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... Wheeler and Elliott (2008) When it comes time for this white paper to go into effect and many of these therapists and psychologists may find themselves working for clinics, hospitals, or the National Health Trusts, they will be ill-prepared to do any research about their client population, even to assess the efficacy of their service (Wheeler & Elliott, 2008). In addition, changes to the U.K. system are also seeing the integration of the evidence-based practices, including cognitive behavioral therapies, into clinical training programs (Spring, 2007). ...
... Now, Person K reports that there is even talk about regulating coaching through the Health Professions Council. This could be part of whatWheeler and Elliott (2008) referred to when they discussed the U.K. white paper that talked about the intention to regulate all psychological therapies within the next few years. ...
... These affective responses are facilitated through a perceived feeling of incompetence when exposed to elements perceived not to be in the students' current field of interest/ study (Noddings 2003, 89; Wiggins 1993, 107). Furthermore, learning difficulties in research methodology classes often have a negative impact on students' attitude towards and interest in research, as well as on their academic performance (Wheeler and Elliott 2008, 133). Similarly, students enrolled for study in the economic and management sciences do not readily assume that aspects of research and statistics will be studied (Kreitner and Kinicki 2007, 207). ...
... Lower levels of motivation in a specific module affect not only dedication to the content, but also productivity, study engagement and academic performance (Bauman 2004, 143–144; Epstein 1987, 78). Low motivation also instills higher levels of resistance to research in the given fields (Epstein 1987, 78–79; Wheeler and Elliott 2008, 134–135). A negative attitude towards methodology courses is often associated with postponed enrolment, poor performance and avoidance of application of the subject content after completion (Schober et al. 2006, 74). ...
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This article provides an overview of an open and distance learning (ODL) honours online research methodology module. The module was developed to address the requirements of the Department of Higher Education and Training (DHET) for the new Programme Quality Mix (PQM) honours degrees. This semester module involves 15 active weeks of learning, culminating in the submission of a Portfolio of Evidence summative assessment task. Specific features of the module are described to illustrate how teaching the content was approached in an ODL context. The aim of the approach followed was to enhance student motivation, while maintaining consistent progress in achieving the required learning outcomes throughout the semester. Initial results and student feedback are presented.
... Learning difficulties in research methods classes hinder students' interest and attitude toward research and future research productivity (Astramovich, Okech, & Hoskins, 2004;Bauman, 2004;Fong & Malone, 1994;Wheeler & Elliott, 2008;Woolsey, 1989). Many factors contribute to the learning difficulties in research methods classes. ...
... Students show low motivation to actively participate in research methods classes and research activities (Bauman et al., 2002;Heppner et al., 1999;Kahn, 2001;Lee & Workman, 1992;Papanastasiou, 2005;Reisetter et al., 2004). Their low motivation in research methods classes contributes to less dedication in future research productivity (Bauman, 2004;Deck, Cecil, & Cobia, 1990;Gelso, 1979Gelso, , 1993Lee & Workman, 1992) and higher resistance to acceptance of research implication in their professional practices (Anderson & Heppner, 1986;Bauman, 2004;King & Otis, 2004;Wheeler & Elliott, 2008;Woolsey, 1986). Counseling students start with negative attitudes toward research methods learning and move on to a decrease in research productivity as well as resistance to research-based clinical practices (Fong & Malone, 1994;Lundervold & Belwood, 2000;Gladding, 2000;Vachon et. ...
... Wang and Guo (2011) examined counselling students' attitudes toward research methods classes and found low research interest and motivation to be the primary problems. These problems can affect students' future research productivity (Bauman, 2004;Deck, Cecil, & Cobia, 1990) and may account for higher levels of resistance to incorporating research implications into counsellors' own professional practices (Bauman, 2004;King & Otis, 2004;Wheeler & Elliott, 2008). If this state of affairs continues, it does not bode well for the counselling profession. ...
... The proposed solution to this problem is the need for competency-based curricula incorporating effective teaching about and engagement with research during counsellors' professional education (Hamoda, Bauer, DeMaso, Sanders, & Mezzacappa, 2011). In fact, there has been an increased focus in recent years on the teaching of research within counsellor education programmes (Wheeler & Elliott, 2008). As Sanders and Wilkins (2010) have stated: ...
