Challenges in Implementing Antiracist Pedagogy Into Counselor Education Programs: A Collective Self‐Study

2021 ◽  
Vol 60 (4) ◽  
pp. 254-273
Author(s):  
Joseph M. Williams ◽  
Janice A. Byrd ◽  
Ahmad R. Washington
2014 ◽  
Vol 4 (4) ◽  
pp. 353-362 ◽  
Author(s):  
Laura Shannonhouse ◽  
Jane E. Myers

Author(s):  
Levette S. Dames ◽  
Jennifer Barrow

Recently the Council for the Accreditation of Counseling and Related Educational Program (CACREP) broad granted many graduate counselor education programs eight or more year accreditation. In order for these institutions to have been awarded its accreditation, eight core counseling areas should have been addressed in their program or university alike. For counselor education programs to enter the 21st century, technology and media devices should be embraced in all of the eight core counseling areas. The chapter examines the usefulness and effectiveness of enhanced-technology and media devices of five of the eight core counseling areas for advancement and improvement of effective skills for counselors-in-training (CIT). University web-base and audio/video media devices were the common enhanced-technology devices used among five of the core counseling areas. In addition, the school counseling program technologies were also examined. Finally, implications for counselor education are provided.


2021 ◽  
pp. 157-175
Author(s):  
Casey A. Barrio Minton ◽  
Craig S. Cashwell

TPGA Journal ◽  
1973 ◽  
Vol 2 (1) ◽  
pp. 43-48
Author(s):  
George P. Robb ◽  
Edward C. Bonk

Author(s):  
Marit Ulvik ◽  
Helene Marie Kjærgård Eide ◽  
Liv Eide ◽  
Ingrid Helleve ◽  
Vigdis Stokker Jensen ◽  
...  

2015 ◽  
Vol 29 (3) ◽  
pp. 194-207 ◽  
Author(s):  
Gina R. Oswald ◽  
Mary J. Huber ◽  
Josephine F. Wilson ◽  
Jared Embree

Purpose:The purpose of this article is to discuss the upsurge of technology-enhanced rehabilitation education programs and telerehabilitation services, to provide examples of these advancements, and to discuss the implications of this technology for education and the field including the unique advantage to developing technological skills through participation in effective online coursework allowing rehabilitation graduates the requisite transferable skills for competent online service delivery.Method:The authors completed a thorough review of the available literature on online technology-enhanced education programs and online telerehabilitation services.Results:Rehabilitation counselor education and the delivery of rehabilitation services have capitalized on recent technological advancements and provide opportunities to reach students and consumers via the Internet.Conclusion:It is clear that technology-enhanced education and clinical services will have an expanding role in the future of rehabilitation counselor education and practice. There is a unique advantage for students to develop technological skills through participation in effective online coursework. The skills learned from completing online courses are transferable skills for competent online service delivery.


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