The
origin of technology in counselor education training dates back to the
mid-twentieth century when the phonograph, a precursor to the audiotape,
was employed as a means of recording counseling sessions (Covner, 1942a).
At that time, typewritten manuscripts of client interviews were limited
due to the processing speeds of even the best shorthand experts.
Talking-movies, magnetic tape recorders, and dictaphones were also
unsatisfactory media due to the exorbitant cost, lack of capacity and
flexibility, and the poor quality of the recordings (Covner, 1942b). Smith
(1984) extended the use of voice recordings to stereophonic sound that
integrated both the actual counseling session and a recording of the
supervisor’s feedback with it. This process was termed “dual-channel
supervision.”
Around
1970, videotape came into fashion as the cost of the electronic equipment
became more economical for helping professionals (Bodin, 1969;
Marks,
Montgomery, & Davis, 1975;
Perlmutter, Loeb, Gumpert, O’Hara, & Higbie,
1967). The usefulness of this new technology was focused in three areas:
the training of counselors and other professionals, the enhancement of
client personal growth in counseling, and the acceleration of the group
counseling process. Videotape would soon become the media of choice over
audiotape due to the addition of the visual dimension, especially in the
area of counseling supervision (Bernard & Goodyear, 1998;
Broder & Sloman,
1982;
Stoltenberg & Delworth, 1987).
Advancements in the field soon led to the “live supervision” modalities,
which paralleled to a greater extent the advancement and affordability of
the developing technology. Telephone interventions were employed to
contact both the client and counselor to relay information from both
supervisors and other observers during a counseling session (Keeney, 1990;
Young, Perlesz, Paterson, O’Hanlon, Newbold, Chaplin, & Bridge, 1989).
This approach apparently worked best when the feedback was brief and
specific so as not to confuse or overwhelm those receiving it (Bernard &
Goodyear, 1998;
Frankel & Piercy, 1990;
Lewis & Rohrbaugh, 1989;
Wright,
1986). Some have even recommended either telephone or teleconferencing
supervision sessions for those using the telephone as a counseling medium
(Rosenfield, 2002). The bug-in-the-ear (BITE) technique was another
direct, but less intrusive, approach to live supervision developed to
allow supervisees to wear an earplug so that they could receive live
feedback from their supervisor without apparently interrupting a session
(Bernard & Goodyear, 1998;
Byng-Hall, 1982).
Klitzke
and Lombardo (1991) expanded the BITE technique to include computers in
live supervision by employing a computer monitor in the counseling room
similar to teleprompters used to assist public broadcast journalist. No
earplugs were necessary as supervisors typed their feedback on a computer
usually in an adjoining room, which was then available for the supervisee
to glance at during a session.
Neurkrug (1991) created a similar type of
live supervision approach believing that computers might enhance counselor
skills training through accelerated learning and better outcomes for
students.
The
benefit of using computers in counselor training has been recognized over
the past twenty years.
Lee and Pulvino (1998) indicated that computers
were becoming an important part of both counseling and counselor
education. Most frequent uses have been in the areas of guidance
counseling, school counseling, and career counseling (Cairo & Kanner,
1984;
Froehle, 1984;
Halpain, Dixon, & Glover, 1987;
Katz & Shatkin, 1983;
Wagman & Kerber, 1984). CD-ROM and interactive multimedia approaches
largely emerged in counselor education at the turn of the present century.
It was discovered that computer technology could integrate visual
graphics, sound, and hands-on exercises as part of counseling
interventions and training activities. Some of these programs have
focused on communication/micro-counseling skills training often using case
simulations that promote active participation, self-pacing, immediate
feedback, real-life situations, and the opportunity to repeat activities
to fine tune learning (Engen & Dawson, 2002;
Hansen, Resnick, & Galea,
2002).
