Primary Citations - Forward and Reverse Flashcards
Remember dem Names
1
Q
Joiner (2006)
A
Interpersonal Theory of Suicide
2
Q
Fundementals of Clinical Supervision
A
Bernard & Goodyear (2013)
3
Q
Experiental Learning Theory;
- concrete experience,
- reflective observation,
- abstract conceptualization,
- active experimentation
A
Kolb (1984)
4
Q
Argued for Qualitative Authenticity; researcher should not be seeking to prove their results are ‘true’ but rather that they are in alignment with the method.
For all these concerns she states that adequacy, redundancy, and reflexivity are the primary ways to avoid issues of authenticity. “
recommended the following: Prolonged Engagement, Persistent Observation, triangulation, peer debriefing, negative case analysis, referential adequacy, member check, thick description, reflexive journaling, audit trails,
A
Morrow (2005)
5
Q
Grounded theory
A
Glaser & Strauss (1967)
6
Q
Adult Learning Theory;
- “Self-ConceptAs a person matures his/ her self-concept moves from one of being a dependent personality toward one of being a self-directed human being.
- Adult Learner Experience - As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.
- Readiness to Learn - As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles.
- Orientation to Learning - As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application. As a result his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness.
- Motivation to Learn - As a person matures the motivation to learn is internal”
A
Knowles (1980)
7
Q
Unified Protocol
A
Barlow (2000)
8
Q
Barlow (2000)
A
Unified Protocol
9
Q
Hays (1996)
A
Adressing Model; Age, generational Disability, Religion, Ethnicity/race, Social status, Sexual orientation, Indigenous heritage, National origin, Gender
10
Q
Berger & Luckman (1966)
A
Social Constructionism - that there are no realities that can be purely known beyond culture.
11
Q
Rubel (2006)
A
Multicultural & Diversity In Groups;
- Culture and its implications for diverse groups and individuals,
- the impact of diversity upon individual identity development,
- The impact of diversity upon relationships between social identity groups
12
Q
Kohlberg (1969)
A
Moral Development Theory
13
Q
Racial/cultural identity development model,
- Conformity,
- Dissonance,
- Resistance and Immersion,
- Introspection,
- Intragative Awareness
A
Sue & Sue (2003)
14
Q
Corbin and Strauss (2015)
A
Grounded Theory - newer (more of a post-positivist)
15
Q
Hardy (2016)
A
In multicultral supervision, personal knowledge of social location and how that impacts our social privilege.
Multicultural counseling occurs both in the therapy room as well as in supervision sessions.
16
Q
ACA (2014)
A
ACA code of ethics
17
Q
Family Educational Rights and Privacy Act is a federal privacy law that gives individuals certain protections about their education records, such as report cards, transcripts, disciplinary records, contact and family information, and class schedules.
A
FERPA (1974)
18
Q
Knowles (1980)
A
Adult Learning Theory;
- “Self-ConceptAs a person matures his/ her self-concept moves from one of being a dependent personality toward one of being a self-directed human being.
- Adult Learner Experience - As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.
- Readiness to Learn - As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles.
- Orientation to Learning - As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application. As a result his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness.
- Motivation to Learn - As a person matures the motivation to learn is internal”
19
Q
Three Epistemologies for counselor education:
- Received (Belenkey, 1986),
- Conventional Knowing (Kohlberg, 1981) (Third order of consciousness)
- Self- Authorized knowing (Kegan, 1998)
- Dialectical Knowing (Bassechas, 1984, 1998) Multiple perspectives and questioning assumptions
- Knowledge is socially constructed through a discourse/idea and question theses discourse/ ideas The use of one’s judgment to develop decision making. No longer settling on received ways of knowing but seeks what is important based on evidence.
A
McAuliffe & Eriksen (2011)
20
Q
Zone of Proximal Development -
- difference between what a learner can do without help and what he or she cannot do.
- Scaffolding- Scaffolding is a process through which a teacher or a more competent peer helps the student in his or her ZPD as necessary and tapers off this aid as it becomes unnecessary, much as a scaffold is removed from a building after construction is completed.
A
Vygotsky (1979)
21
Q
Bernard (1979, 1997)
A
Discrimination Model of Supervision,
Thee Roles: Teacher, Counselor, Consultant;
Three Foci: Intervention, Conceptualization, Personalization
22
Q
Bordin (1979)
A
Working Alliance, Goal, task, bond
23
Q
Tuckman (1965)
A
Group Development - Linear Progressive Model (forming, storming, norming, performing, adjourning)
24
Q
In multicultral supervision, personal knowledge of social location and how that impacts our social privilege.
