Counselor-in-Training Perceptions of Artificial Intelligence: Implications for Counselor Education

This study examined the perceptions of counselors-in-training (CIT) on artificial intelligence (AI) in counseling practice and training. 31 CIT responded to three open-ended questions about the benefits, drawbacks, and overall attitudes of integrating AI into counseling practice and education. Thematic analysis was used to analyze the responses. The findings showed that CIT perceive AI as a clinical support tool, especially for tasks such as diagnosis and treatment planning. Additionally, CIT voiced concerns of potential overreliance on AI, ethical risks, confidentiality concerns, and the possible loss of human connection. Furthermore, although several CIT expressed cautious optimism regarding AI\u27s use in counselor education, some expressed skepticism. These findings have significant implications for counselor education programs considering the integration of AI, and future research should further explore AI’s impact on professional development within this field

Overcoming Barriers and Infusing Inclusive Teaching Practices in Counseling Programs

Counselor educators are responsible for promoting inclusive practices within educational institutions and the counseling field. Inclusive teaching promotes equity in education through a commitment to social justice in the classroom. However, many professional organizations fail to define inclusive andragogy and provide little guidance for counselor educators on how to implement these practices within their training programs. Thus, many educators struggle with personal and institutional barriers, as well as limited guidance on effectively implementing inclusive teaching practices. This quantitative study (N=129) explores barriers counselor educators face in infusing inclusive teaching practices, highlights ways to overcome those barriers, and provides specific techniques to infuse inclusive teaching practices

Engagement in Generalist Social Work Practice: Exploring Conceptual Theory and Textbook Pedagogy

Social work has a distinctive orientation to engagement that sets it apart from other helping professions. Engagement occurs both at the beginning and throughout every stage of social work practice with client systems. Despite its inherent and almost synonymous nature with social work practice, the profession has found it challenging to establish a theoretical conceptualization of engagement in social work or a definition of engagement in social work. This study explored existing literature to establish a construct of engagement and a description of its underlying concepts, variables, and attributes. The construct informed the development of a methodology for comparing how contemporary social work textbooks present and teach knowledge and skills associated with engagement. Findings from the study reinforce existing literature that indicates there is a gap in social work’s theoretical understanding and conceptualization of engagement. Additionally, the study found that contemporary social work textbooks sampled in the study approach organization and teaching engagement very differently, and, importantly, rarely explicitly define engagement or its associated concepts, knowledge, or skills. The study’s author concluded that textbook authors rely on two assumptions: that readers share their understanding of engagement and that instruction of engagement skills occurs outside of textbooks. Study outcomes include recommendations for social work theory development, education, and practice as well as future research opportunities. Finally, the study also provides models of construct design, definition development, and textbook content analysis that can be adapted for future research

Joyce Carol Oates\u27s Foxfire : Butchness, Agency, and the Transgressive Feminist Subject

Part of the Session titled Feminist Futures in Fictio

State Sanctioned Censorship and Stonewall

Part of the Session titled Reclaiming Home: Gender, Violence, and Visibility

Photo Essay

Part of the Session titled Policies Toward Sustainabilit

Screening, Brief Intervention, and Referral to Treatment (SBIRT) Model in Counselor Preparation

As rates of substance abuse rise in the U.S., a treatment gap persists in the provision of prevention and intervention counseling services. Improving training in substance use treatment for counselors-in-preparation who provide early prevention and intervention across school and clinical settings may help fill the void in access to services. To meet this need, we developed an online multidisciplinary SBIRT curriculum for our university’s counselor education program, including mental health counselors, marriage and family therapists, and school counselors. The five-module training prepares graduate students at a basic competency level through an integrative approach involving online instructional pedagogy. This manuscript outlines the curriculum model, discusses its application across program areas, and offers implications for practice and future research

Counseling Students’ Perceptions of Support during the COVID-19 Crisis: A Qualitative Study

The COVID-19 pandemic changed the counseling programs in clinical instruction, mentorship, and student’s perception of the university. The qualitative data presented in this paper identifies eight counseling students’ beliefs of support during their time in counseling program during the COVID-19 pandemic. Data was obtained through semi-structured interviews. An interpretive phenomenological analysis resulted in four themes: including higher education response, personal resources, emotions in crisis, and transitions in crisis

The Development of Teacher Identity in Counselor Education Doctoral Students

Abstract Counselor educators (CE) prepare counselor education doctoral students (CEDS) to work as counselors, scholars, leaders, supervisors, and teachers. While we have a firm understanding of how CEDS develop in general (Limberg et al., 2013; Moss et al., 2014), there is little known about how they develop specifically as teachers. The goal of this research study was to gain insight into how teacher identity develops for CEDS. We interviewed 10 participants using transcendental phenomenology methodology to gain insight into their teaching preparation experiences and identities as teachers. We identified three primary themes from the data: (1) Connection, (2) Confidence, or lack thereof, and (3) Who am I, who are you? We provide implications for counselor education programs to encourage supporting CEDS in developing their professional identity as teachers

The use of evidence-based behavior practices in the general education classroom: A comparison of teacher perception and implementation

This study investigated the perceptions and beliefs of four general education kindergarten teachers regarding their use of evidence-based behavior practices compared to their observed implementation of those practices. Classroom observations were conducted to collect data regarding teachers use of “honey” (positive, evidence-based practices) as compared to their use of “vinegar” (negative comments, redirections, etc.). Teacher interviews were also conducted to examine teacher perceptions, and the data was compared to determine if perceptions matched reality. Teachers reported being familiar with almost all 20 behavior practices included in the study and stated they used more than half. However, teachers were directly observed to use a limited number of the practices. During the interviews, teachers were also asked about their training and experience with positive, evidence-based behavior techniques to gain insight into methods and frequency of training and support. Teachers reported limited opportunities related to their specific areas of need. This information was utilized to develop suggestions for professional development including follow up consultation with the goal of enhancing their use of evidence-based behavior management practices in their classrooms, practices which have been shown through research to benefit all students in the classroom. The current school policies were reviewed to examine their role in promoting a culture of honey or vinegar in the school. This study provides actionable recommendations for modifying district policies and enhancing professional development to align classroom management strategies with evidence-based best practices