Enhancing the Competence of Students in 'Counseling Theory and Practice' through Counseling Practicum: A Self-Report Based on Mock Counseling Observation Experience
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This study explores the experiences of undergraduate students enrolled in the "Counseling Theory and Practice" course by examining how observing mock counseling sessions contributes to their personal growth, theoretical understanding, and practical counseling skill development. Using the Consensual Qualitative Research-Modified (CQR-M) method, the study derived 3 themes, 10 domains, and 26 sub-domains reflecting the experiences of 20 female students. The results indicate that, in terms of overall experience, students reported gaining an understanding of the exploration phase, the use of techniques, the counseling process, and the insight stage, as well as recognizing the counselor's role in facilitating client change during the action phase. As a key advantage, students reported gaining insights from observing mock counseling and understanding both counseling techniques and the use of counselor self-disclosure. On the challenging side, students found it difficult to internalize the counselor's attitude, communication, client-centered approach, and the counselor's competence and professionalism. Overall, the study suggests that integrating mock counseling observations into counseling education programs can significantly enhance students' abilities and readiness for professional practice, providing critical data for future curriculum development.
Abstract
This study explores the experiences of undergraduate students enrolled in the "Counseling Theory and Practice" course by examining how observing mock counseling sessions contributes to their personal growth, theoretical understanding, and practical counseling skill development. Using the Consensual Qualitative Research-Modified (CQR-M) method, the study derived 3 themes, 10 domains, and 26 sub-domains reflecting the experiences of 20 female students. The results indicate that, in terms of overall experience, students reported gaining an understanding of the exploration phase, the use of techniques, the counseling process, and the insight stage, as well as recognizing the counselor's role in facilitating client change during the action phase. As a key advantage, students reported gaining insights from observing mock counseling and understanding both counseling techniques and the use of counselor self-disclosure. On the challenging side, students found it difficult to internalize the counselor's attitude, communication, client-centered approach, and the counselor's competence and professionalism. Overall, the study suggests that integrating mock counseling observations into counseling education programs can significantly enhance students' abilities and readiness for professional practice, providing critical data for future curriculum development.
참고문헌 (27)
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