Multicultural counseling occurs both in the therapy room as well as in supervision sessions.
A
Hardy (2016)
25
Constructivist-Developmental Teaching Guidelines
1. One way to remember these next five guidelines is to use the acronym MACCC, for multiple, approximation, conflict, categorical, and commitment. 4.
2. Emphasize multiple perspectives.
3. Value approximation over precision.
4. Recognize that conflict is the norm. Encourage its expression.
5. Question categorical thinking.
6. Show commitment in the face of doubt.
The last two guidelines are particularly valuable for counselors, as they alert them to so-called “process” dimensions that are central to the work of counseling.
1. Encourage intrapersonal process awareness or metacognition.
2. Accent interpersonal process commentary, or metalogue.
McAuliffe & Eriksen (2011)
26
Morrow (2005)
Argued for Qualitative Authenticity; researcher should not be seeking to prove their results are ‘true’ but rather that they are in alignment with the method.
For all these concerns she states that adequacy, redundancy, and reflexivity are the primary ways to avoid issues of authenticity. "
recommended the following: Prolonged Engagement, Persistent Observation, triangulation, peer debriefing, negative case analysis, referential adequacy, member check, thick description, reflexive journaling, audit trails,
27
Goodrich & Sims (2012)
Social Identities Playing a Factor in Gatekeeping Using a Group Systems Approach to gatekeeping with minorities can be beneficial. Intrapersonal Level Faculty reflect on the intrapersonal experience of the student (e.g., What may be occurring for the student in that moment? What might this student be responding to?), and the faculty reflect on their own intrapersonal experience. Interpersonal Level Faculty have a conversation with the identified student. Group-as-a-Whole Level Once a student has been allowed the opportunity to explain his or her experiences (as described earlier), specific questions regarding the student’s experiences in the program should be considered. The faculty assess how successful or unsuccessful the program has been in terms of the recruitment, retention, and graduation of diverse student groups. Supragroup Level The evaluation of potentially problematic students from culturally marginalized groups has larger social justice implications. Dismissing students based on a lack of understanding of non-Western cultural norms and values or because of diverse students’ reactions to unwelcoming or unsafe department environments simply perpetuates the institutional oppression of certain marginalized racial and ethnic groups.
28
Group Development - Linear Progressive Model (forming, storming, norming, performing, adjourning)
Tuckman (1965)
29
Relational Approach to Supervision
Safran & Muran (2007)
30
Vygotsky (1979)
Zone of Proximal Development -
1. difference between what a learner can do without help and what he or she cannot do.
2. Scaffolding- Scaffolding is a process through which a teacher or a more competent peer helps the student in his or her ZPD as necessary and tapers off this aid as it becomes unnecessary, much as a scaffold is removed from a building after construction is completed.
31
Bronfenbrenner (1979)
Ecological Systems theory, Micro, Meso, Exo, Macro, Chrono System
32
Law that prohibits descriminating due to disability
ADA- (1990)
33
Grounded Theory - newer (more of a post-positivist)
Corbin and Strauss (2015)
34
Social Identities Playing a Factor in Gatekeeping Using a Group Systems Approach to gatekeeping with minorities can be beneficial. Intrapersonal Level Faculty reflect on the intrapersonal experience of the student (e.g., What may be occurring for the student in that moment? What might this student be responding to?), and the faculty reflect on their own intrapersonal experience. Interpersonal Level Faculty have a conversation with the identified student. Group-as-a-Whole Level Once a student has been allowed the opportunity to explain his or her experiences (as described earlier), specific questions regarding the student’s experiences in the program should be considered. The faculty assess how successful or unsuccessful the program has been in terms of the recruitment, retention, and graduation of diverse student groups. Supragroup Level The evaluation of potentially problematic students from culturally marginalized groups has larger social justice implications. Dismissing students based on a lack of understanding of non-Western cultural norms and values or because of diverse students’ reactions to unwelcoming or unsafe department environments simply perpetuates the institutional oppression of certain marginalized racial and ethnic groups.
Goodrich & Sims (2012)
35
Group Interactive Development Theory; Involvement, Dependency, Individual, Intimacy, Loss & Loneliness
Kline (2001)
36
Swank & Smith-Adock (2013)
Gatekeeping during admission - The admission process in counselor education is a crucial part of the ethical and legal responsibilities counselor educators embrace as gatekeepers for the counseling profession.