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Teaching research methods to counselling students is an important aspect of developing competent, reflective practitioners who can demonstrate profes-sionalism as well as contribute to the strengthening of the counselling profession. However, counselling practitioners still seem to be reluctant to engage in research. Low motivation, lack of confidence, and high anxiety, as well as confusion about the relevance of research skills when trying to learn counselling skills, have been identified as reasons for this reluctance. It is proposed that these impediments need to be addressed within counsellor education programmes in order to develop a long-term solution to this problem. This article discusses how a course in research methods is intentionally taught in a meaningful and evocative way in order to captivate the imaginations and motivations of counselling students in a Christian college. The results of a survey exploring the questions that counselling students bring to their engagement in research are presented, and recommendations are offered for how research methods can be taught more effectively to counsellors. The importance of research for counsellors Research has been identified as a "component of all competent counselling practice" (McLeod, 2003, p. 9), and the New Zealand Association of Counsellors encourages members to engage in research in order to inform and develop counselling practice (Crocket, Agee, & Cornforth, 2011). Research helps practitioners to be accountable, develop new ideas, apply counselling in new areas, and gain a wide perspective (McLeod, 2003). Lennie and West (2009) have emphasised the continuing need for VOLUME 34 / 1
... Some students may even be inclined to dismiss the research relevance in professional practice, which may have devastating effects for their clients (Lee & Workman, 1992). In any case, a negative regard toward research presents obstacles for students' future professional work (Wheeler & Elliott, 2008). When graduate students are not motivated in research courses, they not only conduct less research in the future-they also have greater resistance toward implementing research-based interventions (Wang & Guo, 2011). ...
This study evaluated the impact of counsellor training on emotional intelligence (EI) in 45 undergraduates and 58 postgraduates. Significant improvements were recorded by students on completion of both programmes, suggesting that these were attributable to training which enhanced intra- and interpersonal aspects of emotional functioning. As a group, postgraduates were older than undergraduates, and at the outset of the study, EISAQ scores were comparable; however, at follow-up, undergraduates recorded significantly higher EISAQ scores. Students’ EI was not significantly related to their age, and these findings indicate the potential for effective EI-skills training which is unrelated to quantity of life experiences. It is hoped that this study contributes to a growing quantitative evidence base from which the counselling profession can evaluate its training profile.
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The current study compares a traditional “scientist-practitioner” and a “research-informed” approach utilizing a sample of students from a COAMFTE accredited master’s program. Students were enrolled in a research methods course with either a “scientist-practitioner” or a “research-informed” focus. Results from both self assessment of core competencies, as well as basic research knowledge, found that both course types led to significant improvements; however neither course emerged as more significant than the other. Implications for best practices in teaching research methods in MFT training programs are discussed.
This study explored master's-level counseling students' (N = 804) perceptions of training in the Council for Accreditation of Counseling and Related Educational Programs () Research and Program Evaluation standard, and their attitudes toward quantitative research. Training perceptions and quantitative research attitudes were low to moderate, with no statistical differences across program accreditation or specialty area. Implications and possibilities for future research are discussed. © 2015 by the American Counseling Association. All rights reserved.
In Switzerland, there are four ways to get training as a career and vocational counselor. One training corresponds to a university Master degree in psychology and three are certified university postgraduate trainings. A university of applied sciences offers one of the postgraduate training. All four trainings have some linguistic specificities but all four training programs are based on a nationally defined career counselor competence profile. The underlying theoretical model of these training programs could be described as being eclectic. The social learning or the approaches focusing on the adaptation to the environment or the personal adaptability are also important parts of this eclectic theoretical framework.
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In this article, I outline hermeneutic single-case efficacy design (HSCED), an interpretive approach to evaluating treatment causality in single therapy cases. This approach uses a mixture of quantitative and qualitative methods to create a network of evidence that first identifies direct demonstrations of causal links between therapy process and outcome and then evaluates plausible nontherapy explanations for apparent change in therapy. I illustrate the method with data from a depressed client who presented with unresolved loss and anger issues.
Effective models of clinical training have been and continue to be a primary topic of discussion in the field of family therapy, particularly given the needs of evidence-based practice. This article outlines the major historical and contemporary struggles of one such model of clinical training and practice: the scientist-practitioner model. Throughout the article, the principles of the scientist-practitioner model and evidence-based practices are compared and contrasted. Suggestions for overcoming the contemporary challenges faced by the scientist-practitioner in a family therapy practice or in an educational environment are discussed.
A survey was made of reports on the improvement of neurotic patients after psychotherapy, and the results compared with the best available estimates of recovery without benefit of such therapy. The figures fail to support the hypothesis that psychotherapy facilitates recovery from neurotic disorder. In view of the many difficulties attending such actuarial comparisons, no further conclusions could be derived from the data whose shortcomings highlight the necessity of properly planned and executed experimental studies into this important field." 40 references.
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An introduction to counselling
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The craftsman Master therapists: Exploring expertise in therapy and counselling
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Bringing up IAPT The modern scientist practitioner: A guide to practice in psychology
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A core curriculum for counselling and psychotherapy
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Dunnett, A., Cooper, M., & Wheeler, S. (2007). A core curriculum for counselling and psychotherapy. Lutterworth, UK: British Association for Counselling and Psychotherapy.