student Perceptions of Sandtray in Solution-Focused Supervision

Sandtray supervision and solution-focused supervision (SFS) are both strengths-based approaches that may be effective in helping counselor trainees reduce their anxiety and develop clinical self-confidence. The purpose of this collective case study was to explore how a group of practicum students with a school counseling emphasis experienced a blending of sandtray and solution-focused supervision (SFS) approaches. Participants described how the blended approach fostered group cohesiveness in their supervision and promoted both personal and professional development. Participants indicated more awareness of the impact of sandtray than the influence of the solution-focused approach in their supervision.     

The Wisdom Jar

Abstract

Supervisors can use a wide range of skills and exercises when terminating counseling supervision with supervisees at the end of a practicum class. This article presents an experiential creative activity, the Wisdom Jar, as a metaphor for discussing specific lessons with supervisees. The use of creativity and the integration of symbols and metaphors provided supervisees with images to reflect upon after completing a counseling practicum clinical experience.     

Getting Everybody Involved

Abstract

This paper describes a creative approach for training counselor and counselor educators that provides collaborative interactions among students and faculty in several university training programs. Structured around a problem-solving activity and self-reflection questionnaires, undergraduate teachers-in-training were given an opportunity to receive one-to-one consultative counseling from the master's level counselors-in-training, who in turn received structured problem-solving supervision from the doctoral level students. Finally, the doctoral level students received faculty support to facilitate the development of their supervisory skills. The goal of this training approach is to provide students at all three levels with experiences similar to those they will encounter as professionals following graduation from the university, but within the context of scaffolding from faculty and more advanced students.     

Integrating Relational-Cultural Theory Concepts and Mask-Making in Group Supervision

ABSTRACT

Supervisees in the clinical phase of their counselor training may experience anxiety related to evaluation and competence. Recent literature has suggested that the integration of relational-cultural theory (RCT) concepts in supervision can be used to reframe supervisee anxiety and promote professional growth. Creative arts approaches have been employed in group supervision to increase supervisee self-awareness, improve case conceptualization skills, and foster group cohesion. To date, no research exists on the use of mask-making in RCT-based group supervision. In this article, the author proposes integrating RCT concepts with a mask-making intervention in group supervision to address supervisee anxiety. Limitations and implications for counselor educators and supervisors are discussed.     

Using Art-Based Strategies in Group-Based Counselor Supervision

In addition to course work and experiential learning experiences, a vital aspect to counselor training is clinical supervision. Supervision acts as a mediator bridging the gap between theory and practice. Using creative interventions has been increasing in clinical work and may be beneficial to be used more in training counseling students. One way to incorporate creative and expressive techniques into a counseling program is to use art-based strategies in clinical group supervision. Research and clinical experiences are discussed.     

Client Outcomes Across Counselor Training Level Within a Multitiered Supervision Model

The authors examined client outcome data to evaluate treatment effectiveness across counselor training level. They used a multitiered supervision model consisting of professional staff, interns, and practicum students. Clients (N = 264) demonstrated significant improvement with no significant outcome differences between professional staff and supervised trainees. Limitations and future directions are discussed.     

Promoting Clinical Knowledge,Skills, and Empathy via a Creative Self-Suicide Assignment

Abstract

Suicide is a leading cause of American deaths. Given suicide's overall frequency and negative effects, specialized suicide training is warranted. This article describes a creative self-suicide assignment designed to enhance doctoral students? suicide assessment and intervention knowledge and clinical skills, and promote greater counselor empathy for clients presenting with suicidal ideation. Doctoral students who participated in the assignment reported increased suicide assessment and intervention knowledge and skills, and enhanced empathy toward clients presenting with suicide-related issues. Student summarizations related to their assignment experiences are included.     

Using Expressive Arts in Online Education to Identify Feelings

The authors of this article present two creative teaching activities to illustrate how online counselor education can use expressive arts to promote awareness of how one feels. Included is a discussion of this awareness of feelings, the downside of expressing feelings, creative arts in counselor education, and how counselor education can promote feeling experiences. Two examples of expressive arts are offered with a brief discussion.     

What Does Self-Care Look like for Online Graduate Mental Health Counseling Students?

ABSTRACT

The purpose of this article is to highlight what self-care looks like for online graduate mental health counseling students and implications for counselor educators. Results come from a program evaluation examining self-care practices for online mental health graduate students. Furthermore, these results will guide the examination of best practices to meet student reported needs while integrating self-care into the program’s mission, program objectives, and curriculum.     

Computer Monitor Supervision: A Clinical Note

Live supervision requires communication while the supervisor is guiding the trainee therapist through the one-way mirror. With the use of computer technology, additional communication procedures that have been developed are briefly presented adding new possibilities to live supervision. Using the computer as a supervision tool, therapy can be influenced by the supervisor while minimizing disruption. Successes and pitfalls in a master's level practicum course in family therapy are presented.     

