Supporting Black, Indigenous, and People of Color Counselors: Considerations for Counselor Skills Training and Practice

2021 ◽  
Vol 43 (4) ◽  
pp. 281-300
Author(s):  
Susan F. Branco ◽  
Connie T. Jones
Keyword(s):  
Critical Race Theory ◽  
Counselor Training ◽  
Skills Training ◽  
People Of Color ◽  
Mental Health Counselors ◽  
Ethical Considerations ◽  
Clinical Supervisors ◽  
Training And Supervision ◽  
Counselor Skills Training ◽  
Training Practice

Black, Indigenous, and people of color (BIPOC) counselors require training, practice, and consultation strategies to address client-initiated microaggressions and racism in counseling. Utilizing critical race theory in counselor education, the authors offer a counseling skills model, based on Sue et al.’s microintervention concept, to support BIPOC counselor training and supervision. The authors describe strategies all counselors may use to address microaggressions and racism in counseling sessions with relevant ethical considerations. Implications for mental health counselors, counselor educators, and clinical supervisors are provided.

Psychotherapy-Driven Supervision: Integrating Counseling Theories into Role-Based Supervision

2006 ◽  
Vol 28 (3) ◽  
pp. 241-252 ◽  
Author(s):  
Quinn M. Pearson
Keyword(s):  
Mental Health ◽  
Clinical Skills ◽  
Mental Health Counselors ◽  
Clinical Supervisors ◽  
Theoretical Approaches ◽  
Training And Supervision ◽  
Academic Settings ◽  
Role Based ◽  
Solution Focused ◽  
Relevant Component

Mental health counselors often play an integral part in the training and supervision of students and new practitioners. Whether they are teaching clinical skills in academic settings, providing on-site supervision for practicum and internship students, or serving as clinical supervisors for unlicensed or less experienced counselors, supervision is a relevant component of mental health practice. Designed as a practical approach that builds on the clinical strengths of mental health counselors, psychotherapy-driven supervision advocates blending psychotherapy-based approaches to supervision with role-based models of supervision. Strengths and weaknesses of psychotherapy-based approaches are discussed. Detailed descriptions of the teacher, counselor, and consultant roles of supervisors are presented. Psychotherapy-driven supervision is illustrated for three theoretical approaches: humanistic-relationship oriented, cognitive-behavioral, and solution-focused.

Current Issues: Advanced Digital Technology for Supervising Graduate Clinicians

2010 ◽  
Vol 20 (1) ◽  
pp. 9-13 ◽  
Author(s):  
Glenn Tellis ◽  
Lori Cimino ◽  
Jennifer Alberti
Keyword(s):  
Real Time ◽  
Digital Technology ◽  
Clinical Training ◽  
State Of The Art ◽  
Clinical Skills ◽  
Slow Motion ◽  
Video Capture ◽  
Microsoft Excel ◽  
Clinical Supervisors ◽  
Training And Supervision

Abstract The purpose of this article is to provide clinical supervisors with information pertaining to state-of-the-art clinic observation technology. We use a novel video-capture technology, the Landro Play Analyzer, to supervise clinical sessions as well as to train students to improve their clinical skills. We can observe four clinical sessions simultaneously from a central observation center. In addition, speech samples can be analyzed in real-time; saved on a CD, DVD, or flash/jump drive; viewed in slow motion; paused; and analyzed with Microsoft Excel. Procedures for applying the technology for clinical training and supervision will be discussed.

The use of poetry in counselor training and supervision

2018 ◽  
Vol 31 (3) ◽  
pp. 145-164 ◽  
Author(s):  
Christine McNichols ◽  
Karl J. Witt
Keyword(s):  
Counselor Training ◽  
Training And Supervision

scholarly journals SP2.1.14Remote examination of surgical skills is feasible and desirable during COVID crisis and beyond

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Stephen Marsh ◽  
Caroline Bruce ◽  
Alexander Blackmore ◽  
Petre Ichim ◽  
Ajay Sharma ◽  
...  
Keyword(s):  
Skills Training ◽  
Surgical Skills ◽  
Internet Technology ◽  
Laparoscopic Skills ◽  
Face To Face ◽  
Remote Supervision ◽  
Laparoscopic Skills Training ◽  
Training And Supervision ◽  
Remote Training

Abstract Aims We aimed to investigate the feasibility of employing Zoom technology to undertake structured remote examination of surgical skill during the COVID-19 crisis and beyond as a mean to complement remote training and supervision of basic laparoscopic skills. Methods We have adapted a previously reported method of remote training and supervision of laparoscopic skills training successfully used with 7 trainees. Five consultant surgeons with established expertise in surgical education participated in remote mock examination of LapPass skills using Zoom technology. We assessed the feasibility of remote examination by assessing image quality on Maryland visual comfort scale and undertook a trainers’ survey using a 5 point Lembert scale. Result The remote examiners recorded excellent quality of views, identical in clarity and detail to the source images. Conclusions We demonstrated the feasibility and the benefit of using modern internet technology in delivering a flexible approach to examination of surgical skills met with strong satisfaction by established trainers and trainees alike. All trainers supported the idea of introduction of remote examination as beneficial for all stakeholders and ready to replace face-to-face examination in specific settings. The surgical community should embrace, on a larger scale, the concept of remote supervision and examination whenever possible.

