Dissertation - Public Access
Ed.D. Doctor of Education
Counselor Education and Supervision
Dr. Marguerite Chabau
Dr. Martin Wesley
Despite the vow to do no harm that clinicians make upon licensure, incidences of ethical violations of varying kinds in the counseling profession occur fairly frequently, regardless of the many inputs of ethical training in the development of a clinician’s ethical identity. The purpose of this qualitative phenomenological study was to examine the application of three deep learning principles in the teaching methods used to instill counselor ethical identity in counselor education masters level ethics courses. Three groups of participants were interviewed: Four Counselor Education Faculty, Three Licensed Practicing Mental Health Providers, and One Non-practicing/Practicing Licensed Mental Health Provider but Sanctioned. The key findings revealed the following themes: synthesis through active learning activities, synthesis through Bloom’s Taxonomy’s cognitive and affective domains, the need for deeper learning of the codes, and the need for deeper awareness of the need for self-care, and recognition of need for consultation, supervision, and personal counseling. The findings of this study demonstrated that although experience with Active Learning and Blooms Taxonomy was reported, deep learning might be gained by integrating neuroscience type learning activities in ethics courses. That approach may strengthen student counselors’ ethical formation and prevent them from committing ethical mistakes affecting their personal and professional lives.
Tarver, Tamara A., "An Examination of the Application of Three Deep Learning Principles (Active Learning; Bloom's Taxonomy; Neuroscience of Learning) in Counselor Education Masters Level Ethics Courses" (2020). Dissertations. 475.