In the
early 1990’s, some mental health professionals began to increase the
technology emphasis in the coordination and implementation of practicum
and internship programs (Carlozzi, Romans, Boswell, Ferguson, & Whisenhunt,
1997;
Pitts, 1992). Others focused their attention solely on the benefits
of pre-preparation videotapes prior to supervision experiences in practica
(McGraw, 1996) and structured orientations to career counseling (Miller,
Mahaffey, Wells, & Tobacyk, 1995).
Bookhagen, Wegenast, and McCowan (2002)
developed nine-modules in a self-instructional, multimedia training
CD-ROM package to orient new employees into the complexity of a state-run
social services agency. The content of these modules covered topics such
as the mission statement, staff information, values and standards,
policies, and communication skills. However, there was no mention in the
available literature that addressed an integrated practicum orientation,
multimedia training, and counseling simulation program on any recorded
media for use with computers. This article presents one such software
package: the University of Central Florida Practicum CD-ROM implemented in
the University of Central Florida College of Education Community
Counseling Clinic. In addition to outlining the specific content areas on
the CD-ROM, training and research implications also will be discussed.
Practicum CD-ROM
The
counseling practicum experience provides counselor education students the
opportunity to practice what they have learned or are learning. The course
activities are designed to enable learners to perform at their own
individual level of competence, to enhance growth through helpful
suggestions from more advanced learners and peers, and to be critiqued by
supervisors and professors.
The
purpose of the Practicum CD-ROM is to help orient practicum students to
the clinical practicum site, its policies and procedures, documentation
and assessment, clinical training and resources, and the internship
process. The CD-ROM has five sections: Home, Introduction, Clinical
Issues, Techniques Corner, and What’s Next. For each section, the major
components will be presented along with purpose and general content
information. In addition, links to screen shots and video clips will be
provided.
Home
The Home Page
section provides users with a brief overview of counseling practicum and
the Counseling Practicum CD-ROM. It presents users with an
overview of
what software (Adobe Acrobat Reader and QuickTime) is needed on their
computer to best utilize the CD-ROM in addition to links for downloads
from the software providers. There is also a Welcome Video that orients users to the practicum experience.
Additionally, the Home Page section has links to the other four sections
(Introduction, Clinical Issues, Techniques Corner, and What’s Next). An
email link is included for suggestions or recommendations.
Introduction
The
first section of the CD-ROM, termed “Introduction,” offers a general
overview of the practicum site. This summary was developed for the College
of Education Community Counseling Clinic at the University of Central
Florida, but it can easily be generalized to other sites. Major
subcategories in this part of the CD-ROM are About the Community
Counseling Clinic, Policies & Procedures, Clinic Video Tour, and Campus &
Directions.
The
About the Community Counseling Clinic section addresses topics related to
the basic operations of the facility such as clinic contact information,
the types of counseling available, operating hours, the length of the
sessions, and the qualifications of the counselors on staff. Furthermore,
additional information is presented about the two programs using the
clinic, mental health counseling and school counseling, along with the
supervised training requirements and expectations for each.
The
Policies & Procedures section outlines important operating guidelines for
students. Topics covered include a brief historical overview of the
clinic, the clinic’s mission statement, a discussion of the various
clinical components in the Counselor Education program, and CACREP
requirements for practicum and internship classes. In addition, client
confidentiality policies, including videotaping procedures, are presented
and a rationale for student liability insurance.
A Clinic Video Tour link
follows Policies &
Procedures to visually introduce students to the clinic’s physical layout.
The tour includes the campus landscape leading up to the site entrance
that increases the students’ familiarity with the site. A walking tour
begins from the clinic entrance through the lobby and then into the
hallway connecting the counseling rooms. Each counseling room is
designated by the type of therapy the room supports such as group, family,
individual, and play therapy rooms. General information about the physical
layout of the rooms is provided including the location of furniture,
therapeutic adjuncts (e.g. sand trays, personal computers, clocks on the
walls), video camera placements, and one-way mirror locations.