37
Luke & Bernard (2006)
The School Counseling Supervision Model; 4 entry points for school counselors,
* large groups intervention,
* Counseling and Consultation,
* Individual and Group advisement, and
* Planning, coordination & evaluation
38
Social Justice Education Goal:
Have tools (theory and pedagogical frameworks) to critically analyze oppression connecting to the competencies of SJ—awareness, knowledge, and skill ;
Bell & Adams (2016)
39
Oppression Model;
* Agent groups and Target groups -
* prejudice, bias, and privilage
Bell (1997)
40
Ecological Systems theory, Micro, Meso, Exo, Macro, Chrono System
Bronfenbrenner (1979)
41
Kolb (1984)
Experiental Learning Theory;
1. concrete experience,
2. reflective observation,
3. abstract conceptualization,
4. active experimentation
42
Bassechas (1984, 1998)
Dialectical knowing
43
Kline (2001)
Group Interactive Development Theory; Involvement, Dependency, Individual, Intimacy, Loss & Loneliness
44
Summary of leadership theories
Bolden et al. (2003)
45
Glaser & Strauss (1967)
Grounded theory
46
Bernard & Goodyear (2013)
Fundementals of Clinical Supervision
47
Whitaker and Leiberman (1964)
Focal Conflict Theory;
* disturbing motive,
* reactive motive,
* restrictive solutions,
* enabling solutions,
* equilibrium;
* deviant-restrictive and deviant enabling member (the group is spending inordinate amounts of time trying to change this member’s perspective)
48
Two person psychology theory Confrontation and Rupture repair models
Safran & Muran (2000)
49
Social Constructionism - that there are no realities that can be purely known beyond culture.
Berger & Luckman (1966)
50
Safran & Muran (2000)
Two person psychology theory Confrontation and Rupture repair models
51
**Transformational leadership** focuses on:
* helping increase awareness of what is right and important,
* optimize development not just performance,
* seek after higher ethics and standards.
1. Builds on a man’s need for meaning,
2. Is preoccupied with purposes and values, morals, and ethics,
3. Transcends daily affairs,
4. Is orientated toward long-term goals without compromising human values and principles,
5. Focuses more on missions and strategies,
6. Releases human potential – identifying and developing new talent,
7. Designs and redesigns jobs to make them meaningful and challenging
Covey (1992)
52
Glance, et al. (2012)
Gatekeeping in counselor education - Gatekeeping requires a system of evaluation of both professional and personal competence for the field. Several problems have come up because of lack of consistency in Gatekeeping practices among programs. Definition of impairment:
1. the intern’s behavior was professionally unethical, harmful, and deficient,
2. there was a clear pattern in the behavior, and
3. behavior was not improving.
53
Sue & Sue (2003)
Racial/cultural identity development model,
* Conformity,
* Dissonance,
* Resistance and Immersion,
* Introspection,
* Intragative Awareness
54
ACA code of ethics
ACA (2014)
55
Interpersonal Theory of Suicide
Joiner (2006)
56
Problematic Behavior in Counselor Education Programs - Gatekeeping aims to ensure the health of the profession by controlling access to it through evaluation of student suitability for the profession. Gatekeeping should include the following: (a) policies and procedures manuals specifying program expectations (made known before the program starts) (b) a systematic process for regular student evaluation and critique (c) outline of procedures used to identify and notify students when problematic behavior exists (d) step-by-step procedures to document student concerns (e) sequences for the development of time-based and outcome-focused plans to address problematic behavior (f) follow-up review protocol to determine students’ future status in the program (g) formal sequences to follow if dismissal is indicated (h) elaboration of students’ rights and responsibilities for confidentiality and appeals process
Brown (2014)
57
FERPA (1974)
Family Educational Rights and Privacy Act is a federal privacy law that gives individuals certain protections about their education records, such as report cards, transcripts, disciplinary records, contact and family information, and class schedules.
58
Multicultural & Diversity In Groups;
* Culture and its implications for diverse groups and individuals,
* the impact of diversity upon individual identity development,
* The impact of diversity upon relationships between social identity groups
Rubel (2006)
59
Moral Development Theory
Kohlberg (1969)
60
McAuliffe & Eriksen (2011)
Constructivist-Developmental Teaching Guidelines
1. One way to remember these next five guidelines is to use the acronym MACCC, for multiple, approximation, conflict, categorical, and commitment. 4.
2. Emphasize multiple perspectives.
3. Value approximation over precision.
4. Recognize that conflict is the norm. Encourage its expression.
5. Question categorical thinking.
6. Show commitment in the face of doubt.
The last two guidelines are particularly valuable for counselors, as they alert them to so-called “process” dimensions that are central to the work of counseling.
