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Pedagogical practices and the infusion of multiculturalism in group counseling courses: A content analysis Open Access

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The literature on pedagogy in counselor education in general, and in group counseling courses more specifically, is sparse. A small literature base exists addressing how master’s courses in group counseling are taught, but there is practically no literature addressing pedagogy in doctoral level group counseling. Furthermore, despite a vociferous call in the counseling field to incorporate concepts related to multiculturalism throughout the counseling curriculum, there is little literature addressing to what extent this is happening. The researcher employed Qualitative Content Analysis (QCA) (Schreier, 2012) using course syllabi from CACREP-accredited group counseling courses as the data source to help answer the following research questions: (1) What are common knowledge and skill outcomes, methods of instruction, and evaluation criteria in graduate level group counseling courses? (2) What methods are instructors using to incorporate multiculturalism into graduate level group counseling courses and how frequently does this occur? and (3) What are some of the similarities and differences in the way master’s and doctoral level group counselors are trained?The results indicate that knowledge outcomes are more prevalent than skills outcomes, that instructors most frequently use didactic and experiential methods of instruction, and that students are most commonly evaluated through written assignments. In addition, there were noticeably few references to incorporating multiculturalism in course syllabi, but the references that exist are largely related to enhancing students’ knowledge of multicultural concepts in group counseling. Finally, there are several knowledge and skill outcomes present on master’s syllabi that are not present in doctoral syllabi, and vice versa. In addition, there were several indications of doctoral training building on training at the master’s level, including more nuanced and rigorous writing assignments, and the incorporation of supervision and teaching models in the curriculum.

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