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Teaching and Supervision in Counseling

Author ORCID Identifier

0000-0002-9714-7564

Author Biographies

The first author is an assistant professor and the coordinator of the clinical mental health counseling concentration at the University of Nebraska Omaha. Her research and clinical interest focus on the stress continuum.

DOI

https://doi.org/10.7290/tsc05Diao

Abstract

Teaching about trauma theory and practice is an integral part of counselor preparation. The purpose of this multiple case study was to understand how counselor educators (CEs) designed and facilitated significant learning experiences regarding trauma theory and practice. The researchers aimed to answer two research questions (1.) how do CEs choose which content to address in trauma courses and (2.) which teaching methods do CEs use to facilitate significant learning experiences in trauma courses? The study participants were three CEs teaching trauma courses in multiple formats (face-to-face, online, and hybrid) in CACREP programs. The results indicated that instructors faced unique situational factors that impacted their choice of teaching and learning activities and assessment measures. The themes Instructor Role, Instructor Identity, and Eliciting Fundamental Change in Learners impacted which teaching methods were chosen to facilitate significant learning experiences. The manuscript includes implications for CEs designing and teaching trauma courses.

Public Significance Statement

Training counselors to work with clients that have a history of trauma is a vital component of counselor education. This study builds on previous research by focusing on what content is taught and how it is taught to counselors in training. Findings indicate that instructor experiences, identity, and role play have a significant influence on what is taught, and how it is taught in trauma courses.

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