1. Encourage intrapersonal process awareness or metacognition.
2. Accent interpersonal process commentary, or metalogue.
61
the three best practices programs could use to improve their gatekeeping protocol are to:
1. establish the expectations,
2. communicate them clearly and widely, and
3. have faculty consistency in enforcement.
She emphasized that being clear and consistent with the process and expectations adds dignity to the situation for the students going through it.
Homrich (2009)
62
Bolden et al. (2003)
Summary of leadership theories
63
Safran & Muran (2007)
Relational Approach to Supervision
64
trustworthiness
* credibility,
* transferability,
* dependability,
* confirmability
Lincoln & Guba (1985)
65
Hussrel (1900)
considered founder of phenomenology
66
Discrimination Model of Supervision,
**Thee Roles:** Teacher, Counselor, Consultant;
**Three Foci:** Intervention, Conceptualization, Personalization
Bernard (1979, 1997)
67
Social Justice Educational Foundations - Six guiding notions -
1. Culture is a social construct that leads to our assumptions of what is good and true.
2. Comprehensiveness: definition of culture is broad, to include all social groups.
3. Diversity vs Disparity: We can’t consider one without the other; power and access to important things.
4. Multicultural competencies: Awareness, knowledge and skills.
5. Universality and individuality are both important: culture guides behavior, individual personality, and temperament also informs behavior.
6. Teaching process: Experience and reflection are needed for learning
Marbley, Steele, & McAuliffe (2011)
68
Bell & Adams (2016)
Social Justice Education Goal:
Have tools (theory and pedagogical frameworks) to critically analyze oppression connecting to the competencies of SJ—awareness, knowledge, and skill ;
69
Gatekeeping during admission - The admission process in counselor education is a crucial part of the ethical and legal responsibilities counselor educators embrace as gatekeepers for the counseling profession.
Swank & Smith-Adock (2013)
70
Experiential Learning Theory
**Concrete experience**: goal motivated interest (role-playing),
**Reflective observation**: observe and reflect on what the experience meant,
**Abstract conceptuatlization**: concrete to abstract= inductive-generalized thought from experience for meaning making OR deduction- experience to generalize a thought.
**Active experimentation**: Trying out the generalizations (practicum)
Kolb (1984)
71
Marbley, Steele, & McAuliffe (2011)
Social Justice Educational Foundations - Six guiding notions -
1. Culture is a social construct that leads to our assumptions of what is good and true.
2. Comprehensiveness: definition of culture is broad, to include all social groups.
3. Diversity vs Disparity: We can’t consider one without the other; power and access to important things.
4. Multicultural competencies: Awareness, knowledge and skills.
5. Universality and individuality are both important: culture guides behavior, individual personality, and temperament also informs behavior.
6. Teaching process: Experience and reflection are needed for learning
72
Self-Authorizing knowing
Kegan (1998)
73
The School Counseling Supervision Model; 4 entry points for school counselors,
* large groups intervention,
* Counseling and Consultation,
* Individual and Group advisement, and
* Planning, coordination & evaluation
Luke & Bernard (2006)
74
Kolb & Kolb (2008)
Registrative Learning, Interpretive Learning, Integrative Learning
75
CACREP (2016)
Counselor education program standards
76
McAuliffe & Eriksen (2011)
Three Epistemologies for counselor education:
* Received (Belenkey, 1986),
* Conventional Knowing (Kohlberg, 1981) (Third order of consciousness)
* Self- Authorized knowing (Kegan, 1998)
* Dialectical Knowing (Bassechas, 1984, 1998) Multiple perspectives and questioning assumptions
* Knowledge is socially constructed through a discourse/idea and question theses discourse/ ideas The use of one’s judgment to develop decision making. No longer settling on received ways of knowing but seeks what is important based on evidence.