The last
part of the video tour highlights the counseling support areas of which
there are two: the control room and the file and assessment closet. The
control room offers student counselors a staging area for their counseling
sessions and also provides a central observation point for the electronic
monitoring equipment to assist with live supervision. The video tour also
displays the file and assessment closet where counselors place hard copies
of client records and provides instructions on securing files and securing
the room. Finally, the Campus Map & Directions link on the CD-ROM offers
direction to the clinic from various points of interest on campus and from
the surrounding metropolitan area. These directions help counseling
students find their way to the clinic for the first time or serve as
guidelines for students assisting their clients to their first session.
This may be especially helpful for students who are unfamiliar with the
local area. This section completes the introductory portion of the CD-ROM.
Finally, the user can select the Home Page link to return to the main menu
and proceed to the other sections.
Clinical Issues
The
second major section of the Practicum CD-ROM, Clinical Issues, provides
practical information to assist new counselors with clinical guidelines
for working with clients. A combination of document files and video clips
present the relevant forms and procedures in a user friendly format. The
topics covered in this section are the student handbooks (Graduate Student
Handbook & Clinical Experience Handbook), client record database (Filemaker
Pro), clinic opening/closing procedures (Opening/Closing Clinic), a
compilation of relevant questions and answers (Frequently Asked Questions
- FAQ), as well as a collection of housekeeping issues for students to
remember when going through the typical counseling process. The latter
section focuses on what students should remember when addressing each
session such as Before the First Session, First Session, and Subsequent
Sessions. Furthermore, two additional sections titled Documenting Clinical
Hours and Forms & Assessments provide documentation lists and samples of
all relevant academic and clinical paperwork for each student’s immediate
use when needed. Students are no longer limited when blank forms run out.
These resources provide students with the guidance they need to support
their clinical experiences.
Two
graduate handbooks are presented in Adobe Acrobat PDF format at the
beginning of this section. The Graduate Student Handbook addresses
pertinent academic issues (e.g. coursework, orientations, and advising)
that students must consider as they navigate through the counselor
education program at the university. A second handbook, called the
Clinical Experience Handbook, outlines the experiential part of the
counselor education program requirements and the forms that are necessary
to document student progress such as requirements for practicum and
internships and internship site approval forms. Both of these student
handbooks are offered in their entirety as part of the Practicum CD-ROM.
The File
Maker Pro link on the clinical issues submenu provides a general overview
and then a step-by-step
illustrated procedure to address the “how to’s” of clinical
note-taking and client data entry into the File Maker Pro database.
Filemaker Pro manages the electronic copies of clinical notes stored on a
secure computer server. Psychosocial assessments, progress notes, and
transfer/closures summaries are all available and searchable by client
name, date, session number, and counselor number in this database. Hard
copies of these documents are also printed and stored in locked file
cabinets to meet the legal and ethical standards for local, state, and
national certifying bodies related to both client and student records.
Since
the clinic operates on an extended schedule during the day and evening to
meet the needs of clients in the community, opening and closing procedures
are necessary to ensure that the facility is operating fully, records are
secure, and the equipment is safe from theft and vandalism. These
assurances are provided in the Opening/Closing Clinic section of the
CD-ROM along with general cleanliness procedures to sustain the clinic’s
high level of functioning.
Another
link within this section of the CD-ROM offers answers to Frequently Asked
Questions that student’s typically ask when beginning their practicum
experience in the clinic. A sampling of typical questions addressed in the
CD-ROM are “How do I find out who my clients are?”, “What do I do if my
client doesn’t come to the appointment?”, and “What forms do I put in the
client file?” Initially, these questions were identified and addressed by
clinic staff as a paper copy, which now has been transformed into a file
on the CD-ROM.
The next
three links under clinical issues attend to student concerns in the early
stages of their practicum
experience. Before the First Session addresses what
counseling students
need to be familiar with when preparing to see their
client for the first time. Students need to review the phone intake
assessments, scheduling appointments,
check the answering machine and bulletin boards for messages, issue
parking passes to clients, create a new client file, and prepare to
administer relevant paperwork for client’s signature.
