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Author: Celeste S. Crawford Publisher: ISBN: Category : Languages : en Pages : 114
Book Description
There is a growing awareness and use of complementary and alternative medicine and complementary and alternative interventions (CAM/CAI) in the United States. Research and education in both the medical and nursing professions reflect this developing paradigm; however, there is sparse research concerning counselors-in-training views on CAM/CAI and their willingness to incorporate these approaches into clinical practice. This study addressed the gap in research by exploring what counselors-in-training know and what their attitudes are toward CAM/CAI in order to enable counselor educators to be better informed and prepared to proceed with integrating these practices into training and curriculum. Using the Survey of Knowledge and Attitudes of Counseling Students Towards CAM/CAI, we surveyed counselors-in-training (n = 93) enrolled in a CACREP accredited counselor education program and a CACREP accredited rehabilitation counseling program at the same university. The results indicate that a majority of the students had positive attitudes towards CAM/CAI and believed this topic should be integrated into counselor training curriculum. Further analysis found that there was no significant difference in general attitudes towards CAM/CAI between any of the demographic variables. Additionally, there was no significant difference in classification ofCAM/CAI modalities as mainstream or alternative and any of the demographic variables. Finally, the results of this study show there was a significant relationship between personal use of CAM/CAI and willingness to incorporate CAM/CAI modalities into future clinical practice. Limitations of the study include a lack of a control group, a relatively small sample size, and the need for more valid and reliable instrumentation. The study concludes with implications for the counseling profession, counselor education, and future research.
Author: Celeste S. Crawford Publisher: ISBN: Category : Languages : en Pages : 114
Book Description
There is a growing awareness and use of complementary and alternative medicine and complementary and alternative interventions (CAM/CAI) in the United States. Research and education in both the medical and nursing professions reflect this developing paradigm; however, there is sparse research concerning counselors-in-training views on CAM/CAI and their willingness to incorporate these approaches into clinical practice. This study addressed the gap in research by exploring what counselors-in-training know and what their attitudes are toward CAM/CAI in order to enable counselor educators to be better informed and prepared to proceed with integrating these practices into training and curriculum. Using the Survey of Knowledge and Attitudes of Counseling Students Towards CAM/CAI, we surveyed counselors-in-training (n = 93) enrolled in a CACREP accredited counselor education program and a CACREP accredited rehabilitation counseling program at the same university. The results indicate that a majority of the students had positive attitudes towards CAM/CAI and believed this topic should be integrated into counselor training curriculum. Further analysis found that there was no significant difference in general attitudes towards CAM/CAI between any of the demographic variables. Additionally, there was no significant difference in classification ofCAM/CAI modalities as mainstream or alternative and any of the demographic variables. Finally, the results of this study show there was a significant relationship between personal use of CAM/CAI and willingness to incorporate CAM/CAI modalities into future clinical practice. Limitations of the study include a lack of a control group, a relatively small sample size, and the need for more valid and reliable instrumentation. The study concludes with implications for the counseling profession, counselor education, and future research.
Author: Jennifer Mills Langeland Publisher: ISBN: Category : Languages : en Pages : 199
Book Description
Following growing public interest and widespread use, many health professions have begun to explore the attitudes toward, knowledge of and experience with complementary and alternative medicine of the various stakeholders within their professions. This foundational information has enabled disciplines such as medicine, nursing, psychology, and marriage and family therapy to take a closer look at how students, patients, clients, and faculty think about and utilize CAM and its relevance to their professions. Surveying the practices and attitudes of stakeholders has been an important starting point for professions undertaking the task of integrating these practices into training programs. This study sought to fill the gap in knowledge about the attitudes, knowledge and experience with CAM among counselor education faculty. Counselor educators were surveyed online about their knowledge of and attitudes toward CAM and their personal, clinical and teaching use of CAM practices. Results indicated that the majority of counselor educators have positive attitudes toward CAM and 79% believe it should be integrated into counselor training. Over half the participants believe counseling as a profession is behind other mental health professions in the integration of CAM. The study also found that experience with and knowledge of CAM had significant and positive relationships with attitudes toward CAM. Results indicated there is already some limited integration of CAM practices within the core curriculum of counseling training programs, primarily in the self-care, treatment approaches, and helping relationships portions of curricula. Counselor educators were more likely to have experience with the subset of practices known as mind body practices, which include breathing, meditation, progressive muscle relaxation, and guided imagery. Higher ratings of counselor wellness identity were associated with more positive attitudes toward CAM. Females and older counselor educators were more likely to have positive attitudes toward CAM. The association of attitudes toward CAM and year of degree or race/ethnicity were not significant. Limitations of the study include a relatively small sample size, the need for more valid measures, and the length might have led some to not complete the survey. Recommendations for counselor training and future research are offered.
Author: Dilana M. Perera-Diltz Publisher: Routledge ISBN: 1135165564 Category : Psychology Languages : en Pages : 368
Book Description
For those developing and teaching Counselor Education courses in Clinical Mental Health Counseling and School Counseling programs, this unique text will be a valuable resource. In it, experienced instructors provide guidance based on their own breadth of experiences, demonstrating how to design and implement an effective curriculum. Chapters cover course topics such as theories of counseling, multicultural counseling, legal and ethical issues, psychopharmacology, and many more. Each chapter is organized in the following sequence: an overview and objectives of the course, including CACREP standards criteria for evaluating a text and evaluations of the most popular texts used supplemental reading and web sites learning activities counseling vignettes assignments and a tentative course schedule concluding comments and advice from the author(s). The authors also speak about the main points they want their students to master and some of the dilemmas and challenges they have faced in their own teaching. Both seasoned faculty looking for ways to enrich a course and new educators teaching for the first time will find this an indispensible resource for both themselves and their departments.
