Shifting the Culture of Counseling Skills Courses: Alleviating Pervasive Anxiety through Experiential Approaches

2020 ◽  
Author(s):  
Ashlei Rabess ◽  
◽  
Kyndel Tarziers ◽  
Jamian Coleman ◽  
Maria Istre ◽  
...  
Keyword(s):  
Conceptual Framework ◽  
Basic Skills ◽  
Skill Development ◽  
Role Play ◽  
Performance Anxiety ◽  
Counseling Skills ◽  
Counselors In Training ◽  
Professional Skills ◽  
Class Schedule ◽  
Three Components

Counseling skills courses serve as a foundation upon which counselors-in-training (CITs) build their professional skills and identity. However, basic skills courses also often ignite pervasive anxiety in CITs, which can hinder skill development. The present manuscript presents experiential tools to use in counseling skills courses to effectively combat CIT anxiety: setting the groundwork with clear expectations of CIT performance, anxiety-reducing activities, and facilitating experiential role play activities. An accompanying figure and sample class schedule demonstrate a conceptual framework for intentionally infusing each of these three components into counseling skills courses to reduce pervasive anxiety in CITs.

scholarly journals Enhancing Multicultural Awareness: Understanding the Effect of Community Immersion Assignments in An Online Counseling Skills Course

2021 ◽  
Vol 10 (5) ◽  
pp. 201
Author(s):  
Valerie Couture
Keyword(s):  
Counselor Education ◽  
Research Study ◽  
Skill Development ◽  
Multicultural Awareness ◽  
Minority Population ◽  
Counseling Skills ◽  
Online Counseling ◽  
Education Programs ◽  
Counselors In Training ◽  
Counseling Skill

Counselor education programs provide counselors-in-training (CITs) with courses focused on counseling skill development to increase the CITs’ interpersonal counseling abilities and increase multicultural awareness. The research study presents findings from the author’s exploration of online students’ experiences in an experiential community immersion assignment. For analysis, the data was divided into three timeframes: (a) pre-experience, (b) active-experience, and (c) post-experience. In the pre-experience timeframe two themes emerged: (a) overwhelming nervousness and (b) judgmental thoughts. In the active-experience timeframe two themes emerged: (a) welcoming environment and (b) normalization of the minority population. During the post-experience reflections three common themes emerged: (a) similarities between groups, (b) motivation to create relationships, and (c) increased empathy. The study concluded the participants reported an overall increase in multicultural awareness through their community immersion experiences.

Usability Testing for Telemedicine Systems: A Methodology and Case Study

1997 ◽  
Vol 41 (2) ◽  
pp. 792-796 ◽  
Author(s):  
Deborah P. Birkmire-Peters ◽  
Leslie A. Whitaker ◽  
Leslie J. Peters
Keyword(s):  
Conceptual Framework ◽  
Usability Testing ◽  
Evaluation Methodology ◽  
Operational Effectiveness ◽  
Store And Forward ◽  
Three Components

This paper presents the conceptual framework and methodology that has been developed to perform usability evaluations of commercially available equipment for use in telemedicine applications. Specifically, the three components of the evaluation methodology, namely, technical acceptability, operational effectiveness, and clinical appropriateness, are described. This methodology was used to evaluate commercially available video-otoscope systems for use in a store-and-forward teleconsultation project.

Performance Skill Development of the Aspiring Principal Integrated into Principal Preparation

1994 ◽  
Vol 4 (1) ◽  
pp. 52-68
Author(s):  
Dennis W. Van Berkum
Keyword(s):  
Program Evaluation ◽  
Conceptual Framework ◽  
Educational Administration ◽  
School Principals ◽  
School Administrators ◽  
Skill Development ◽  
Program Model ◽  
Performance Skills ◽  
Knowledge And Skills ◽  
Initial Program

The preparation of school administrators, particularly school principals, has become a topic of discussion by many groups. Common to all discussions is the question “What knowledge and skills should aspiring administrators have and how should they be prepared?” Bennis (1989) indicated “how we translate this knowledge into action—is both complex and deep, as well as chronically elusive” (p. 30). The purpose of this article is to describe how an educational administration program model blends a knowledge base of educational administration and the performance skills needed for effective practice. The discussion focuses on the performance skill development of the aspiring administrator using the conceptual framework of the program model. It also offers performance-based illustrations and initial program evaluation.