The First Session section
recognizes what students need to be aware of
in order to assess their
clients and also prepare for their live supervision. Students are required
to know how to use
their
ear pieces
appropriately, the purpose of the clinic intercom system, how to videotape
their sessions, as well as how to score and interpret their outcome
measures (e.g. Outcome Questionnaire - OQ-45.2, Child Behavior Checklist -
CBCL). Before the end of the first session, students need to know how to
prepare the client for the second session. Procedures are provided to
assist the student with scheduling the next session, filling out
appointment cards, and issuing future parking passes. Furthermore, special
contingencies are also addressed in this section of the CD-ROM such as
suicide assessment protocols and role plays modeling how to perform a
suicide risk assessment.
The Subsequent Sessions
link on the Practicum CD-ROM
highlights two key housekeeping details in
preparing for the next appointment: scheduling and parking passes. One
video clip focuses on scheduling, which is the same clip found in the
Before the Session section and the second clip addresses parking passes for clients. Because the Community
Counseling Clinic is housed on a university campus, clients are given
complimentary parking passes for their next appointment.
Finally,
forms and assessment tools are identified on the CD-ROM under the
subcategories of Documenting Clinical Hours and Forms and Assessment Instruments. The former links to a preformatted Microsoft Excel
spreadsheet file allowing students to log their clinical hours by type
under client contact, administrative, and supervision hours headings. The
Forms and Assessment Instruments link provides PDF files of all the major
documents available in the clinic for student use including clinical
summaries, intake assessments, release of information forms, consents for
treatment, consents to treat minors, psychosocial assessments, progress
notes, transfer/closure summaries, notice of privacy practice forms (HIPAA
documentation), videotape consent forms, and suicide prevention contracts.
In addition to these documents, this resource includes step-by-step
directions to guide students through software packages purchased by the
clinic for scoring and interpretation of the Outcome Questionnaire
(OQ-45.2) for adults and the Child Behavioral Checklist (CBCL) for
children. The instruments represent the two standard client outcome
measures used by the Community Counseling Clinic. Students are able to
review these resources to facilitate more efficient administration,
scoring, and interpretation when seeing clients.
Techniques Corner
Students
beginning the clinical experience portion of their graduate counseling
program can identify with feelings of uncertainty, anxiety, and excitement
(Baird, 2002). A challenge faced by most is pulling together what they
have learned in a variety of courses and applying this knowledge in a
clinical setting (Baird, 2002;
Faiver, Eisengart, & Colonna, 1995).
Techniques Corner provides students with media-enhanced clinical role
plays in six areas: Sharing OQ-45.2 Assessment Results, Psychosocial
Evaluation, Goal Setting, Starting the Next Session, Assessing Suicidality
and Lethality, and Redirecting and Staying on Task. In addition, users are
able to download the scripts for each of the role plays used in all six
sections. Each section contains a brief description of the topic, text
establishing the context of the role-play, and video clips of the role
play. This provides students additional learning experiences in mastering
clinical skills in the different areas. Additionally, faculty is afforded
a tool to facilitate further discussion during class.
Although
clinical sites vary in the type of assessment tools used during the
initial appointment, it is beneficial to use a valid assessment in order
to objectively measure client outcomes and counselor effectiveness (Whiston,
2000). In addition, assessments can support a diagnosis and identify
client strengths that can be utilized in goal attainment (Johnson &
Johnson, 2003). Finally, clients should know the purpose of assessments,
the assessment results, and the use of assessment results in treatment
(Corey, Corey, & Callanan, 2003).
The
first segment of Techniques Corner provides students with information on
scoring, interpreting, and sharing the Outcome Questionnaire, which is
used in the Community Counseling Clinic at the University of Central
Florida. Students are able to download an Adobe Acrobat file containing
the scoring and interpreting information and watch a video role play of
a counselor sharing OQ45.2 results.
