Practicing What We Teach and Teaching What We Practice: Reflections on Theory-Driven Counselor Education
By Julia L. Whisenhunt, Ph.D., LPC, NCC, CPCS
As counselor educators, we simultaneously serve as mentors and role models for the next generation of professional counselors. We teach about counseling theory and intervention but, in our roles as educators and supervisors, do we practice what we teach?
During my doctoral studies, I was immensely fortunate to study under one of the key leaders in our field—Dr. Catherine Y. Chang of Georgia State University. Dr. Chang is renowned for her work in multicultural counseling and her leadership in CSI and various ACA divisions, such as AARC and AMCD. Dr. Chang has had a lasting influence on my life and continues to enrich my professional development through her selfless mentorship. Among the countless lessons I learned from Dr. Chang, theory-driven counseling, supervision, and teaching is most notable. Not only did Dr. Chang stress the importance of consistent application of counseling theory across the multiple domains of professional practice—she modeled it. Dr. Chang exemplified what is means to teach and supervise from a constructivist orientation, and she showed me the power of intentional, theoretically-based practice.
Over these past eight years as a counselor educator, I have stressed to my counselor-trainees the importance of operating from a unified counseling theory. I truly believe that the most effective professional counselors are those who consistently utilize a counseling theory to conceptualize the sources of human suffering, human capacity for growth, the counselor’s role, the client’s role, and the necessary conditions to promote healing. It is through our own unique synthesis or interpretation of theory that we can practice with intentionality to meet client needs with some consistency. In the absence of theory, we are likely to randomly use counseling interventions that may or may not be appropriate to meet client needs and address therapeutic goals. The latter approach is not likely to result in consistent therapeutic gains. Most counselor educators I know would agree with this interpretation of the role of theory in counseling practice, but I wonder how often counselor educators teach and supervise from their theoretical model. If theory places a central role in consistent and efficacious counseling intervention, could the same be true for teaching and supervision?
As a member of AHC, it probably comes as no surprise that my theoretical orientation is person-centered, integrated with psychosocial development theory. Above all else, I value the therapeutic relationship and understand the central roles of genuineness, unconditional positive regard, and empathy (see Rogers, 1961) in promoting client healing and growth. I firmly believe that, if clients cannot trust me and feel truly accepted and understood, and if I cannot provide honest and sincere (but appropriate) feedback, clients are not likely to make significant improvements. Rogers (1961) explained the necessity of the therapeutic relationship when he stated, “If I can provide a certain type of relationship, the other person will discover within himself the capacity to use that relationship for growth, and change and personal development will occur” (p. 33). Further, I believe that, although I bear a responsibility to my clients, their healing and growth is ultimately their responsibility; I can seek to establish a therapeutic environment conducive to healing and growth, but I cannot be responsible for their changes or take credit for their improvement. I describe this to my students as being responsible to clients, but not for clients (with some specific exceptions).
As a counselor educator, I attempt to teach and supervise in a way that demonstrates the value I place on the professional relationship while helping students to feel respected, valued, understood, and empowered to be vulnerable in their learning. I do not always succeed in this monumental feat, but I imperatively make my best attempt to create a learning environment conducive to growth and change. In so doing, I have learned some valuable lessons.
I have often heard the adage that respect is earned, not given. It seems to me that, if educators and/or supervisors wish to be respected, they must begin by respecting their students and/or supervisees. In counseling, we talk about the importance of nonjudgement and accepting our clients. As Rogers (1961) stated, acceptance means that we experience the client as “a person of unconditional self-worth—of value no matter what his condition, his behavior, or his feelings” (p. 34). The same should be true of our work with students and/or supervisees. Counselor educators may not always agree with students and/or supervisees or hold the same values, but we should never diminish or invalidate their perspective. Rather, we should value the contributions our students and/or supervisees make through sharing their thoughts, beliefs, and values. Granted, there may be times in which, as gatekeepers of the profession, we must work to help students and/or supervisees explore the impact of their thoughts, beliefs, and values on the therapeutic relationship. Often, counselor educators and supervisors work to help students and/or supervisees develop awareness and skill in compartmentalizing their personal beliefs and values. In this sense, nonjudgement does not preclude gatekeepers from helping to remediate student and/or supervisee dispositions that conflict with the ethics codes that uphold our profession. Rather, we can remain open and appreciative of different perspectives while upholding the standards of the counseling profession. Indeed, with each passing day, I continue to evolve as a counselor educator because of the enriching interactions I have with students and supervisees.
