Use of Film in Undergraduate Human Services: Understanding the Addiction and Recovery Process

ABSTRACT

Steady growth of the addiction field requires human service education programs to prepare competent professionals who can successfully engage in addiction practice. Competency in addiction practice requires human service students to develop an objective understanding of the relapse prevention and recovery process. Though research supports the use of media tools in the classroom, its use in developing addiction intervention competencies in human service students is unknown. The authors present an exploration of the film 28 Days as an addiction recovery teaching tool and discuss students’ understanding of recovery and relapse prevention. Implications for addiction and human service education are also presented.     

A National Survey of Social Justice Engagement Among Professional Counselors

This exploratory survey examined the relationship between 169 professional counselors’ social justice engagement and demographic, personality, and contextual factors. A hierarchical regression analysis indicated that counselors’ sexual orientation, trait extraversion, and postgraduate training predicted their level of engagement in social justice behaviors. The authors recommend that counselor training in social justice be focused on quality, rather than quantity, and that personality and identity characteristics of individuals be incorporated into pedagogical practices.     

Spirituality in the Counselor Education Curriculum: A National Survey of Student Perceptions

Interns (N= 335) from 36 programs accredited by the Council for Accreditation of Counseling and Related Educational Programs completed a survey about their preparation to integrate the 9 Association for Spiritual, Ethical, and Religious Issues in Counseling (ASERVIC) Spiritual Competencies into their counseling practice. Most respondents felt prepared to integrate all but 1 of ASERVIC's competencies. Spiritual topics of wellness, meaning, hope, and faith were addressed most frequently in course work and were associated with feeling prepared to integrate 8 of the competencies. Classroom discussion, experiential activities, and reading were the modalities most useful for learning about spirituality.     

Falling From Grace: Understanding an Ethical Sanctioning Experience

Although an ethical sanction is viewed as an incredibly stressful event for professional counselors, the experience of being sanctioned is not well known. This article provides an overview of the sanctioning process, a discussion of professional silence, and a case example of a sanctioning experience for a counselor. The sanctioning experience is described in a 3‐stage response sequence and is illustrated with journal entries from a sanctioned counselor. Response interventions for each stage are suggested, and implications for the counseling profession are offered.     

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.     

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.     

Play in Supervision

Abstract

Clinical supervision is a fundamental component of counselor education training. Counselor Educators play an active and dynamic role in helping beginning practicum students conceptualize their work with clients. The use of expressive arts in counseling has been shown to be effective in creating a deeper level and meaning to counselor and client interactions. This article describes the use of a particular expressive art technique, a sandtray, based on Sandplay Therapy, with students enrolled in beginning practicum. Additionally, results from a pilot study comparing ratings of traditional supervision and ratings of sandtray supervision with students enrolled in a beginning practicum experience are provided. Results of the pilot study indicated some preliminary support for the viability of the application comparing ratings of traditional supervision sessions with ratings of supervision using sandtray.     

Addiction Competencies in the 2009 CACREP Clinical Mental Health Counseling Program Standards

The Council for Accreditation of Counseling and Related Educational Programs developed addiction competencies for clinical mental health counseling students. This article highlights these competencies, provides an overview of current addiction training, and describes methods to integrate addiction education into curricula.     

职业信息网络的框架、特征和应用

传统岗位分析方法在适应环境变化和实施成本等问题上存在不足,职业信息网络(Occupational Information Network,O*NET)的开发可以应对上述问题.O*NET的核心框架是内容模型,它整合了工作和工作者两方面信息.它的主要特征体现在减少描述单元数量,成本有效性和及时性、多层嵌套指标体系、跨职业描述指标等方面.O*NET对个人发展和组织管理都有重要作用.O*NET在研究上的应用主要围绕岗位分析和职业分类两大领域展开,建议未来国内的研究可以在多方面深入.     

Balancing Our Perceptions of the Efficacy of Success-Based Feedback Manipulations on Motor Learning

ABSTRACT. We report two experiments evaluating the impact of success-related feedback on learning of a balance task. In Exp. 1, we studied the influence of lax and conservative outcome feedback, as well as large vs. small improvements in outcome feedback on balance learning. Despite impacts on competency, there were no between-group differences in actual performance or learning. Because no comparative information was provided in Exp. 1, we tested four further groups that either did or did not receive positive or negative comparative feedback (Exp. 2). Although the manipulations influenced competency and arousal, again, there was no impact on balance outcomes. These data cast doubt on the assertions made in the OPTIMAL theory that perceptions of success are moderators of motor learning.