This chapter provides the reader with an awareness of key aspects of the other psychotherapies being used in schizophrenia and the other psychoses. In the Indicating Cognitions of Negative Networks (ICoNN) model, psychotic phenomena can lead us to the real pathological material of the dysfunctional memory network (DMN) that requires psychological metabolism through the use of eye movement desensitization and reprocessing (EMDR) therapy. The best evidence base for psychotherapy for psychosis and schizophrenia exists for cognitive behavioral therapy (CBT). The CBT community has merely been the best at gathering and publishing its research. Behavioral psychotherapy, which had its origins in learning theory, attributed mental disorder to faulty learning. From a pragmatic perspective this led practitioners to focus their therapeutic efforts on intervening with the psychotic symptoms, in addition to education of the family/carers, and seeking to enhance already present coping skills.
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This chapter covers courses taught in the school counseling tracks or graduate counseling programs. School counselors are certified/licensed educators who aim to improve student success for all students by implementing a comprehensive school counseling program. These courses focus on the professional issues faced by school counselors and prepare students to work with children and adolescents in school environments. These courses emphasize the contemporary role of the school counselor as leader and advocate in delivering school counseling programs to all students. Emphasis is placed on acquiring the awareness, knowledge, and skills necessary to negotiate the cultural, educational, and contextual forces that impact the lives and academic achievement of students in a pluralistic society. The chapter focuses discussion and activities on these topics and others, including school culture, learning, classroom management, structured groups, counseling children and adolescents, and program development.
This chapter begins with a discussion of the current literature related to teaching counseling students today. It explains the concept of andragogy and how it relates to teaching counseling students today. The chapter discusses counseling and related educational programs accreditation and what this means for teaching. It discusses some additional topics such as syllabi development, course objectives, evaluation of student learning and progress, classroom management, use of technology, advising, and ways educators evaluate themselves and students day-to-day. Some counselor education doctoral programs prioritize training either effective educators or researchers. The focus usually aligns with the emphases of the university that supports those doctoral programs. There are a great number of universities in the United States, and it is hard to classify these institutions. However, in 1973 the Carnegie Classification of Institutions of Higher Education provided ways to differentiate between institutions.
This chapter looks at the evolving technological environment around online learning. The Distance Education and Learning Technology Applications department (DELTA) at North Carolina State University, who are experts in instructional design and technology within the college setting, share concrete examples and discussions they engage in when working with new and seasoned instructors who are delivering content online. For students to learn from their experience there should be a conversational space, where students can reflect and talk about their experience together. It can be a daunting process to develop a course online, and particularly difficult to take a course that has community engagement and experiential learning at its core. The authors focused on the learner’s needs first and this lens drove the majority of the decisions. They recommend using the Technological Pedagogical Content Knowledge Model (TPACK) framework to help plan what technology can support the pedagogical and content knowledge.
University instructors largely are responsible for the development and delivery of instruction. Great strides are often taken to ensure that instruction satisfies curriculum requirements and promotes student learning. Regardless of the mode of instruction, ethical considerations should be given to all facets of teaching and instructional delivery. This is especially the case for instructors who teach in online learning environments. This chapter provides an overview of the intersection of academic integrity and professional ethics in online instruction. Both instructors and students maintain responsibility for demonstrating ethical behaviors. Therefore, the chapter outlines ethical considerations for both parties within the contexts of education and the helping professions. It provides a case example to demonstrate the online instructor’s role in promoting academic integrity and professionally ethical behavior. Finally, the chapter provides resources to support instructors' efforts to deliver sound instruction and navigate ethical dilemmas should they arise.
- Go to chapter: Student-Focused Classroom: Resources for Helping Your Students to Be Successful Online Learners
Like it or not, in our current academic culture, student reviews can make or break an instructor’s career. This chapter addresses practical tips to learners themselves, and provides useful samples for instructors to use in preparing them to become online learners as well as tips that were developed by graduate students in online education programs. These samples are effective tools for novice students who are new to the online learning environment. To be a successful online learner, the author encourages the students to consistently check back on the “tentative learning agenda” on the syllabus. The chapter also provides reflective checklist for the students. The checklist can be shared with students to gain a quick snapshot of the type of online learner they may be. Instructors can post the information online for students to respond to in a private discussion forum or upload as an assignment.
Online learning is a hot topic and is one of the fastest growing trends in the educational use of technology. Currently, online education programs are typically asynchronous; the technology used for these courses includes emails, discussion forums, article reviews, and narrated slides or film clips. However, recent improvement in synchronous teaching technology means that more interactive discussions, assignments, and exercises can be built into the course design. Online education and technology makes new demands on instructors, of course, but it also makes unique demands on students. Online education is a better match for some personalities and learning types than for others. It works especially well for students who are self-disciplined, independent learners who are flexible, open to using technology, willing to take initiative, and are able to work in groups. The growing popularity of online learning extends to the helping professions.
This chapter presents recommendations on what not to do when teaching in the online learning environment based on authors experiences and those of other online instructors in the helping professions. Mistakes, missteps, glitches, and interruptions will happen. The key is to learn the lesson by remembering, reflecting, and adapting. The chapter shares some of the important (and silly) mistakes that the authors have made and the lessons they learned. The lessons include: (1) Say exactly what you mean; (2) Set personal time boundaries; (3) Technology 101; (4) Organize and automate; (5) Expect the unexpected; (6) The unresponsive student; (7) Engaging the passive student; (8) Require students to use the university email address; (9) Expect interruptions; (10) Return the right paper to the right student; (11) Sometimes pets join the class; (12) The instructor sees all; and (13) Release assignments and exams when you say you will.
This chapter focuses on the student voice: their thoughts, experiences, and expectations. The student voice is important to consider when developing and teaching course content. To glean this information, the authors asked several students studying helping professions online to answer questions about their experience in the online environment. Learning from students about their preferences and how they individually and collectively engage with the technology and content is helpful to keep in mind as one prepares his/her course as a student-centered course and program improves both student success and course/program outcomes. The chapter also looks at how students learn and the learning theory. There are, generally, three styles of learning: visual, auditory, and tactile. Most students use a combination of styles, with one style dominant. However, as an online instructor, it is important to provide content in multiple formats because connecting the content to the student is essential.
This book is an essential tool for online instructors and serves as a companion for instructors regardless of their experience with online teaching. It is designed to help develop a roadmap for the next online class. The book presents information on the research on online teaching for those who are more interested in the basis of online instruction. Chapters 1 and 2 familiarize new online instructors with the fundamental technology and practical applications of delivering content online within the helping fields. This includes a review of basic education platforms and a glossary of key terms and definitions. Chapter 3 addresses the typical fears and anxieties associated with teaching online in the helping vocations. Chapter 4 focuses on the student experience and perspectives of online courses based on a brief guided questionnaire of open-ended questions. Chapter 5 surveys the research into online education and addresses the quality concerns associated with online classes and programs. Chapter 6 presents a roadmap of practical steps to course design and building, tech-tool use, communication techniques, and many more considerations for a successful semester. Chapter 7 provides practical tips to learners, and useful samples for instructors to use in preparing them to become online learners. Chapters 8 and 9 share tips, best practices and stories from experts and instructors in the helping professions. Chapter 10 presents recommendations on what not to do based on authors experiences and those of other online instructors in the helping professions. Chapter 11 focuses on the ethical considerations in online teaching. Chapter 12 looks at the evolving technological environment around online learning. Chapter 13 discusses pedagogy and technology in the helping professions. The final chapter provides encouragement to readers who are beginning the process of course design and delivery and includes a To Do list for preparing online course and semester.