Chapter 21-Teaching Community Agency/Mental Health Counseling and Crisis Intervention Flashcards
RE: community agency course, what should the instructor do to promote a project-based learning experience?
Generate an important question or problem whose solution challenges students to use a variety of investigative methods.
The community agency course that includes three components:
(a) the social constructivist theoretical foundations in which project-based learning is situated
(b) the professional context dictated by the standards of CACREP
(c) a pro-grammatic context into which the course typically fits.
Resnick (1987) identified three typical differences between learning in school and outside of school:
- Individual and shared cognition-in school, assessed alone, in work, assessed as a team
- Pure thinking and use of cognitive tools-in school, perform without aids (computers, etc), in work, use all aids available
- General and situation-specific competencies-in school, general, widely transferable theoretical principles. In work, develop situation-specific competencies.
Describe cooperative learning
- Small groups of students experience positive interdependence
- Individual succeeds when group succeeds
- Collaboration, rather than competition, more often characterizes real-life work settings
Benefits of cooperative learning
- student achievement
- interracial relations
- acceptance of students with disabilities
- improved self-esteem, motivation, time on-task, cooperative behavior, and altruism
Describe Vygotsky’s Sociohistorical Theory of Development
- Humans are largely products of cultural/social environments.
- People develop complex mental functions by moving from social interaction to internalized knowledge.
- Instruction must take place within a learner’s zone of proximal development (ZPD).
Vygotsky’s theory emphasizes several key factors in meaningful learning among adults:
- role of instructor as guide or coach
- consideration of adults’ experiences
- social interactions within their cultural context
- authentic applications to work settings
What CACREP competencies should be taught in the foundations course (some cross-referenced in community agency)?
Competencies under both the Professional Identity and Professional Practice sections.
Describe standards to be taught in CACREP Professional Identity.
- History/philosophy of mental health movement, particularly referencing counseling’s unique identity from other mental health professions.
- Role of counselors in community counseling agencies, serving diverse populations
- Assessment and evaluation skills
What do students need to learn in assessment and evaluation skills?
- Assess client and community needs
- Evaluate effectiveness of community agency programs
- Use evaluation to improve agency offerings
- Ongoing supervision
Effective professional practice in community agencies requires:
- Knowledge of program development
- Needs assessment
- Program evaluation
Other Professional Practice themes for community agencies address:
(1) organizational matters (typed of agencies, public private)
(2) networking among agencies
(3) details associated with daily management
(4) fiscal management
What is another important CACREP standard for community agency work?
Competencies in crisis intervention and prevention
RE: community agency course, the learning objectives primarily reflect what type of knowledge in Bloom’s taxonomy?
- Conceptual
- Procedural
- Metacognitive
Describe conceptual knowledge.
Interrelationships among elements of a larger structure, as opposed to memorization of isolated facts.
