𝔖 Bobbio Scriptorium
✦   LIBER   ✦

Promoting Research as a Core Value in Master's-Level Counselor Education

✍ Scribed by Charles H. Huber; Todd A. Savage

Book ID
102287103
Publisher
American Counseling Association
Year
2009
Tongue
English
Weight
111 KB
Volume
48
Category
Article
ISSN
0011-0035

No coin nor oath required. For personal study only.

✦ Synopsis

Theory, practice, and research are all espoused to be core values within counselor education. The authors assert that research needs to become directly associated with theory and practice for it to be a concurrent core value. Action research is most simply defined as a form of research that is practitioner based. The authors propose infusing action research throughout master's‐level curricula as a means of promoting research as a core value concurrent with theory and practice. A case illustration of an action research investigation in a Professional and Ethical Issues in Mental Health Counseling course is described.

πŸ“œ SIMILAR VOLUMES

Reimagining Counselor Education with Div
Reimagining Counselor Education with Diversity as a Core Value
✍ Holly A. Stadler; Suhyun Suh; Debra C. Cobia; Renee A. Middleton; Jamie S. Carne πŸ“‚ Article πŸ“… 2006 πŸ› American Counseling Association 🌐 English βš– 80 KB

To move diversity from the periphery of counselor preparation to its core requires effort beyond the 1 or 2 "special" courses that have been the mainstay of multicultural counselor education (T. E. Midgette & S. S. Meggert, 1991). The authors describe the processes and outcomes of a systemic reimagi

Trainee Competence in Master's-Level Cou
Trainee Competence in Master's-Level Counseling Programs: A Comparison of Counselor Educators' and Students' Views
✍ Michael D. Gaubatz; Elizabeth M. Vera πŸ“‚ Article πŸ“… 2006 πŸ› American Counseling Association 🌐 English βš– 109 KB

Forty‐five counselor educators and 62 master's‐level counseling students were surveyed to compare faculty members' perceptions of trainee competence with students' own views. As anticipated, students reported higher deficiency rates than did their faculty. Combined with the intervention rates report