In the next
segment, Psychosocial Evaluation, students can read about the purpose and
goal in conducting a psychosocial evaluation, read a role play
description, observe three role play videos (beginning, middle, and
end/summary), and download the specific psychosocial evaluation form used.
In addition, users can download a document with guidelines for evaluating
mental status, which
Faiver, Eisengart, and Colonna (1995) call a
“stethoscope
for understanding the client’s behavioral, cognitive, and
affective
domains”
(p.40). Three separate, but related, role play videos were created on
different stages of the psychosocial evaluation process: Initiating the psychosocial
evaluation, the middle
of the psychosocial evaluation where
a
clinician might gather key symptomatic and diagnostic information, and
summarizing the psychosocial results to the
client.
Clients have an
expectation that counseling will help them solve the problems they are
experiencing. Through effective goal-setting, the counselor is able to
provide direction in the problem-solving process (Moursund & Kenny, 2002).
According to
Presbury, McKee, and Echterling (2001), “you [counselor]
should help clients determine their goals for counseling and then
relentlessly help them pursue these goals” (p.209). The purpose of the
Goal Setting segment including the goals
setting video clip is to assist
clients in better understanding the
purpose of therapeutic goals and in improving goal-setting skills. In
addition, the user is provided information on the importance of goal
setting in the counseling process and guidelines on effective goal
setting. This has proven to be a critically important segment because
counseling without effective goals will likely be ineffective (Corey,
Corey, & Callanan, 2003).
Another
challenge expressed by counselors beginning their practicum experience is
in beginning the next session. The Starting the Next Session segment
assists students in better developing their skills in therapeutically
beginning sessions. Three video clips illustrate different stages of the
therapy process that help the counselor begin the
session
in a manner that refocuses them on the major topics or issues. In
addition, these skills assist the counselor in initiating a smooth
transition into the current session. The clips include a second session,
a
second
session with a reluctant client, and
a
seventh session.
These clips can be viewed before or after the session for preparation or
evaluation.
The suicidal
client can be the most challenging and frightening crisis situation
(Corey, Corey, & Callanan, 2003;
Moursund & Kenny, 2002). In addition,
failure to prevent suicide has been identified as one of the three major
reasons for malpractice (Welfel, 2002). Counselors must not only recognize
the signs but effectively evaluate the client’s potential for suicide and
the lethality of the plan, if any. In the Assessing Suicidality and
Lethality segment, the user receives information on different areas of
importance when conducting a suicidality and lethality evaluation.
Although the video clip is of a client
disclosing potential suicidal thoughts during an initial psychosocial
evaluation, the questions asked are relevant for this type of evaluation
at any stage of the therapeutic process. In addition to conducting a
thorough evaluation, it is especially important to ensure that
documentation is thorough (Corey, Corey, & Callanan, 2003).
Another
challenging task for beginning and experienced counselors is managing
logorrhea (excessive talkativeness) and helping the client and counselor
stay on task. Client or counselor can stray whether due to client symptoms
(e.g. anxiety and mania) or poorly defined goals. Without redirection or
refocusing, clients can miss out on insight-gaining opportunities and new
ways of reflecting on their inner experiences (Presbury, Echterling, &
McKee, 2002). Additionally, the counselor’s ability to effectively
redirect and refocus clients helps in processing thoughts and feelings at
a deeper and more meaningful level. This Redirecting and Staying on
Task
segment
provides an overview on
the value of redirection for managing
logorrhea along with four video clip role plays of different redirecting
techniques for a client exhibiting pressured and tangential speech. The
clips address redirecting towards
insight, redirecting towards
therapy goals, redirecting to
further evaluation, and
redirecting as an immediacy technique.
