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Supervision: Enhancing Supervisees Clinical Skills
In Pursuit of Evidence-Based Clinical Training
Adopting an evidence-based foundation for clinical training will require more than just identifying and adopting research results. Counselor educators will need to raise the value of "knowledge" based on scientific method to a primary position within the profession (Heppner et al., 1999). We will need to create a climate that values knowledge developed from clinical research in training and clinical decision making. According to Heppner et al. (1999), that will require us to foster the "scientific thinking" of counseling students, targeting their epistemological paradigm so that knowledge based on science and the systematic thinking processes characteristic of the scientific method become an integral part of the way they approach counseling. In an interesting way, this is a notion that is not unfamiliar to counselor educators. We have historically attempted to help students become "humanistic" thinkers, "behavioral" thinkers, or "systemic" thinkers. To promote "scientific thinking" is a move toward valuing knowledge based on systematic investigation with common methods, and systematic data gathered over time in unbiased ways. Thus, we will need to realize that it may be just as important to think systematically in the research process as it is to have final knowledge, which is the most helpful component of integrating research into practice.
Scientific thinking may have an additional benefit for clinical training. One of the characteristics of a "scientific thinker" is the ability to discover new ideas, systematically test those ideas, and integrate new knowledge into new explanations of phenomena. Thought of in this way, scientific thinking is a valuable component in helping counselors process information about specific clients in complex ways. According to Whiston and Coker, cognitively complex counselors are more effective counselors. There is also a self-corrective element in scientific clinical thinking in that counselors will have a natural inclination to evaluate the outcomes of their work. Those outcomes, whether they are positive or negative, can feed back into practice so that the next client benefits from the one who came before. In fact, Hoshmand and Martin (1995) argue that, with effort and time devoted to therapeutic research training, more innovative and creative counseling methods are very likely to develop.
Adopting an evidence-based approach will not eliminate the ambiguity in clinical training. There are well-documented problems with the research literature (Sexton et al., 1997). For example, adopting only a logical, positivist definition of science based exclusively on traditional quantitative inquiry methods will limit rather than enhance our understanding of human systems (Hoshmand & Martin, 1995). An evidence-based model will need to operationally define science to mean a systematic way of gathering and evaluating information based on diverse methods relevant to the topic (Sexton, 1996).
I would argue that these gaps and deficiencies in the evidence-based knowledge base are normal, to be expected, and therefore a natural state of affairs rather than a reason to avoid research. An evidence-based approach to clinical training does not require a knowledge base that is complete. In fact, given the complexities of human and social interaction we will never fully understand all the variables, mediators, and processes involved in clinical change. If, however, we adopt a pragmatic approach, thinking of research as a probabilistic problem-solving activity that can, along with solid theoretical knowledge and clinical experience, guide practice, we will have an open system in which new knowledge is constantly integrated in training and practice (Sexton et al., 1997).
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Online Continuing Education QUESTION 10
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Table of Contents
The authors used a phenomenological research design and a critical race theory lens to examine interviews with 8 Black male counselor educators and learn what contributed to their earning tenure. Participants described requisite personal dispositions and institutional support as contributing factors. Recommendations include facilitating programmatic sociocultural awareness, assessing faculty experiences, and coordinating mentoring opportunities.
There is increased responsibility for programs to demonstrate evidence of student learning and skill. Application of competency‐based education is delineated, including prior learning assessment and personalized learning. Implications such as awarding credit for experience in admissions or variable clinical training timelines and requirements are explored.
The authors report results from a correlational study of 225 school counselor trainees' emotional intelligence and leadership qualities. Higher emotional intelligence correlated with higher leadership self‐efficacy and self‐leadership. The results indicate that emotional intelligence may be a relevant aspect of leadership training for school counselor graduate students.
The authors conducted a phenomenological investigation of creative teaching with 10 counselor educators. The resulting 4 themes suggest creative teaching (a) is shaped by past experiences, (b) promotes student engagement, (c) is not formulary, and (d) requires risk taking. Implications for creative teaching strategies and training are provided. Limitations and implications for future research on creative pedagogy are discussed.
The authors conducted a phenomenological study of 10 practicum students' experiences of the integrative reflective model of group supervision. Six categories emerged: (a) intentional listening, (b) engaged in the process, (c) extension and application of the model, (d) personalization feedback, (e) mindful listening, and (f) dimensional feedback. An implication was students' openness to constructive feedback in group supervision.
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Psychology CEUs, Counselor CEUs, Social Worker CEUs, MFT CEUs