Author: Terry S Trepper Publisher: Routledge ISBN: 113641603X Category : Medical Languages : en Pages : 314
Book Description
Discover creative new ways to facilitate the therapeutic process Therapeutic modalities that psychotherapists usually rely on--such as psychodynamic, humanistic, systems, cognitive, narrative, analytic and solution focused--are all verbal interventions. Introduction to Complementary and Alternative Therapies presents a comprehensive overview of complementary and alternative therapeutic interventions that go beyond the standard verbal approaches. The therapies presented in this book--including mindfulness and meditation, spirituality, poetry therapy, art therapy, psychodrama, dance/movement therapy, music therapy, animal-assisted therapy, and touch therapy--provide the reader with creative non-traditional modalities that are effective in conjunction with traditional treatment, or as substitutes. They may enrich talk-therapy, especially when therapists and/or clients get “stuck,” or they may provide healing on their own. Introduction to Complementary and Alternative Therapies explains the basics about how these nontraditional therapies work and provides vivid examples for utilizing them in treatment. Each chapter is written by an expert in the field of expertise, and includes a description of the approach, research evidence about its effectiveness, guidelines on how to use the therapy in practice, and case examples. This excellent volume also provides practitioners with a wide range of resources, including Web sites, information on state and national organizations, accrediting board info, and more. Topics in Introduction to Complementary and Alternative Therapies include: the mind-body relationship ways to integrate spirituality in counseling the healing components of poetry research studies on art therapy different techniques available in Psychodrama using body movement as a means of expressing conflicts and desires how music therapy promotes positive changes in the client the healing aspects of animals and much more! Introduction to Complementary and Alternative Therapies is a horizon-expanding guide for therapists, social workers, psychologists, counselors, physicians, educators, and students.
Author: United States. Department of Health and Human Services Publisher: DIANE Publishing ISBN: 1437928838 Category : Self-Help Languages : en Pages : 175
Book Description
Clinical supervision (CS) is emerging as the crucible in which counselors acquire knowledge and skills for the substance abuse (SA) treatment profession, providing a bridge between the classroom and the clinic. Supervision is necessary in the SA treatment field to improve client care, develop the professionalism of clinical personnel, and maintain ethical standards. Contents of this report: (1) CS and Prof¿l. Develop. of the SA Counselor: Basic info. about CS in the SA treatment field; Presents the ¿how to¿ of CS.; (2) An Implementation Guide for Admin.; Will help admin. understand the benefits and rationale behind providing CS for their program¿s SA counselors. Provides tools for making the tasks assoc. with implementing a CS system easier. Illustrations.
Author: Trey Fitch Publisher: ISBN: 9781544923512 Category : Languages : en Pages : 88
Book Description
Group work enhances the entire experience of students in counselor education programs. Most counselors identify as having social personalities, and thrive in settings where learning is shared and interactive. Counselors-in-training respond best when learning involves other students in a meaningful and thoughtful manner.Group work is highly utilized in the counseling profession because of its effectiveness and efficiency (Corey, 2016a). In many settings, it is the primary method of care. However, counselors may receive only one class in group work and many may not actually lead or co-lead group during practicum or internship since CACREP no longer requires group hours (CACREP, 2010). Therefore, a greater need exists for the use of and training in groups across the curriculum in counselor education programs.In addition, there is also a great need for specialized training in how to conduct supervision of trainees in groups. Although supervision of group work shares many common factors with supervision of individual counseling, there are also unique components. In particular, issues related to screening, confidentiality, and protecting group members from abuse from other clients present unique challenges (Corey, 2016a; Corey, 2016b). Group work also requires more preparation and materials compared to counseling individuals. The complexity of working with multiple individuals at the same time also creates issues of group process and dynamics (Shulman, 2011). Group supervision and supervision of group work are specialized areas (Thomas & Pender, 2008) that require advanced knowledge and training for supervisors and counselor educators beyond what is taught in a typical course for doctoral students in supervision.Supervisors of group work should be knowledgeable about group theory, process, dynamics, as well as legal and ethical issues and multicultural concerns. Multicultural competencies are especially important in group work (Singh, Merchant, Skudrzyk, & Ingene, 2012) because not only are the differences between group leader and members highlighted, but also the differences among group members. This extra dimension of cultural, racial, religious, and other influences needs to be addressed in training and supervision. When considering all these factors, group-work education and supervision can be viewed as a specialized area with a distinct set of knowledge and skills.This book is designed to help counselor educators and supervisors utilize group work as an educational and supervision tool, and to enhance group-work training. In this book, we will explore how to expand and integrate the use of group work throughout the curriculum and all phases of the program.
Author: Celeste S. Crawford
Author: Celeste S. Crawford
Author: Jennifer Mills Langeland
Author: Matthew Weisskopf
Author: Dilana M. Perera-Diltz
Author: Terry S Trepper
Author: Joseph D. Wehrman
Author: Bettie Jane Ashmore
Author: United States. Department of Health and Human Services
Author: 
Author: Trey Fitch