Second, students and/or supervisees cannot learn at their optimal level if they do not feel safe. In this context, I am largely referring to emotional and interpersonal safety. The learning environment should be one that reflects a valuing of diversity while allowing forgiveness for unintentional trespasses. Rather than shaming and blaming students and/or supervisees when they make an oversight or say or do something that may be insensitive or inappropriate, we can create a teachable moment that empowers students and/or supervisees to grow as counselors and serve as advocates for inclusion and acceptance. In my opinion, the learning environment should be one in which students and/or supervisees can make mistakes and grow from those mistakes. I am imperfect, and I choose not to hold my students and supervisees to standards I cannot attain.
Similarly, I believe it is important to promote vulnerability that allows students and supervisees to make their best attempt with the possibility of not succeeding. Brown (2012) defines vulnerability as “uncertainty, risk, and emotional exposure” (p.40). Vulnerability can be intimidating for students and supervisees because of the perceived and/or real threats to their professional practice and their sense of professional self-worth (Papaux, 2016). The premise of counselor education and provisional licensure is that trainees are learning how to be effective practitioners, though. This means that, at times, students and/or supervisees will excel and, other times, they will struggle to intervene effectively. When we create an environment in which students and/or supervisees feel as if they can acknowledge their growth edges and therapeutic shortcomings, they can also be open and honest about the internal processes that influence their professional conduct. However, I truly believe that we cannot expect vulnerability from students and/or supervisees unless we model appropriate vulnerability ourselves.
Fourth, the role of empowerment stands out as a core factor in my work as a counselor educator. Rogers (1961) and Maslow (1998) spoke extensively about the innate capacity for human growth, given the right environment and opportunity for growth to occur. Stoltenberg and McNeill (1997) describe the novice practitioner (level one in the Integrated Developmental Model) as dependent upon the supervisor for guidance and support, anxious, and focused on skill acquisition. They further describe the entry-level practitioner (level two in the Integrated Developmental Model) as acutely aware of weaknesses or areas for growth with vacillating degrees of professional confidence and dependence on the supervisor (Stoltenberg & McNeill, 1997). In consideration of their developmental needs, rather than focusing on deficiencies with trainees, I attempt to work in ways that draw upon their strengths and talents to help them maximize their capacity for professional counseling practice. Granted, there are certain prerequisite skill and knowledge requirements that must be satisfied. Generally speaking, though, I find it far more productive to work towards empowerment through using a strengths-based approach to counselor education and supervision than to focus on deficiencies. This approach is consistent with the ACA consensus definition of counseling, which states that “Counseling is a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals” (American Counseling Association, n.d., para. 1).
These four lessons learned represent only a portion of what I have grown to understand thus far in my career. As Dr. Chang says, this truly is the best career. I would like to close with a final message to my mentor and my students. Dr. Chang, I hope these reflections help you to realize the exponential effect you have had on countless lives through your role as a counselor educator. I remain eternally grateful for your mentorship and for the example of excellence you set for each person who comes into your life. To my students and supervisees, it has been a privilege and honor to know each of you. I continue to remain impressed by and appreciative of the countless ways my students and supervisees enrich my practice and challenge me to become a better person.
References
American Counseling Association (n.d.). 20/20 consensus definition of counseling.
https://www.counseling.org/about-us/about-aca/20-20-a-vision-for-the-future-of-counseling/consensus-definition-of-counseling.
Brown, B. (2012). Daring greatly: How the courage to be vulnerable transforms the way we live, love, parent, and lead. Gotham Books.
Maslow, A. H. (1999). Towards a psychology of being (3rd ed). John Wiley and Sons.
Papaux, E. (2016). The role of vulnerability in supervision: From pain to courage, inspiration, and transformation. Transactional Analysis Journal, 46(4), 331-342. doi: 10.1177/0362153716661723
Rogers, C. R. (1961). On becoming a person: A therapist’s view of psychotherapy. Houghton Mifflin Company.
Stoltenberg, C. D., & McNeill, B. W. (1997). Clinical supervision from a developmental perspective: Research and practice. In C. E. Watkins, Jr. (Ed.). Handbook of psychotherapy supervision (pp. 184-2020). Wiley.