COMPS Flashcards
(43 cards)
- Adult Learning: Theories & Models
- Syllabus Development and Course Construction
- Doctoral-level Teaching Preparation
- Assessment of Student Learning
- Online Teaching
- Developing a Philosophy of Teaching
- Assessment of Teaching Effectiveness
- Student Support and Remediation
- Teaching Excellence
- Program Structure and Curriculum Sequencing
ACES, 2016
University Teaching: A Reference Guide for Graduate Students and Faculty. Syracuse, NY: Syracuse University Process.
Tice et al., 2005
Teaching in Counselor Education: Engaging Students in Learning. Alexandria, VA: American Counseling Association.
West et al., 2013
A theorist and also a practitioner in education, theorist emphasized a lot about how children learn best when they interact with their environment and when they are involved with the school curriculum. He argued that the child is not a passive recipient of information but an active individual. An important idea in the pedagogy refers to practicing crafts in school. In one of his works “Social Pedagogy”, He points to the role of the manual occupations in the child’s education. He refers to carpentry, blacksmithing, weaving, and naming them as the ways of living. He declares himself against any kind of teaching in which the child is passively listening to the teacher’s speech. He introduces arguments in favor of these manual activities like: they develop in the child the need of feeling useful and, therefore, useful for others; they prepare the child for real life and develop the child’s abilities (1919, pp.8-9).
Experiential Learning! Just as relevant for andragogy (adult learning).
Dewey, 1966
Transformational Learning Theory, Critical Consciousness, change in Self and how one sees others
He contributed a philosophy of education which blended classical approaches stemming from Plato and modern Marxist, post-Marxist and anti-colonialist thinkers… emphasized the need to provide native populations with an education which was simultaneously new and modern, rather than traditional, and anti-colonial — not simply an extension of the colonizing culture.
He believed education could not be divorced from politics; the act of teaching and learning are considered political acts in and of themselves. He defined this connection as a main tenet of critical pedagogy. Teachers and students must be made aware of the politics that surround education. The way students are taught and what they are taught serves a political agenda. Teachers, themselves, have political notions they bring into the classroom.
In terms of pedagogy, he is best known for his attack on what he called the “banking” concept of education, in which students are viewed as empty accounts to be filled by teachers. His work revived this view and placed it in context with contemporary theories and practices of education, laying the foundation for what would later be termed critical pedagogy.
Freire, 1972
The zone of proximal development (ZPD) has been defined as: “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers”. He believed that when a student is in the zone of proximal development for a particular task, providing the appropriate assistance will give the student enough of a “boost” to achieve the task.
To assist a person to move through the zone of proximal development, educators are encouraged to focus on three important components which aid the learning process:
1) The presence of someone with knowledge and skills beyond that of the learner (a more knowledgeable other).
2) Social interactions with a skillful tutor that allow the learner to observe and practice their skills.
3) Scaffolding, or supportive activities provided by the educator, or more competent peer, to support the student as he or she is led through the ZPD.
Vygotsky, 1978
Experiential Learning Theory
He characterized experiential learning as:
a process that constantly changes with new experiences that requires resolution of conflict between two opposing views of the world
a holistic process that encompasses human adaptation to all aspects of life, including education
the process of creating knowledge.
Another component of ELT is the identification of four learning styles: concrete experience, reflective observation, abstract conceptualization, and active experimentation.
Within this theoretical approach, specific learning environment characteristics are associated to maximize the learning experience within the aforementioned learning styles.
Kolb, 1984
The framework elaborated by him and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.
Bloom, 1984
1) Initiating supervision, 2) Goal-setting, 3) Giving feedback, 4) Conducting supervision, 5) The Supervisory relationship, 6) Diversity and Advocacy considerations, 7) Ethical considerations, 8) Documentation, 9) Evaluation, 10) Supervision format, 11) The supervisor, 12) Supervisor Preparation: Supervision Training and Supervision of Supervision
ACES, 2011
The DM has been described as “one of the best known models of supervision” (Borders & Brown, 2005, p. 7). The DM consists of two dimensions (i.e., supervisory focus and supervisor role) that combine to create a 3 by 3 matrix with nine supervisory approaches from which the supervisor can choose, depending on the supervisee’s needs. The three foci of supervision are intervention skills, conceptualization skills, and personalization skills. The DM also identifies the three potential supervisory roles of teacher, counselor, and consultant.
Bernard, 1979, 1997
Fundamentals of Clinical Supervision (6th Edition)
Bernard & Goodyear, 2019
Counselor supervision (4th Ed). Taylor & Francis US
Ladany & Bradley, 2012
The authors investigated the relationship between type of group supervision (hybrid model vs. face-to-face) and attitudes toward technology, toward use of technology in professional practice, and toward quality of supervision among a sample of school counseling interns. Participants (N = 76) experienced one of two types of internship supervision: a hybrid model (N= 41) or face-to-face (N= 35). Data analyses indicated that the hybrid model of group supervision was positively related to attitudes toward technology in counselor education, future professional practice, and the overall supervisory experience. Further, differences between the approaches in delivery of supervision showed no effect on perceptions of quality of supervision. Implications for extending the use of technology-mediated supervision to practicing professionals are presented.
Conn et al., 2009
The authors used an intensive single-subject quantitative design to examine cybersupervision of counseling practicum students in a university setting. Five female supervisees volunteered to receive their required weekly supervision online during a 14-week, semester-long counseling practicum. Following a face-to-face orientation meeting, all remaining interactions among the supervisees and with the supervisor occurred electronically. Data were collected about the utility of the synchronous and asynchronous modalities, changes in supervisee competence and confidence during the practicum, and supervisee attitudes about the cybersupervision approach. The findings offered evidence that the web-based modality could be used in similar settings.