scholarly journals Assessing Livelihood Reconstruction in Resettlement Program for Disaster Prevention at Baihe County of China: Extension of the Impoverishment Risks and Reconstruction (IRR) Model

2018 ◽  
Vol 10 (8) ◽  
pp. 2913 ◽  
Author(s):  
Qunying Xiao ◽  
Huijun Liu ◽  
Marcus Feldman
Keyword(s):  
Conceptual Framework ◽  
Public Services ◽  
Sustainable Livelihoods ◽  
Quantitative Model ◽  
Chinese Society ◽  
Disaster Prevention ◽  
Good Reliability ◽  
New Model ◽  
Recovery Assessment ◽  
Three Components

The paper develops a tool for livelihood recovery assessment in disaster-preventive resettlement. A new conceptual framework is built based on the impoverishment risks and reconstruction (IRR) model. This framework leads to a quantitative model that was designed and tested using the disaster resettlement preventive engineering (DRPE) project in Baihe county of China. The new model evaluates the qualities of livelihood recovery in terms of three components: Life reconstruction, development reconstruction, and safety reconstruction, which consider features specific to the Chinese society, and introduce a new insecurity factor. The model showed good reliability, validity, and sensitivity for the evaluation of livelihood reconstruction in disaster-preventive resettlement. Its application will help to target interventions to improve public services in resettlement areas by identifying cases with inadequately sustainable livelihoods.

Brave new World of Warcraft: a conceptual framework for active escapism

2016 ◽  
Vol 33 (7) ◽  
pp. 498-506 ◽  
Author(s):  
Andrew Kuo ◽  
Richard J. Lutz ◽  
Jacob L. Hiler
Keyword(s):  
Conceptual Framework ◽  
Video Game ◽  
Role Play ◽  
Virtual Space ◽  
Future Research ◽  
Naturalistic Inquiry ◽  
Content Type ◽  
Experiential Consumption ◽  
Managerial Implications ◽  
Depth Interviews

Purpose This paper aims to investigate the phenomenon of active escapism – a unique form of experiential consumption that engages fantasy and role-play as a means of coping. In contrast with passive forms of escapism, whereby consumers act as observers (e.g. watching a movie), active escapism provides consumers with the opportunity to directly interact with mediated realities, whether constructed in a virtual space (e.g. a video game) or the real world. Design/methodology/approach Within the context of video game consumption, a conceptual framework for active escapism comprised antecedents, processes and consequences is established through literature review, depth interviews and naturalistic inquiry. Findings The findings suggest that active escapism functions as a coping mechanism when consumers are confronted with external stressors that threaten either their sense of identity or control. While other forms of emotion-focused coping relieve stress through psychological avoidance (i.e. refocusing of attention away from stressors), active escapism provides the benefits of affirmation and empowerment through projective fantasy (i.e. role-play) and presence (i.e. immersion into a mediated reality). Originality/value The conceptual framework established by this analysis gives insight into the structure of active escapism as a theoretical construct, providing a foundation for future research. Managerial implications for consumer escapism (e.g. branded in-game content) are discussed.

scholarly journals Effects of adapted language materials in teaching listening on improving students’ English listening skill

2020 ◽  
Vol 4 (4) ◽  
pp. first
Author(s):  
Nguyen The Binh
Keyword(s):  
High School ◽  
Conceptual Framework ◽  
Junior High School ◽  
Junior High ◽  
Skill Development ◽  
Positive Attitudes ◽  
Listening Skill ◽  
Prescribed Curriculum ◽  
Students Satisfaction

So far the students of Le Hong Phong Junior High School, Phan Rang - Thap Cham City, Ninh Thuan province have been taught listening comprehension with textbook-based language materials which are too obsolete. Therefore, the students are often fed up with listening lessons; thus, their listening skill fails to improve after studying listening with textbooks for many years. Stimulated by this reality, the current study was carried out to investigate the effects of the adaptation of language materials in teaching listening on students' achievement of listening skill development. To obtain the above target, a conceptual framework of teaching listening with adapted language materials was developed. This framework was based on the theories of teaching listening and the implementation of language materials adaptation in listening skill instruction. Following the shaped conceptual framework, a training program with six listening lessons within the prescribed curriculum of ``Tiếng Anh 8'' by the MoET was conducted. The treatment lasted nearly four months from the middle of August 2018 to the end of November 2018 at Le Hong Phong Junior High School, Phan Rang - Thap Cham City, Ninh Thuan province. The results of the current study have shown that after the treatment of listening instruction with adapted language materials, students' achievement was proved to be significant in improving their listening skill. Also, teaching listening with adapted language materials got positive attitudes from the students. That is to say, adapted language materials were effective in improving students' listening skill development. Also, all the adapted listening texts and follow-up tasks highly met students' satisfaction. Accordingly, two major conclusions could be withdrawn from the findings that language materials adaptation was effective in (1) improving the students' listening skill, and (2) enhancing their interest in the listening lessons.

