An urgent need exists for a guide to innovative mental health
education. Despite the hundreds of programs in existence for
training students in counseling, human services, social work, and
psychology, teachers in such programs have relied on an informal
network of information exchange to guide their teaching practice.
Yet, constructivist and developmental theories now point to sound,
innovative practices for teaching. This volume delineates some of
those practices.
The authors take the position that, despite years of research on
effective adult education, university teaching fails, in practice,
to incorporate research-supported teaching principles. Current
university instruction is still dominated by the
teacher-as-authority model, in which he or she downloads
information from the front of the class and expects students to
regurgitate it in papers and on exams. This book seeks to counter
the limitations of these often-unquestioned methods. The social
constructionist and constructive developmental paradigms undergird
the descriptions of counselor preparation strategies offered in
this book. Such strategies are characterized by the themes of
meaning-making, collaboration, equality, and activity in the
learning environment.
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