scholarly journals Experience of Graduate Counseling Students During COVID-19: Application for Group Counseling Training

2021 ◽  
Vol 11 (4) ◽  
pp. 475-492
Author(s):  
Bilal Urkmez ◽  
Chanda Pinkney ◽  
Daniel Bonnah Amparbeng ◽  
Nanang Gunawan ◽  
Jennifer Ojiambo Isiko ◽  
...  
Keyword(s):  
Group Counseling ◽  
Phenomenological Study ◽  
Counseling Students ◽  
Master's Level ◽  
The Novel ◽  
Counseling Training ◽  
Face To Face ◽  
Online Format ◽  
Group Experience ◽  
Online Group

The COVID-19 pandemic resulted in many universities moving abruptly from face-to-face to online instruction. One group of students involved in this transition was master’s-level counseling students. Their experiential group counseling training (EGCT) program started in a face-to-face format and abruptly transitioned to an online format because of COVID-19. In this phenomenological study, we examined these students’ experiences of participating and leading in six face-to-face and four online EGCT groups. Two focus groups were conducted, and three major themes emerged: positive participation attributes, participation-inhibiting attributes, and suggestions for group counseling training. The findings point to additional learning and skill development through the online group experience as well as its utility as a safe space to process the novel experience brought about by COVID-19.

Master's‐Level Counseling Students of Color in Personal Growth Groups: A Phenomenological Study of Congruence

2020 ◽  
Vol 59 (2) ◽  
pp. 123-143
Author(s):  
Melanie A. Varney ◽  
Jacqueline M. Swank ◽  
Jo Lauren Weaver ◽  
Vanessa Placeres
Keyword(s):  
Students Of Color ◽  
Personal Growth ◽  
Phenomenological Study ◽  
Counseling Students ◽  
Master's Level

Active Student Engagement Through the Use of WebEx, MindTap, and a Residency Component to Teach a Masters Online Group Counseling Course

2018 ◽  
pp. 794-817
Author(s):  
Levette S. Dames ◽  
Chadwick Royal ◽  
Kyla M. Sawyer-Kurian
Keyword(s):  
Student Engagement ◽  
Group Counseling ◽  
Lessons Learned ◽  
Online Course ◽  
Master's Level ◽  
Active Engagement ◽  
The Core ◽  
To Receive ◽  
Level Group ◽  
Online Group

Group counseling is one of the core counseling courses which students need in order to receive their degrees. As group counseling is an experiential course, counselor educators must think strategically and creatively when developing this course to be delivered online to ensure that positive outcomes are achieved. Hence, this chapter explores the development, implantations and lessons learned from such a course. We will specifically discuss the integration of WebEx, MindTap/Coursemate, and a residency component that enhances the delivery of this master's level group counseling online course and by encouraging active engagement of both the students and instructor alike. The development and implementation of the online group course is guided by Bandura's theory. An informal evaluation from a previous online group counseling course using these modes will also be discussed. Implications for instructors and students will be included.

Active Student Engagement through the Use of WebEx, MindTap, and a Residency Component to Teach a Masters Online Group Counseling Course

2017 ◽  
pp. 245-268 ◽  
Author(s):  
Levette S. Dames ◽  
Chadwick Royal ◽  
Kyla M. Sawyer-Kurian
Keyword(s):  
Student Engagement ◽  
Group Counseling ◽  
Lessons Learned ◽  
Online Course ◽  
Master's Level ◽  
Active Engagement ◽  
The Core ◽  
To Receive ◽  
Level Group ◽  
Online Group

Group counseling is one of the core counseling courses which students need in order to receive their degrees. As group counseling is an experiential course, counselor educators must think strategically and creatively when developing this course to be delivered online to ensure that positive outcomes are achieved. Hence, this chapter explores the development, implantations and lessons learned from such a course. We will specifically discuss the integration of WebEx, MindTap/Coursemate, and a residency component that enhances the delivery of this master's level group counseling online course and by encouraging active engagement of both the students and instructor alike. The development and implementation of the online group course is guided by Bandura's theory. An informal evaluation from a previous online group counseling course using these modes will also be discussed. Implications for instructors and students will be included.

scholarly journals A Phenomenological Study: The Experience of Live Supervision during a Pre-practicum Counseling Techniques Course

2015 ◽  
Author(s):  
Rebecca Koltz ◽  
Stephen Feit
Keyword(s):  
Identity Development ◽  
Phenomenological Study ◽  
Counseling Students ◽  
Master's Level ◽  
Structured Interviews ◽  
Thick Description ◽  
Live Supervision ◽  
Counselor Identity ◽  
Phenomenological Methodology ◽  
Counselor Identity Development

The experiences of live supervision for three, master’s level, pre-practicum counseling students were explored using a phenomenological methodology. Using semi-structured interviews, this study resulted in a thick description of the experience of live supervision capturing participants’ thoughts, emotions, and behaviors. Data revealed that live supervision during pre-practicum is a multifaceted experience comprised of numerous roles that not only contribute to counselor skill development, but counselor identity development. Participants’ stories reflected the benefit and impact that live supervision provides in the educational context.