From the institute to the ivory tower: The live supervision stage approach for teaching supervision in academic settings

Abstract

In this paper, we describe an experimental academic course on marriage and family therapy supervision. The course, an adapted version of an institute program, was taught in four stages, combined a seminar and a practicum, and culminated with live supervision of live supervision.     

A Preliminary Longitudinal Study of Multicultural Competence in Counselor Education

The purpose of this study was to investigate longitudinal changes in master’s-level counselor trainees’ (N = 78) self-perceptions of their multicultural counseling competence over the course of their counseling program. Multilevel modeling results indicated an increase in scores across 3 time points. The authors discuss study limitations and how counselors and counselor educators can incorporate the study’s findings into their practice and into the education and supervision of counselor trainees.     

Using Popular Film to Teach Multicultural Counseling: A Constructivist Approach

The use of popular film as an experiential teaching tool in multicultural counselor education has been well documented. However, existing research has been limited. The purpose of this study is to implement a unique pedagogic intervention using popular films and to study how counseling students experience the activity as part of their multicultural counseling training. The researchers utilized the popular films Crash and Precious to stimulate student dialogue and reflection on topics pertaining to race, culture, privilege, and social justice. The findings indicate that popular films, when implemented in conjunction with reflective learning activities, are effective in promoting students’ multicultural and social justice counseling competencies. Participants reported that the pedagogic activity was effective in bringing to life the multicultural course concepts and stimulating difficult but necessary conversations about race, ethnicity, privilege, and power. Finally, implications of this study could further inform the field of multicultural counselor education.     

The Development of Professional Counseling in Uganda: Current Status and Future Trends

Professional counseling in Uganda has foundations in traditional cultures of its peoples, guidance offered in schools, and counseling to curb the HIV/AIDS epidemic. Currently, a definitive professional counselor profile in Uganda is being established. The Uganda Counselling Association continues the process of seeking legal authority to regulate counselor training, supervision, and practice. Counselors need to carry out more research to make counseling more relevant to the African situations, cultures, and customs.     

The Impact of Wellness‐Focused Supervision on Mental Health Counseling Practicum Students

Professional counseling organizations tout the importance of wellness for counselors and counselors‐in‐training. The authors used a wellness‐focused supervision model with mental health practicum students to assess the model's degree of treatment effect at improving students' wellness over the course of the semester. Participants' demographics included three women, one man, three European Americans, and one Latino/a. Single‐case design results revealed that ongoing wellness‐focused interventions are helpful in improving participants' level of wellness; implications for practice are provided.     

Commentary on Becoming a Daughter: Trauma is a Powerful Teacher

Personal life crises profoundly impact genetic counselor practice. In this commentary, themes from Matloff’s (in press) article, Becoming a Daughter are highlighted and expanded upon. These themes include: personal impact of a life crisis, and professional impact vis a vis empathy countertransference, self-disclosure, nondirectiveness, and self-confidence. Strategies that help genetic counselors manage personal life crises within their clinical practice and also promote their professional development are emphasized, including normalization of life crises, self-reflection, boundary-setting, and use of peer supervision and consultation.     

Student Counselors' Perceptions of Ethical Client Referrals

The 2014 ACA Code of Ethics (American Counseling Association, 2014 ) distinguishes between competence‐based and value‐based referrals. This phenomenological research explored student counselors' (N = 10) perceptions of client referrals across a range of cognitive developmental positions. Findings indicated nuanced understandings of competence, values, referral processes, responsibilities of supervisors, and learning environments. Implications for counselor education and supervision are discussed.     

From Theory to Practice

Abstract

Beginning counselors are often eager to incorporate expressive techniques in their counseling sessions. However, there is still some disconnect between student counselors studying an experiential technique in coursework and supervision, and then executing these activities while conducting a counseling session. The following article provides a rationale for teaching expressive techniques and explores a previously developed model for teaching supervisees. An experiential activity is presented, as well as a case study illustrating the use of the teaching model.     

Creating Personal Dispositions for a Professional Counseling Program

The Council for Accreditation of Counseling and Related Educational Programs requires counselor training programs to undergo systematic evaluation of trainees. This evaluation can be challenging at times. The authors posit the use of dispositions as a tool for ongoing assessment of student development by detailing the process used to establish dispositions in a counselor training program. Using an N= 1 intensive case study approach, they provide information about the relevance of dispositions in counselor training, the origin of dispositions for the program, and ongoing efforts to evaluate the dispositions in terms of their relevance to student growth. Implications for counselor training and curriculum development are discussed.     

Impact of Selected Ethical Information Resources on Counselor Educators' Decision‐Making Regarding Boundary Crossings

A random sample of 207 counselor educators used 4 ethical information resources in the context of 16 boundary‐crossing scenarios. Burian and Slimp's (2000) social dual‐role relationship model was the only resource to change counselor educators' boundary‐crossing decision‐making in a manner that could mitigate boundary‐crossing concerns with students. Curiously, almost 60% of counselor educators stated that they would not use Burian and Slimp's model in the future when this was the only ethical decision‐making resource that made a difference in boundary‐crossing decision‐making for counselor educators.