What’s Next
The final
section of the Practicum CD-ROM, What's Next, provides users with
information on transitioning to their second practicum experience or to
their internship. Users are able to download an Adobe Acrobat PDF file of
the program’s Clinical Experiences Handbook that contains the application
forms for practicum and internship experiences, clinical experience
evaluation forms, site evaluation forms, and other forms necessary for
successful completion of the program’s clinical experience component.
Finally, students can access a link to the college’s Office of Clinical
Experiences, the office that coordinates internship placement for School
Counseling interns.
Training Implications – Clinical
Several
training implications are evident with this CD-ROM supplement to
counseling practicum. Prior to beginning their practicum experience,
students have the opportunity to learn about the practicum site and its
policies and clinical procedures. In addition, the information, downloads,
and video clips accommodate for different learning styles and repetitive
self-paced learning. With students having access to this resource, less
class time can be devoted to orientation issues and more emphasis placed
on addressing clinical issues. As the students begin their clinical
experience, they are able to view, analyze, discuss, and model appropriate
counseling techniques specific to different clinical situations that they
may encounter. In addition to repetitive self-paced learning, it can
augment instructional activities during the classroom, seminar, or
supervision component of the practicum course. Students are able to
address more basic clinical issues on their own time allowing for more
advanced discussion during individual or group consultation time.
Training Implications – Practicum Site
The
CD-ROM also has training implications for the practicum site.
Faiver,
Eisengart, and Colonna (1995) discuss the importance of students
familiarizing themselves with their clinical experience placement site, so
they can recognize what opportunities will be afforded them, become aware
of site policies and guidelines, and understand what will be expected of
them. Not only does the Practicum CD-ROM afford students access to this
information before they begin their practicum experience, students can
review it at their own pace. Additionally, the CD-ROM provides for
consistency in orienting students to the clinical aspects of the site and
practicum experience. Pre-practicum orientations can be pared down and
streamlined so more relevant clinical aspects of student training can take
place. This increase in training efficiency frees up the clinical staff at
the site to perform other functions necessary to support the students’
experiences such as focusing on expanding clinical resources and other
administrative issues.
In
addition, the CD-ROM provides “virtual” access to the practicum site by
facilitating ongoing inquiries related to the physical layout of the site,
locating resources, access to manuals and blank documents, and choosing
paperwork covered on the CD-ROM. Lastly, the CD-ROM contains a virtual
library of documents, procedures, and forms for immediate review and use.
It also provides for an easy review of documents and procedures related to
CACREP.
Research Implications
There
are some research implications related to having a practicum CD-ROM as a
supplement to a traditional practicum class. It allows for standardization
in training and limiting discrepancies between the present practicum class
and others during the current and future semesters. This naturally leads
to a research investigation comparing counselor effectiveness between
students using the CD-ROM and a group of students who do not. Normative
measures, satisfaction scales, and skills surveys can all be used as
dependent variables in clinic-related outcome studies. Furthermore,
students trained utilizing the CD-ROM can be designated as a control group
and experimental treatments can be imparted to investigate if client
outcomes differ significantly from a well-established control. The CD-ROM
offers enhanced consistency in measurement during research studies since
two widely used outcome instruments, the OQ-45.2 and CBCL (Ogles, Lambert,
& Fields, 2002;
Wiger, & Solberg, 2001), are summarized along with
training provided on interpretation and sharing results with clients.
Limitations
However,
this resource is not without limitations. The counseling role plays are
scripted opposed to actual sessions, which would be optimal (Engen &
Dawson, 2002). Although future editions of the CD-ROM will address more
clinical issues, issues such as abuse reporting, psychotic clients, and
termination were not addressed. There was representation in the video
clips from both sexes and different ethnic and racial backgrounds, but
multicultural clinical issues were not specifically addressed.
Student
access to technology during the actual practicum experience is oftentimes
limited due to facility or budget constraints.
