Counselor Beliefs and Perceived Knowledge Regarding Clients with Learning Disabilities

Clients with learning disabilities constitute a cultural group that has not been extensively studied. The professional literature has found that counselors have reported the need for additional training in working with clients with disabilities. This study explored counselors\u27 beliefs and perceived knowledge regarding counseling clients with learning disabilities. Participants in this study were college counselors, mental health counselors, and school counselors who were members of the following professional counseling associations: the American College Counseling Association (ACCA), the American Mental Health Counselors Association (AMCHA), and the American School Counselor Association (ASCA). These counselors were assessed to determine their perceived competency regarding clients with learning disabilities and their multicultural competency. Additionally, group differences were assessed to determine if a difference existed between how counselor groups (college counselors, mental health counselors, and school counselors) reported their perceived competency regarding clients with learning disabilities and their multicultural competency. Counselors in this study completed a demographic questionnaire, a learning disability instrument, and a multicultural competency instrument. Surveys were distributed to 4,444 counselors. A total of 239 surveys were completed. Counselors\u27 scores on the learning disability instrument revealed slightly positive beliefs and moderate levels of knowledge regarding clients with learning disabilities. A multivariate analysis of covariance (MANCOVA) was utilized to assess counselors\u27 perceived competency regarding clients with learning disabilities and counselors\u27 multicultural competency. A statistically significant difference was found among counselors\u27 scores on the learning disability instrument when controlling for educational program accreditation status and professional experience with clients with disabilities. Counselors from CORE accredited and CACREP accredited programs and counselors who had professional work experience with clients with disabilities reported more positive beliefs and higher levels of knowledge regarding clients with learning disabilities. However, no difference was found when counselor groups\u27 (college counselors, mental health counselors, and school counselors) scores on the learning disability instrument were compared. Additionally, school counselors had significantly lower scores on the multicultural competency instrument when compared to college counselors and mental health counselors. These findings suggest a need for additional training and educational experiences related to clients with learning disabilities

Recognizing Ableism and Practicing Disability Humility: Conceptualizing Disability Across the Lifespan

Disability culture is often misunderstood by counselors who lack extensive training in working with individuals with disabilities (IWDs) (Stuntzner & Hartley, 2014). This quantitative study used the Counseling Clients with Disability Survey (CCDS) to explore the beliefs and perceived knowledge of counselors-in-training (CITs), counselors, and counselor educators regarding preparation to counsel IWDs, which is particularly important as disability status can change across the lifespan, and given that the Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards Review Committee provided a guide to the draft standards incorporating the infusion of disability concepts. Results indicate that counselors were competent regarding disability awareness and use of microskills but lacked specific knowledge regarding disabilities. Findings suggest that faculty members need to intentionally infuse cultural humility and assess for readiness when working with IWDs. The manuscript concludes with specific suggestions of integrating disability content into varied coursework

Bringing the Art of Counselor Education into the 21st Century

Technology currently permeates both the personal and professional lives of many counseling professionals. Therefore, counselor educators are charged with the responsibility of ensuring appropriate infusion of technology in the training of counseling students. During this presentation, three methods for incorporating technology in the classroom will be discussed and demonstrated and current literature about their efficacy will be reviewed. Attendees are strongly encouraged to bring a smart phone, tablet, or laptop to the presentation to ensure full participation