Critical Incidents in Counselor Education

1 Cover

2 Title Page

3 Copyright Page Copyright © 2022 by the American Counseling Association. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the written permission of the publisher. American Counseling Association 2461 Eisenhower Avenue • Alexandria, VA 22331 Associate Publisher • Carolyn C. Baker Digital and Print Development Editor • Nancy Driver Senior Production Manager • Bonny E. Gaston Copy Editor • Beth Ciha Cover and text design by Bonny E. Gaston Library of Congress Cataloging-in-Publication Data Names: Swank, Jacqueline M., editor. | Barrio Minton, Casey A., editor. Title: Critical incidents in counselor education : teaching, supervision, scholarship, leadership, and advocacy / Jacqueline M. Swank, Casey A. Barrio Minton, editors. Description: Alexandria, VA : American Counseling Association, [2022] | Includes bibliographical references and index. Identifiers: LCCN 2021019222 | ISBN 9781556204029 (paperback) Subjects: LCSH: Counseling—Study and teaching (Graduate)—United States. | Counseling psychology—Study and teaching (Graduate) —United States. | Counselors—Training of—United States. | College teaching—United States. | Universities and colleges—United States—Graduate work. Classification: LCC BF636.65 .C75 2022 | DDC 158.3071—dc23 LC record available at https://lccn.loc.gov/2021019222

4 Dedication Page

5 Preface

6 Acknowledgments

7 About the Editors

8 About the Contributors

9 Part I: Teaching Section 1: Student Engagement and Dispositions Chapter 1: I Don’t Have a Clue: Responding to Unprepared or Unengaged Students Chapter 1 I Don’t Have a Clue: Responding to Unprepared or Unengaged Students Jonathan H. Ohrt and Kathryn P. Linich Case Analysis and Discussion Case Analysis and Discussion Many instructors assign readings to help students prepare for class so they can use class time to focus on discussion and activities without spending time reviewing concepts students can easily read. Although it is not uncommon to encounter students who are unprepared, it can be frustrating. Instructors know how and why the material is important, and they can see how it plays into the bigger picture of learning outcomes. Instructors get excited to hear students’ perspectives, and it can take the wind out of their sails to be met with blank stares and silence. Silence can cause instructors to have to think on their feet, rearranging plans to account for students’ lack of preparation. This is a skill all instructors develop throughout their careers. There are some important considerations in this case. It could be helpful to consider students’ learning preferences. Some students may feel intimidated to speak up in front of the whole class, even if the class is small. Students may do better in pairs or small groups, where the focus is not solely on them. Although it might be nice to have a full class discussion, not all students are initially comfortable participating in this way. Another consideration is that some students learn better through experiences and discussions rather than reading. They may not get as much out of reading because there is nothing to apply it to in the moment. The relevance of topics at hand may become clearer once a discussion begins, an activity is done, or experiences are shared that can better contextualize the meaning of the concepts learned (Kolb, 2015). Finally, some students may not have actually completed the reading. Many professionals cannot honestly say that they have completed all assigned readings. Sometimes students simply do not want to do it, and so they do not. Other times they may feel overwhelmed; readings get cut from the to-do list in favor of something of higher priority. Sometimes students forget about the readings. Regardless, students are coming to class with no introduction to the topic, and they may be secretly hoping other students will contribute and save the class. Conclusion Conclusion Active student engagement is a fundamental requirement in essentially all counselor education courses. There are a variety of reasons why students may hesitate to participate, and instructors are responsible for fostering active engagement in the classroom. Doing so will help instructors avoid disappointment when students do not prioritize their specific class. In Professor O’s case, guided questions helped provide structure and organization for discussions, which subsequently flowed more smoothly in future class meetings. Overall, the empathy of Professor O and the intentional design of experiential activities helped everyone feel more comfortable with expectations and with participating in learning with their classmates. Reflection Questions Reflection Questions 1 What are some challenges you anticipate when promoting student engagement in discussion? 2 What are some additional helpful strategies for engaging students in discussion? Critical Incident Response Chapter 2: I Did My Part: Responding to Inequitable Group Project Contributions Case Analysis and Discussion Conclusion Reflection Questions Critical Incident Response Chapter 3: It’s Not Their Work: A Case of Plagiarism Case Analysis and Discussion Conclusion Reflection Questions Critical Incident Response Chapter 4: Too Much Information: Maintaining Boundaries During Skills Practice Case Analysis and Discussion Conclusion Reflection Questions Critical Incident Response Chapter 5: I’m a Counselor . . . Well Almost: Boundary Extensions in Service Learning Case Analysis and Discussion Conclusion Reflection Questions Critical Incident Response Chapter 6: I’m Here, I’m Not Participating: Student Resistance to a Group Experience Case Analysis and Discussion Conclusion Reflection Questions Critical Incident Response Section 2: Dynamics Related to Diversity and Inclusion Chapter 7: Whose Cultural Competence? Students’ Needs in Multicultural Courses Case Analysis and Discussion Conclusion Reflection Questions Critical Incident Response Chapter 8: A Cohort Divided: Navigating Tensions Related to Race and Ethnicity Case Analysis and Discussion Conclusion Reflection Questions Critical Incident Response Chapter 9: I Need a New Partner: Addressing Cultural Encapsulation and Racism Case Analysis and Discussion Conclusion Reflection Questions Critical Incident Response Chapter 10: Interacting With Me: Title IX and Faculty-Student Consensual Relationships Case Analysis and Discussion Conclusion Reflection Questions Critical Incident Response Section 3: Instructor Preparedness Chapter 11: Embracing the Digital World: Instructor Preparedness for Online Delivery Case Analysis and Discussion Conclusion Reflection Questions Critical Incident Response Chapter 12: Does It Apply to Me? Instructor Competency to Teach Specialty Courses Case Analysis and Discussion Conclusion Reflection Questions Critical Incident Response Chapter 13: Something to Share: Promoting Unethical or Illegal Practice Case Analysis and Discussion Conclusion Reflection Questions Critical Incident Response Resources

10 Part II: Supervision Section 1: Supervisee Dispositions and Behaviors Chapter 14: This Is Cool, Does It Work? Using a Technique With Limited Training Case Analysis and Discussion Conclusion Reflection Questions Critical Incident Response Chapter 15: I Don’t Believe in That: Addressing Counselors’ Values Conflicts Case Analysis and Discussion Conclusion Reflection Questions Critical Incident Response Chapter 16: I’m an Emotional Person: Determining Counselor