The Processing Wheel: An Arts-based Intervention for Clinical Supervision

The primary goal of supervision is to promote professional growth among counselors-in-training. Art making is an under-explored method of promoting exploration and self-awareness, and thus professional growth, within the process of supervision. While outlining the literature on creativity in counselor education and implementing art into supervision, the author also includes details about her experience of infusing art into supervision. Additionally, a case example of a new specific art-based intervention, dubbed the “Processing Wheel,” is described. Finally, implications, limitations, and future directions for counselor educators are discussed.     

The Science and Art of Integrating Psychodrama and Bernard’s Discrimination Model

This article presents the useful technique of Jacob L. Moreno’s psychodrama in counselor education supervision training. This article addresses how psychodrama can be used with student supervisors who are not sure which of Bernard’s discrimination model roles they are using in supervision. Bernard’s model uses three roles that help supervisors function successfully in their relationships with supervisees. Psychodrama may help student supervisors decide what action would be the most appropriate in a given supervision session. Student supervisors may also benefit from psychodrama in processing internal conflict they may experience in their supervisory role. Faculty members training new supervisors may use these techniques to help their student supervisors gain more awareness on how they view their relationships with supervisees.     

The Sexual Identity Timeline: A Reflection Tool for Developing Competence in Counseling

Greater attention to sexual identity development from an inclusive and affirmative perspective must be incorporated into counselor education training. Counselors are well positioned to address issues related to human sexuality; however, without reflection across the spectrum of sexuality-related issues, counselors may rely on personal bias, or they may choose to avoid the topic altogether. In order to adequately train counselors, it is important to identify learning activities that counselor educators can utilize. Given the significance of sexuality across the lifespan, we propose that counselor educators actively guide their students through reflection about their own sexual identity development. This article presents the Sexual Identity Timeline (SIT) as a reflective learning activity to incorporate into the counseling curriculum.     

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.     

Motherhood and Counselor Education: Experiences With Work–Life Balance

Female professors with children continue to experience institutional and cultural barriers in academia. This article situates the experiences of counselor educator mothers in the context of current trends in academia and research related to mothers in the workforce.     

Addiction Education and Training for Counselors: A Qualitative Study of Five Experts

Five themes emerged based on interviews of faculty with addiction counseling expertise. The findings are relevant to practitioners, educators, and students. Recommendations for the counseling field are addressed, and suggestions for addiction content, course design, and pedagogy are included.     

Evaluating the use of preparation guides in interteaching versus a quiz alternative

Interteaching is a behavioral teaching method that has demonstrated efficacy in higher education. Of particular interest is the use of a preparation guide (a guided reading assignment), which is designed to promote engagement in the other areas of the interteaching process. The present study compared the use of a preparation guide completed before the start of class with that of a quiz administered at the start of the class. The quiz was hypothesized to serve as a functional alternative to the preparation guide. A total of 38 undergraduate students enrolled in an Introduction to Psychology course participated in this study. The primary dependent measure was student performance on tests following each condition. The analysis revealed no statistically significant difference between the conditions, F(1, 302) = 0.103, p = .748, though qualitative feedback revealed student preference for preparation guides. Future research is necessary to examine the effects of quizzing while addressing the limitations of this study.     

Counselor Preparation and the Association for Spiritual,Ethical, and Religious Values in Counseling Competencies: An Exploratory Study

A national study of American Counseling Association members (N = 230) examined perceptions of the importance of the 14 Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC) Spiritual Competencies and perceived ability to practice those competencies. Learning pathways to achieve knowledge of the ASERVIC Competencies were explored. Participants viewed the competencies as important but felt less able to consistently practice them. Prior exposure to the content of the competencies through spiritual topics covered in graduate school was positively correlated to perceived ability to practice the competencies. Recommendations were made for strengthening teaching of spirituality in counselor education.