scholarly journals How students use deliberate practice during the first stage of counsellor training

2021 ◽  
Author(s):  
Julia McLeod
Keyword(s):  
Deliberate Practice ◽  
Counsellor Training

Computer-based counsellor training

1978 ◽  
Vol 6 (1) ◽  
pp. 54-58
Author(s):  
G.P. Kearsley ◽  
E.W. Romaniuk ◽  
J. Rowand
Keyword(s):  
Counsellor Training ◽  
Computer Based

An inevitable crisis? From first to second year in counsellor training

2020 ◽  
Vol 5 (1) ◽  
pp. 74-89
Author(s):  
Hugh Crago
Keyword(s):  
Right Hemisphere ◽  
Training Programme ◽  
First Year ◽  
Training Experience ◽  
Counsellor Training ◽  
Student Dropout ◽  
Second Year ◽  
Neurological Research ◽  
First Year Of Life ◽  
And Control

In a seminal 1973 paper, Robert Clark described the very different “cultures” of the first and second year students in a four year clinical psychology PhD programme. The author applies Clark’s template to his own experiences as trainee or trainer in five different counsellor education programmes, one in the US and four in Australia. Each of the programmes, to varying degrees, demonstrates key features of the pattern identified by Clark, where the first year is “therapeutic” and other-oriented, the second is “professional” and self-focused. The author concludes that all the surveyed programmes exhibited some level of “second year crisis”, in which a significant number of students felt abandoned, dissatisfied, or rebellious. The author extends and refines Clark’s developmental analogy (first year = childhood; second year = adolescence) to reflect recent neurological research, in particular, the shift from a right hemisphere-dominant first year of life, prioritising affiliative needs, to a left hemisphere-dominant second year, prioritising autonomy and control. This shift is paralleled later by a more gradual move from a protective, supportive childhood to necessary, but sometimes conflictual, individuation in adolescence. The first two years of a counsellor training programme broadly echo this process, a process exacerbated by the second year internship/placement, in which students must “leave home” and adjust to unfamiliar, potentially less nurturing, authority figures. Finally, the author suggests introducing more rigorous “academic holding” into the first year, and greater attention to “therapeutic holding” of dissident students in the second, hopefully decreasing student dropout, and achieving a better balanced training experience.

An Evolutionary Perspective on Mental Time Travel

2020 ◽  
Author(s):  
Thomas Suddendorf
Keyword(s):  
Episodic Memory ◽  
Deliberate Practice ◽  
Time Travel ◽  
Mental Time Travel ◽  
Evolutionary Perspective ◽  
Scenario Building ◽  
Memory Traces ◽  
Fitness Consequences ◽  
Nonhuman Animals ◽  
Archeological Evidence

This article examines the nature and evolution of mental time travel. Evidence for capacities in other animals is reviewed and evaluated in terms of which components of the human faculty appear to be shared and which are unique. While some nonhuman animals store episodic memory traces and can display a range of future-directed capacities, they do not appear to share the open-ended ability to construct mental scenarios, to embed them into larger narratives, nor to reflect and communicate on what they entail. Nested scenario building and the urge to exchange mental experiences seem to set human minds apart in this context as in many others. The article ends with a discussion of the archeological evidence for mental time travel, focusing on deliberate practice as an example of its tremendous fitness consequences.

Deliberate practice as an educational method for learning to interpret the prepubescent female genital examination

2020 ◽  
Vol 101 ◽  
pp. 104379 ◽  
Author(s):  
A.L. Davis ◽  
M. Pecaric ◽  
M.V. Pusic ◽  
T. Smith ◽  
M. Shouldice ◽  
...  
Keyword(s):  
Deliberate Practice ◽  
Educational Method ◽  
Female Genital

scholarly journals Explanatory Styles of Counsellors in Training

2021 ◽  
Author(s):  
Wanda Boyer ◽  
Paul Jerry ◽  
Gwen R. Rempel ◽  
James Sanders
Keyword(s):  
Positive Relationship ◽  
Research Study ◽  
Explanatory Style ◽  
Three Dimensions ◽  
First Year ◽  
Client Outcomes ◽  
Counsellor Training ◽  
Training Time ◽  
Positive Expectancy ◽  
Explanatory Styles

AbstractExplanatory style is based on how one explains good and bad events according to three dimensions: personalization, permanence, and pervasiveness. With an optimistic explanatory style, good events are explained as personal, permanent, and pervasive, whereas bad events are explained as external, temporary, and specific. For counsellors, an optimistic explanatory style creates positive expectancy judgments about the possibilities and opportunities for successful client outcomes. In this research study, we explored the explanatory styles expressed in 400 events (200 good events and 200 bad events) extracted from 38,013 writing samples of first year and final year graduate level counsellors in training. Across the three optimism dimensions and within good and bad events, there was one occurrence of a positive relationship between counsellor training time and the amount of expressed optimism. The implications of this study include the need to cultivate optimistic explanatory styles of counsellors in training and practicing counsellors.

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