Incorporating Prevention into Mental Health Counselor Training

The mental health counseling literature has consistently noted that prevention is integral to the field, yet largely neglected in graduate training programs. This article provides an in-depth discussion of a prevention seminar course in an effort to provide resources and incentive for training programs addressing this area of mental health counseling. A detailed overview of the course, including resources used, is provided. Suggestions are also offered for incorporating prevention into standard counseling courses.

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Comparison of two mental health counselor training programs

Community Mental Health Journal ◽

10.1007/bf01434411 ◽

1973 ◽

Vol 9 (3) ◽

pp. 260-269 ◽

Cited By ~ 3

Author(s):

Charles J. Vander Kolk

Keyword(s):

Mental Health ◽

Counselor Training ◽

Training Programs ◽

Mental Health Counselor ◽

Health Counselor

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Mental Health Counseling Licensure and Anthropology in Florida

Practicing Anthropology ◽

10.17730/praa.6.3-4.l6272w62x8008538 ◽

1984 ◽

Vol 6 (3-4) ◽

pp. 5-5 ◽

Cited By ~ 1

Author(s):

J. Bone

Keyword(s):

Mental Health ◽

Work Experience ◽

Field Research ◽

Health Practitioner ◽

Graduate Degree ◽

Health Counseling ◽

Mental Health Counselor ◽

Course Work ◽

Mental Health Settings ◽

Health Counselor

In late 1982, I submitted an application to the Florida State Board of Professional Regulation for licensure as a Mental Health Counselor. While the vast majority of my graduate field research and work experience, both during and since my doctorate, have been in various mental health settings, my graduate degree and course work were purely anthropological. On June, 1983, I became licensed as a Mental Health Counselor, based on my training as an anthropologist working within the mental health context. I feel that this is of significance in that it demonstrates that traditional anthropological coursework and field experience can be successfully interpreted to meet the requirements for licensure as a mental health practitioner.

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Evidence-Based Relationship Factors: A New Focus for Mental Health Counseling Research, Practice, and Training

Journal of Mental Health Counseling ◽

10.17744/mehc.41.4.04 ◽

2019 ◽

Vol 41 (4) ◽

pp. 327-342 ◽

Cited By ~ 1

Author(s):

Kimberly K. Parrow ◽

John Sommers-Flanagan ◽

J. Sky Cova ◽

Hugo Lungu

Keyword(s):

Mental Health ◽

Counselor Training ◽

Mental Health Counseling ◽

Mental Health Counselors ◽

Evidence Based ◽

Warm Up ◽

Health Counseling ◽

Counseling Practice ◽

Relationship Factors ◽

Counseling Practices

Counselor educators and mental health counselors often have a lukewarm attitude toward counseling research and evidence-based practice. This attitude may be because of a perceived mismatch between evidence-based technical procedures and the relational orientation that most counselors value. To warm up mental health counselors' attitudes toward evidence-based research and practice, we propose a relationally oriented research agenda that focuses on integrating evidence-based relationship factors (EBRFs) into counselor training and practice. Eight EBRFs are defined and operationalized, and specific counselor behaviors are described. Reframing and refocusing counseling research on relational variables has the potential to support current counseling practices and inspire development of a counseling-specific research base. Recommendations for a rapprochement between counselor education research and mental health counseling practice are offered, including a list of brief measures that mental health counselors could introduce into their counseling practice.

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Who Is Training Behind the Wall?

Criminal Justice and Behavior ◽

10.1177/0093854812449404 ◽

2012 ◽

Vol 39 (11) ◽

pp. 1405-1420 ◽

Cited By ~ 4

Author(s):

Philip R. Magaletta ◽

Marc W. Patry ◽

John C. Norcross

Keyword(s):

Mental Health ◽

Criminal Justice ◽

Graduate Students ◽

Training Programs ◽

Graduate Training ◽

Outcome Data ◽

Psychology Interns ◽

Correctional Settings ◽

Correctional Mental Health ◽

Graduate Training Programs

Despite the critical inmate need for correctional mental health services, little attention is paid to those in training to provide such services. The present study fills this gap by examining, across 25 years, 896 predoctoral psychology interns who matched for and completed a 1-year federal corrections internship. Student characteristics, their graduate training programs, and postinternship hiring outcomes are presented. More women and students with prior clinical experience in criminal justice settings have, through the years, entered into internships in correctional settings. Outcome data suggest that more than half the graduate students find employment in correctional settings after completion of internship and that having criminal justice experiences prior to internship and receiving training in more urban locations was related to such hires. Implications for training and recruiting a strong psychology services workforce in corrections are discussed.

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A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

Perspectives on Speech Science and Orofacial Disorders ◽

10.1044/ssod24.1.21 ◽

2014 ◽

Vol 24 (1) ◽

pp. 21-26

Author(s):

Helen M. Sharp ◽

Mary O'Gara

Keyword(s):

Learning Outcomes ◽

Training Programs ◽

Graduate Training ◽

Graduate Programs ◽

Core Knowledge ◽

Speech Language Pathology ◽

Entry Level ◽

The Public ◽

Language Pathology ◽

Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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