Reading Beyond the Code

2018 ◽  
Keyword(s):  
Relevance Theory ◽  
Literary Studies ◽  
The Novel ◽  
Human Communication ◽  
Communicative Acts ◽  
Face To Face ◽  
Code Model ◽  
Wide Range ◽  
Central Claim

This book explores the value for literary studies of relevance theory, an inferential approach to communication in which the expression and recognition of intentions plays a major role. Drawing on a wide range of examples from lyric poetry and the novel, nine of the ten chapters are written by literary specialists and use relevance theory both as an overall framework and as a resource for detailed analysis. The final chapter, written by the co-founder of relevance theory, reviews the issues addressed by the volume and explores their implications for cognitive theories of how communicative acts are interpreted in context. Originally designed to explain how people understand each other in everyday face-to-face exchanges, relevance theory—described in an early review by a literary scholar as ‘the makings of a radically new theory of communication, the first since Aristotle’s’—sheds light on the whole spectrum of human modes of communication, including literature in the broadest sense. Reading Beyond the Code is unique in using relevance theory as a prime resource for literary study, and is also the first to apply the model to a range of phenomena widely seen as supporting an ‘embodied’ conception of cognition and language where sensorimotor processes play a key role. This broadened perspective serves to enhance the value for literary studies of the central claim of relevance theory: that the ‘code model’ is fundamentally inadequate to account for human communication, and in particular for the modes of communication that are proper to literature.

“I Don’t Know What to Say”: Teachers’ Perspectives on Supporting Bereaved Students After the Death of a Parent

2021 ◽  
pp. 003022282199362
Author(s):  
Inbar Levkovich ◽  
Zohar Elyoseph
Keyword(s):  
Content Analysis ◽  
Counseling Students ◽  
Complex Nature ◽  
School Officials ◽  
Face To Face ◽  
Teachers Experiences ◽  
Death Of A Parent ◽  
The Family ◽  
Need For Support ◽  
Teachers Perspectives

This qualitative study examined teachers’ experiences dealing with bereaved students following the death of a parent. The researchers conducted in-depth, semi-structured, face-to-face interviews with 25 teachers in Israeli schools who had counseled one of their students after the death of a parent. The interviews were recorded and transcribed and underwent content analysis. Analysis of the findings revealed that the teachers felt helpless, confused, overloaded emotionally and anxious when counseling students who had lost a parent. In addition, the teachers discussed the complex nature of their relationship with the remaining parent, ranging from a desire to support the family through avoidance for fear of hurting the parent to fears of being overwhelmed by the child’s problems. Many teachers mentioned their need for support from school officials.

scholarly journals Crisis and Continuation: The Digital Relocation of Jain Socio-Religious Praxis during the COVID-19 Pandemic

Religions ◽  
2021 ◽  
Vol 12 (5) ◽  
pp. 342
Author(s):  
Tine Vekemans
Keyword(s):  
Digital Media ◽  
Long Term Effects ◽  
Religious Activities ◽  
Face To Face ◽  
The Social ◽  
Religious Praxis ◽  
Online Format ◽  
Media Channels ◽  
Selection Of

In early 2020, Jain diaspora communities and organizations that had been painstakingly built over the past decades were faced with the far-reaching consequences of the COVID-19 pandemic and its concomitant restrictions. With the possibility of regular face-to-face contact and participation in recurring events—praying, eating, learning, and meditating together—severely limited in most places, organizations were compelled to make a choice. They either had to suspend their activities, leaving members to organize their religious activities on an individual or household basis, or pursue the continuation of some of their habitual activities in an online format, relying on their members’ motivation and technical skills. This study will explore how many Jain organizations in London took to digital media in its different forms to continue to engage with their members throughout 2020. Looking at a selection of websites and social media channels, it will examine online discourses that reveal the social and mental impact of the pandemic on Jains and the broader community, explore the relocation of activities to the digital realm, and assess participation in these activities. In doing so, this article will open a discussion on the long-term effects of this crisis-induced digital turn in Jain religious praxis, and in socio-cultural life in general.

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