Chapman et al., 2011
This study investigated the direct and indirect effects of marriage and family therapy trainees’ perceptions of their supervisors’ multicultural competence in supervision on the supervisory working alliance, trainees’ multicultural competence (case conceptualization abilities in etiology and treatment), and perceived supervision satisfaction. Path analyses revealed supervisor multicultural competence to be positively associated with supervisory working alliance and perceived supervision satisfaction. In addition, supervisor multicultural competence seemed to have a negative effect on trainee etiology conceptualization abilities. Finally, results suggested supervisory working alliance to be a significant mediator in the relationship between supervisor multicultural competence and supervision satisfaction. Findings are discussed within the context of theoretical, empirical, and practical implications for multicultural supervision.
Inman, 2006
This study examined supervisees’ perceived experiences of supervisor multicultural competence in supervision and its impact on supervisees’ clinical work. Specific attention was given to the cultural content discussed and the supervisory multicultural interventions used in supervision. Data from 102 supervisees was analyzed through a discovery-oriented qualitative approach. With regard to content, the most common focus was on race followed by gender, ethnicity, and religion/spirituality. An examination of the multiculturally competent supervisor interventions revealed that supervisors’ frequently educated and facilitated exploration of specific cultural issues, discussed culturally appropriate therapeutic interventions and skills, facilitated supervisee selfawareness within the supervision session, and challenged and encouraged cultural openness of supervisee’s understanding of client and cultural issues. The most frequent manner by which the supervisory experience affected client work involved the supervisee modifying the treatment approach, recognizing personal limitations and experiencing improved self-awareness as a counselor in their work with clients, and developing an enhanced understanding of and empathy towards their clients. Implications for these findings are discussed.
Soheilian et al., 2014
Multicultural Relational Perspective; Thinking relationally + Thinking contextually
Hardy & Bobes, 2017
The Multicultural and Social Justice Counseling Competencies (MSJCC), which revises the Multicultural Counseling Competencies (MCC) developed by Sue, Arredondo, and McDavis (1992) offers counselors a framework to implement multicultural and social justice competencies into counseling theories, practices, and research. A conceptual framework (See Figure 1) of the MSJCC is provided to illustrate a visual map of the relationship between the constructs and competencies being articulated within the MSJCC. Moreover, quadrants are used to highlight the intersection of identities and the dynamics of power, privilege, and oppression that influence the counseling relationship. Developmental domains reflect the different layers that lead to multicultural and social justice competence: (1) counselor self-awareness, (2) client worldview, (3) counseling relationship, and (4) counseling and advocacy interventions. Embedded within the first three developmental domains of the MSJCC are the following aspirational competencies: attitudes and beliefs, knowledge, skills, and action (AKSA). The socioecological model is incorporated within the counseling and advocacy interventions domain to provide counselors a multilevel framework for individual counseling and social justice advocacy.
Ratts et al., 2015
This article explores the virtue of humility and its applications to the practice of psychotherapy. Humility is distinguished from a clinical competency and defined as a disposition toward accurate self-assessment, other-orientedness, and the regulation of self-centered emotions. We explore the spiritual and philosophical foundations of humility and highlight the ways in which these perspectives are consistent and distinct from contemporary perspectives in psychology. Then we review the empirical literature on humility as a relational virtue. Finally, we make a case for clinician humility as a virtue supportive of best practice.
Paine et al., 2015
The common factors have a long history in the field of psychotherapy theory, research and practice. To understand the evidence supporting them as important therapeutic elements, the contextual model of psychotherapy is outlined. Then the evidence, primarily from meta-analyses, is presented for particular common factors, including alliance, empathy, expectations, cultural adaptation, and therapist differences. Then the evidence for four factors related to specificity, including treatment differences, specific ingredients, adherence, and competence, is presented. The evidence supports the conclusion that the common factors are important for producing the benefits of psychotherapy.
Wampold, 2015
Respect for Autonomy, Beneficence, Nonmalificence, Justice, and Fidelity
Kitchener, 1984
The American Counseling Association (ACA) is an educational, scientific, and professional organization whose members work in a variety of settings and serve in multiple capacities. Counseling is a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals.
Professional values are an important way of living out an ethical commitment. The following are core professional values of the counseling profession:
1. enhancing human development throughout the life span;
2. honoring diversity and embracing a multicultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts;
3. promoting social justice;
4. safeguarding the integrity of the counselor–client relationship; and
5. practicing in a competent and ethical manner.
These professional values provide a conceptual basis for the ethical principles enumerated below. These principles are the foundation for ethical behavior and decision making. The fundamental principles of professional ethical behavior are
• autonomy, or fostering the right to control the direction of one’s life;
• nonmaleficence, or avoiding actions that cause harm;
• beneficence, or working for the good of the individual and society by promoting mental health and well-being;
• justice, or treating individuals equitably and fostering fairness and equality;
• fidelity, or honoring commitments and keeping promises, including fulfilling one’s responsibilities of trust in professional relationships; and
• veracity, or dealing truthfully with individuals with whom counselors come into professional contact.
ACA Code of ethics, 2014
In this introduction to the special issue of the Counselor Education and Supervision journal, the guest editors provide a brief history of the social justice movement within the Association for Counselor Education and Supervision and discuss the importance of addressing social justice issues in counselor education and supervision. The authors challenge all counselors to make social justice an integral part of their work.
Chang et al., 2011
The CAS model provides a conceptual framework of the different roles helping professionals need to play in general, and the symbiotic relationship between counseling, advocacy, and scholarship in particular. The assumption is that certain situations will dictate that counselors take on the traditional role of counselor by providing counseling in the office setting. Other situations will demand that counselors work in the community in the role of advocate to address systemic issues that affect clients
Ratts & Greenleaf, 2018