Engen and Dawson (2002)
found this to be a common limitation with the integration of technology in
practicum courses. Access to technology also limits the CD-ROM’s use in
the classroom, seminar, or group supervision components of practicum
courses. Additionally, development costs can be expensive and
time-consuming to produce a quality and “professional” product, but it
does provide the opportunity to develop collaborative relationships with
different university units that offer technical assistance. The final, and
most important limitation, is that it requires buy-in from program faculty
and students, particularly if individuals are not required to use it as
part of the course.
Conclusion
Technology has influenced the way counselor training has evolved over the
past sixty years. Beginning with the phonograph in the 1940’s, the
adjuncts to supervision have progressed through videotapes, telephones,
ear pieces, and video monitoring equipment during live supervision.
Supervisor feedback has even presented itself during counseling sessions
via teleprompters. Today, computers are used to help coordinate and
implement professional orientations in agency settings with
self-instructional programs on CD-ROMs.
A
natural extension of this technology is a practicum orientation CD-ROM in
counselor education programs highlighting the practicum site including
policies and procedures, documentation and assessment materials, and some
basic skills training and resources for students. A familiar web-browser
format provides navigation through the CD-ROM with links from the Home
Page’s Main Menu to subsections providing a general introduction,
pertinent clinical issues, fundamental techniques, and future
considerations to assist students in planning their post-practicum
experiences. All are provided from the web-browser format that
incorporates QuickTime video clips and Adobe Acrobat document files, which
can either be reviewed or printed whenever necessary.
The
Practicum CD-ROM offers many training implications as a supplement to a
traditional practicum course. Advantages include the opportunity for
students to familiarize themselves with the practicum site beforehand, the
ability to accommodate different learning styles with reduced class time
dedicated to orientation issues, and the ability for the instructor to
focus on more advanced clinical skills. Furthermore, benefits to the
practicum site and its personnel include the consistency in orientation
experiences for students, ongoing orientation support, increased time for
staff to develop and expand limited clinical resources, and immediate
access to pertinent manuals, protocols and forms.
The
Practicum CD-ROM enhances research opportunities. Standardized training of
practicum students promotes consistency in treatment and assessment of
clients. This leads to increased validity of research studies by providing
for well-established controls and limiting extraneous factors that can
compromise results. Additionally, the development of the CD-ROM naturally
leads to further research studies comparing counselor effectiveness of
students trained with the CD-ROM versus those who have not. This future
study would verify the efficacy of having the CD-ROM as a supplement to
traditional practicum experiences.
Finally,
some limitations to consider when developing and implementing this kind of
technology include the artificial nature of scripted skills-training clips
versus live ones, the lack of information about other important clinical
issues (e.g. abuse reporting, multiculturalism), the limited access to
technology by all parties involved in the practicum experience, and the
extensive development costs when considering time and money. One
additional limitation is that obtaining program wide buy-in, including
students and faculty, can be difficult if organizational commitment is
lacking.
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Authors' Biography
Dr. Andrew Daire earned his M.S. in
Mental Health Counseling from Stetson University and his Ph.D. in
Counseling Psychology from the Florida State University. He is a Florida
Licensed Mental Health Counselor and National Certified Counselor. His
areas of professional and research interests are caregiving issues with
families impacted by special needs, career development, and integrating
technology and technology competencies in counselor education. He can be
reached at adaire@mail.ucf.edu.
Dr. Rasmus received his Ph.D. in Counselor Education from the
University of Central Florida in 2003. He holds two licenses in Florida
one in Marriage and Family Therapy (LMFT) and the other in Mental Health
Counseling (LMHC) as well as a license in Mississippi as a Licensed
Professional Counselor (LPC). His areas of professional interest are
marriage and family therapy, reflecting teams, testing and assessment
techniques, and outcome measurement. His clinical experiences include
working as coordinator for a community counselor clinic, counseling in
an alternative high school setting and facilitating anger management
groups for perpetrators of domes! tic violence. He can be reached at
drscottinthedelta@yahoo.com.