scholarly journals Revitalization of clinical skills training at the University of the Western Cape

Curationis ◽  
2010 ◽  
Vol 33 (2) ◽  
Author(s):  
J.D. Jeggels ◽  
A. Traut ◽  
M. Kwast
Keyword(s):  
Experiential Learning ◽  
Clinical Skills ◽  
Skills Training ◽  
Simulated Patients ◽  
First Year ◽  
Western Cape ◽  
Clinical Supervisors ◽  
Clinical Skills Training ◽  
Skills Lab ◽  
Case Based

Most educational institutions that offer health related qualifications make use of clinical skills laboratories. These spaces are generally used for the demonstration and assessment of clinical skills. The purpose of this paper is to share our experiences related to the revitalization of skills training by introducing the skills lab method at the School of Nursing (SoN), University of the Western Cape (UWC). To accommodate the contextual changes as a result of the restructuring of the higher education landscape in 2003, the clinical skills training programme at UWC had to be reviewed. With a dramatic increase in the student numbers and a reduction in hospital beds, the skills lab method provided students with an opportunity to develop clinical skills prior to their placement in real service settings. The design phase centred on adopting a skills training methodology that articulates with the case-based approach used by the SoN. Kolb’s, experiential learning cycle provided the theoretical underpinning for the methodology. The planning phase was spent on the development of resources. Eight staff members were trained by our international higher education collaborators who also facilitated the training of clinical supervisors and simulated patients. The physical space had to be redesigned to accommodate audio visual and information technology to support the phases of the skills lab method. The implementation of the skills lab method was phased in from the first-year level. An interactive seminar held after the first year of implementation provided feedback from all the role players and was mostly positive. The results of introducing the skills lab method include: a move by students towards self-directed clinical skills development, clinical supervisors adopting the role of facilitators of learning and experiential clinical learning being based on, amongst others, the students’ engagement with simulated patients. Finally, the recommendations relate to tailor-making clinical skills training by using various aspects of teaching and learning principles, i.e. case-based teaching, experiential learning and the skills lab method.

Telling Stories That Never End: Valeria Luiselli, the Refugee Crisis at the US-Mexico Border, and the Big, Ambitious Archival Novel

Genre ◽  
2021 ◽  
Vol 54 (2) ◽  
pp. 167-193
Author(s):  
Valentina Montero Román
Keyword(s):  
Critical Race Theory ◽  
White Men ◽  
People Of Color ◽  
Narrative Form ◽  
Refugee Crisis ◽  
Critical Race ◽  
Race Theory ◽  
The Us ◽  
Mexico Border ◽  
Literary Techniques

This essay argues that Valeria Luiselli's Lost Children Archive (2019) experiments with literary techniques often associated with the “big, ambitious novel” to represent the pervasive problems created by US racial construction. More specifically, it contends that Luiselli's novel evokes the archive in its fragmentation, recombinant organization, and narrative multiplicity as a means for demonstrating the complexity and relentlessness of the refugee crisis and the constructions of Latinx difference that develop alongside it. Creating a recursive, referential narrative form, Lost Children Archive highlights the absences of refugee voices, attends to the histories of violence that have led to their disappearance, and refuses to posit an answer to how the story of the crisis ends. This analysis reroutes theories of the big, ambitious novel through discussions of archival recovery, immigrant maximalism, and historical revision developed in feminist and critical race theory, and suggests that big, ambitious novel strategies like polyphony, fragmentation, and centripetal connectivity are the provenance of women and people of color at least as much as they are the domain of the white men often associated with the form.

Integrating Health and Wellness in Mental Health Counseling: Clinical, Educational, and Policy Implications

2015 ◽  
Vol 37 (2) ◽  
pp. 152-163 ◽  
Author(s):  
Sejal Barden ◽  
Abigail Conley ◽  
Mark Young
Keyword(s):  
Mental Health ◽  
Counselor Training ◽  
Policy Implications ◽  
Mental Health Counselors ◽  
Health And Wellness ◽  
Health Issues ◽  
Physical And Mental Health ◽  
Counselor Preparation ◽  
Health Counseling ◽  
Mental Health Profession

Few counselor training programs offer wellness courses or training on how to ethically and competently integrate physical and mental health issues when working with clients. This article highlights the interrelatedness of mental and physical health to build on the counseling profession's own tradition of wellness and to encourage mental health counselors and counselor educators to adapt to changes in integrated healthcare. We propose that the mental health profession adopt competencies for wellness as part of standard counselor preparation and continuing education.

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