Real Experiences with Virtual Worlds

2012 ◽  
pp. 41-56 ◽  
Author(s):  
Andrew Cram ◽  
John G. Hedberg
Keyword(s):  
Conceptual Framework ◽  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Role Play ◽  
Educational Opportunities ◽  
Design Parameters ◽  
Design Task ◽  
Design And Implementation ◽  
Role Play Simulation

The virtual world provides a useful experimental space in which learners can experience the design parameters of a real world task. The importance of the simulated space is that it enables the learner to explore their solution to a design task. This chapter explores some educational opportunities offered by virtual world simulations, and presents a conceptual framework to guide their design and implementation. The framework is illustrated by exploring three contrasting simulation examples. In particular, the examples explain how simulations within virtual worlds can be linked to real world performances and provide an efficient way of developing difficult concepts. The examples outline different types of simulations: an exploratory simulation for learning socio-scientific inquiry; a role play simulation involving an ethically toned situation; and a design simulation in which learners test and refine their ideas for subsequent creation using concrete materials.

scholarly journals The Disaster Approach: Countering Learner Apprehension in Role-Play

2017 ◽  
Vol 3 (2) ◽  
pp. 172-180
Author(s):  
Paul Donovan ◽  
John Townsend
Keyword(s):  
Best Practices ◽  
Organizational Context ◽  
Training Programs ◽  
Skill Development ◽  
Role Play ◽  
The Other ◽  
Corrected Version ◽  
Job Role ◽  
The Ideal

Training programs enhance the skills of participants. Role-play, one method used for such skill development, is learning through performing a set of behaviors, in accordance with predetermined expectations of a job role in an organizational context. Some learners find role-play daunting, even traumatic. To counter this experience, this article shows an innovative role-play format where, in advance of the program, tutors design and create a “disaster” video—an encounter where almost everything goes awry. In class, the video is shown and the group is divided into two teams: and one team designs and demonstrates a “corrected” version of the encounter. The second team composes a set of best practices on the ideal way to conduct such an encounter. The role-play event is performed in plenary by the “Demonstration” team, and the “Best Practices” team applies their guidelines to the other team’s performance. Instructions on how to use the exercise are given.

scholarly journals Students' self-perceptions of mindfulness after learning mindfulness techniques in a professional skills course

2021 ◽  
Author(s):  
Dara Dirhan ◽  
Alessandra Sarcona
Keyword(s):  
Motivational Interviewing ◽  
Writing Skills ◽  
Counseling Skills ◽  
Professional Skills ◽  
Time Points ◽  
Self Perceptions ◽  
Mindful Attention ◽  
Interviewing Skills ◽  
Mindful Attention Awareness Scale ◽  
The Impact

In this paper we describe the effect of incorporating two mindfulness techniques (keeping a diary and motivational interviewing) in a professional skills course, and the impact these had on students’ self-perceptions of mindfulness. Over the course of a fourteen-week semester, students were asked to keep a diary at four different time points and were also taught motivational interviewing skills, which they had to apply to a four-part counseling project. Using a pre-post study design and the validated tool, the Mindful Attention Awareness Scale (MAAS), we meausred students’ perceptions of mindfulness pre-course and post-course. Results from the study indicated that students’ perceptions of mindfulness significantly increased from pre-course to post-course. Further, most students agreed that both the diary assignments and practicing motivational interviewing increased mindfulness from pre-course to post-course. Additionally, a majority of students reported that practicing motivational interviewing enhanced their counseling skills on the four-part counseling project, and that the four diary assignments improved their writing skills. This study underscores the importance of incorporating mindfulness techniques into a professional skills course to increase students’ mindfulness, which can further benefit the student by increasing students’ professional skills to become more competent counselors and writers.

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