77
Moustakas (1984)
Phenomenology
78
Dialectical knowing
Bassechas (1984, 1998)
79
Working Alliance, Goal, task, bond
Bordin (1979)
80
Lincoln & Guba (1985)
trustworthiness
* credibility,
* transferability,
* dependability,
* confirmability
81
ADA- (1990)
Law that prohibits descriminating due to disability
82
Knefelkamp (1984)
CONSTRUCTIVIST-DEVELOPMENTAL TEACHING GUIDELINES -
1. Value and promote experience.
2. Vary the structure.
3. Personalize teaching.
83
Focal Conflict Theory;
* disturbing motive,
* reactive motive,
* restrictive solutions,
* enabling solutions,
* equilibrium;
* deviant-restrictive and deviant enabling member (the group is spending inordinate amounts of time trying to change this member’s perspective)
Whitaker and Leiberman (1964)
84
Counselor education program standards
CACREP (2016)
85
Brown (2014)
Problematic Behavior in Counselor Education Programs - Gatekeeping aims to ensure the health of the profession by controlling access to it through evaluation of student suitability for the profession. Gatekeeping should include the following: (a) policies and procedures manuals specifying program expectations (made known before the program starts) (b) a systematic process for regular student evaluation and critique (c) outline of procedures used to identify and notify students when problematic behavior exists (d) step-by-step procedures to document student concerns (e) sequences for the development of time-based and outcome-focused plans to address problematic behavior (f) follow-up review protocol to determine students’ future status in the program (g) formal sequences to follow if dismissal is indicated (h) elaboration of students’ rights and responsibilities for confidentiality and appeals process
86
ASGW (2012)
Three Overarching areas of Social and Cultural Competency for Group Workers:
1. Awareness of Self and Group Members,
2. Strategies and Skills Appropriate to Multicultural and Social Justice Competence, and
3. Social Justice Advocacy
87
Sue, Ivey, & Pederson (1996)
Multicultural Counseling and Therapy Theory
1. emphasis on context vs the individual,
2. matching practice with culture,
3. liberation of counsciosness
88
1. remember,
2. understand
3. apply,
4. analyze,
5. evaluate,
6. create
Bloom (1956)
89
Bloom (1956)
1. remember,
2. understand
3. apply,
4. analyze,
5. evaluate,
6. create
90
Yalom (1995)
Interpersonal Approach to Group Therapy
91
Adressing Model; Age, generational Disability, Religion, Ethnicity/race, Social status, Sexual orientation, Indigenous heritage, National origin, Gender
Hays (1996)
92
Bell (1997)
Oppression Model;
* Agent groups and Target groups -
* prejudice, bias, and privilage
93
Three Overarching areas of Social and Cultural Competency for Group Workers:
1. Awareness of Self and Group Members,
2. Strategies and Skills Appropriate to Multicultural and Social Justice Competence, and
3. Social Justice Advocacy
ASGW (2012)
94
Multicultural Counseling and Therapy Theory
1. emphasis on context vs the individual,
2. matching practice with culture,
3. liberation of counsciosness
Sue, Ivey, & Pederson (1996)
95
Gatekeeping in counselor education - Gatekeeping requires a system of evaluation of both professional and personal competence for the field. Several problems have come up because of lack of consistency in Gatekeeping practices among programs. Definition of impairment:
1. the intern’s behavior was professionally unethical, harmful, and deficient,
2. there was a clear pattern in the behavior, and
3. behavior was not improving.
Glance, et al. (2012)
96
Kolb (1984)
Experiential Learning Theory
**Concrete experience**: goal motivated interest (role-playing),
**Reflective observation**: observe and reflect on what the experience meant,
**Abstract conceptuatlization**: concrete to abstract= inductive-generalized thought from experience for meaning making OR deduction- experience to generalize a thought.
**Active experimentation**: Trying out the generalizations (practicum)
97
Kegan (1998)
Self-Authorizing knowing
98
considered founder of phenomenology
Hussrel (1900)
99
Covey (1992)
**Transformational leadership** focuses on:
* helping increase awareness of what is right and important,
* optimize development not just performance,
* seek after higher ethics and standards.
1. Builds on a man’s need for meaning,
2. Is preoccupied with purposes and values, morals, and ethics,
3. Transcends daily affairs,
4. Is orientated toward long-term goals without compromising human values and principles,
5. Focuses more on missions and strategies,
6. Releases human potential – identifying and developing new talent,
7. Designs and redesigns jobs to make them meaningful and challenging
100
CONSTRUCTIVIST-DEVELOPMENTAL TEACHING GUIDELINES -
1. Value and promote experience.
2. Vary the structure.
3. Personalize teaching.
Knefelkamp (1984)
101
Registrative Learning, Interpretive Learning, Integrative Learning
Kolb & Kolb (2008)
102
Homrich (2009)
the three best practices programs could use to improve their gatekeeping protocol are to:
1. establish the expectations,
2. communicate them clearly and widely, and
3. have faculty consistency in enforcement.
She emphasized that being clear and consistent with the process and expectations adds dignity to the situation for the students going through it.
103
Phenomenology
Moustakas (1984)
