An extensive amount of research has underscored the benefits of developing higher levels of cognitive complexity and reflective practice among counseling professionals (Buser, 2008; Choate & Granello, 2006; Fong, Borders, Ethington, & Pitts, 1997; Granello, 2002; Pietrzak, Duncan & Korcuska, 2008). This exploratory study examined the degree to which evidence-based pedagogical methods promoting cognitive complexity and reflective practice exist within graduate level counseling classes
