The Counselor Educator's Guide: Practical In-Class Strategies and Activities / Edition 1

by Jude Austin II PhD, LPC, LMFT, NCC, CCMHC, Julius Austin PhD, LPC, NCC

Overview

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A practical roadmap for teaching graduate counseling courses from start to finish

Written for the soon-to-be, newer, or adjunct counselor educator, this is an accessible, practical guide to preparing and teaching a graduate counseling course from start to finish. Authored by skilled counselor educators who found themselves woefully unprepared to teach upon obtaining their first faculty positions, the book proffers their hard-earned wisdom to help new faculty confidently take over the role of instructor. The hands-on guide provides convenient overviews of each course and day-to-day, content-specific strategies for designing and teaching integral course content that is culturally sensitive and developmentally appropriate.

Offering diverse strategies and activities, the book addresses how to teach courses in CACREP-accredited programs and covers such topics as identifying theoretical orientation; diagnosis, assessment, and treatment planning; developing therapeutic presence; group leadership; genograms; diversity; basic counseling skills; school shootings; suicide; White privilege; and much more. It addresses course objectives, evaluation of student learning, current research, classroom management, use of technology, do’s and don’ts, and advising students. Discussion points and merits of activities are informed by the concept of andragogy, a theory specifically for adult learning. Multicultural and social considerations are woven throughout each chapter. Activities and assignments were developed with feedback from students.

KEY FEATURES:

• Provides a practical roadmap for preparing and teaching a graduate counseling course from start to finish
• Delivers in-depth practical information on how to teach new material and conduct day-to-day lectures
• Discusses content-specific teaching strategies and advice
• Guides new faculty members in understanding how all of the courses in the curriculum influence each other
• Includes multicultural and social considerations in each chapter
• Informed by the concept of andragogy, a theory specifically for adult learning

Product Details

ISBN-13:	9780826162212
Publisher:	Springer Publishing Company
Publication date:	04/15/2020
Pages:	312
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

Jude T. Austin II, PhD, LPC, LMFT-A, NCC, CCMHC, is currently an assistant professor in the Professional Counseling Program at the University of Mary Hardin Baylor and serves as the program’s clinical coordinator. He is also in private practice in Temple, Texas, working with individuals, couples, and families.

Julius A. Austin, PhD, LPC, NCC, is currently a clinical therapist and the coordinator for the Office of Substance Abuse and Recovery at Tulane University.

Table of Contents

Preface

Acknowledgments

1. Teaching Counseling Students Today

2. Orientation to Professional Counseling Courses

3. Ethics Courses

4. Counseling Theories Courses

5. Diversity Courses

6. Life-Span Development Courses

7. Counseling Techniques Courses

8. Career Development Courses

9. Group Counseling Courses

10. Research Courses

11. Diagnosis, Assessment, and Treatment Planning Courses

12. Practicum and Internship Courses

13. Marriage, Couple, and Family Counseling Courses

14. School Counseling Courses

15. In-Class Activities

Appendix: Council for Accreditation of Counseling and Related Educational Programs (CACREP) Alignment

Index

Editorial Reviews

Reviewer: Charla Sue Waxman, BS, MBA, EdD (Lake Behavioral Hospital)
Description: This is a manual of "diverse strategies and activities" to support successful teaching of the courses required by Council for Accreditation of Counseling and Related Educational Programs (CACREP)-accredited programs for school counselors. The authors describe each type of course, offer personal advice, and recommend course assignments.
Purpose: The book grew out of a new graduate's frustration with teaching responsibilities and lack of direction. Its goal is to provide preparation for new instructors. This is certainly a worthwhile purpose and would be much appreciated by anyone employed by the authors' particular programs. If the intended audience is their own institution, the goal to increase confidence and instill knowledge in the coursework for a counseling major has been met. If the title of this book was "Here's What We Think and Here's How We Do It," the purpose would more easily be met and considerably less confusing for a much broader group of readers.
Audience: This book is written for soon-to-be counselor educators. Within the preface, the authors add that doctoral students could also benefit. However, the book is very subjective and oriented to a specific group of CACREP-accredited programs. For instance, there are a limited number of schools identified as CACREP-accredited in Illinois, and only 870 CACREP-credentialed programs nationwide according to the CACREP site. This means that much of the book may have diminished value for a large base of readers. Although the authors' pride and work ethic are evident, the generalizations to a broad audience is a bit far-reaching. With four years of experience teaching as counselor educators, the authors may not have fully attained credible authority in teaching.
Features: This is a valuable manual for any CACREP-accredited programs with a finite set of coursework requirements. In general, the book is laid out to describe the course itself, course objectives, must-cover topics, teaching approaches, the nuts and bolts of the lectures, any advice the authors might have as instructors, a mock schedule, and some course assignments. The chapters have a unique and organized approach, making the book an easy read. The authors do a great job of making clear that personal teaching styles are embedded in one's delivery of courses. Chapter 4, in particular, shows the authors' acumen and their investment in what they do and how they do it. Chapter 15, the last chapter, provided what I was looking for: real, practical activities for the classroom. One can imagine the energy and great conversations these activities can create. Although brief, the activities are each excellent and, with some minor adjustments, the concepts could be broadly utilized. The authors are clearly two instructors who care about being educators. If there are any shortcomings to this book, it is that it is very narrowly targeted to particular institutions with a certain accreditation. A second edition that focuses on the broader essence of activities would make this a more valuable resource for a much wider audience.
Assessment: This book is a bit of a puzzle. As well written as it is, the structure could be a better fit for a broader audience. It almost seemed as if the authors "picked apart" their own syllabi and then relied on the readers to accept that the authors' experiences were equal to everyone's experiences. The preface unnecessarily provides an overview of each chapter, which is provided again in each chapter. Chapter 7 includes an over-generalization where the authors use "most" in reference to counseling programs overall. Chapter 5 is very substantive and, along with chapter 15, serves as a real highlight. A book that entails the kind of classroom activities that are far too few here would be a real boon to the field of counselor educators.

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