東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Exploring Counselor Educators' Exper...

Cormier, Savannah Rose.

FindBook

Google Book

Amazon

博客來

Exploring Counselor Educators' Experiences with Neuroscience-Informed Counseling Pedagogy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Counselor Educators' Experiences with Neuroscience-Informed Counseling Pedagogy./
作者:	Cormier, Savannah Rose.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	246 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: B.
Contained By:	Dissertations Abstracts International82-01B.
標題:	Counseling psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27964445
ISBN:	9798662382879

Exploring Counselor Educators' Experiences with Neuroscience-Informed Counseling Pedagogy.
Cormier, Savannah Rose.

Exploring Counselor Educators' Experiences with Neuroscience-Informed Counseling Pedagogy. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 246 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: B.

Thesis (Ph.D.)--University of Northern Colorado, 2020.

This item must not be sold to any third party vendors.

Human beings have been curious about the mysteries of the brain for centuries (Bear, Connors, & Paradiso, 2007). Modern advances in neuroscience technology and brain imaging techniques have allowed scientists to see the inner workings of the brains of living people, resulting in increased knowledge and understanding of how the brain functions and how learning occurs (Hardiman, 2012; Sousa, 2017). Findings from neuroscience research are rapidly being used to inform practices in fields such as education (Thomas, Ansari, & Knowland, 2018) and professional counseling (Beeson & Field, 2017; Field, Jones, & Russell-Chapin, 2017; Luke, Miller, & McAuliffe, 2019; Navalta, McGee, & Underwood, 2018; Russell-Chapin, 2016). While neuroscience-informed education and counseling are gaining significant attention and helping to enrich their respective fields, neuroscience-informed counselor education, specifically in regards to teaching and training counseling students, has not matched this momentum. In order to improve and advance counselor education it is important for counselor educators to understand how neuroscience can strengthen the educational process of training counselors and incorporate neuroscience principles related to teaching and learning into their work. The focus of this study was to gain a better understanding of the experiences of counselor educators who use neuroscience to inform their counseling pedagogy and training, specifically their conceptualizations of learning and development, creation of optimal learning environments, and instructional strategies. In this exploration, I hoped to discover meaningful themes in the experiences of counselor educators with neuroscience-informed counseling pedagogy that can support and enhance the field of counselor education. In this phenomenological study, I explored 6 counselor educators experiences integrating neuroscience into their counseling pedagogy. Through multiple interviews and artifact collection, 5 themes were discovered: the neuroscience of learning, the neuroscience of the teaching process, specific methods, neuroscience-informed counselor educator qualities, and beliefs about neuroscience-informed pedagogy. The findings of this study have significant implications for the field of Counselor Education, including greater student learning experiences and outcomes, options for incorporating neuroscience into counseling pedagogy, and specializations in neuroscience-informed pedagogy. Further implications and areas for future research are discussed.

ISBN: 9798662382879Subjects--Topical Terms:

924824
Counseling psychology.
Subjects--Index Terms:

Counselor education

Exploring Counselor Educators' Experiences with Neuroscience-Informed Counseling Pedagogy.
LDR:03675nmm a2200361 4500 001 2270654
005 20200930060359.5
008 220629s2020 ||||||||||||||||| ||eng d
020 $a 9798662382879
035 $a (MiAaPQ)AAI27964445
035 $a AAI27964445
040 $a MiAaPQ $c MiAaPQ
100 1 $a Cormier, Savannah Rose. $3 3548034
245 1 0 $a Exploring Counselor Educators' Experiences with Neuroscience-Informed Counseling Pedagogy.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 246 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: B.
500 $a Advisor: Helm, Heather.
502 $a Thesis (Ph.D.)--University of Northern Colorado, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Human beings have been curious about the mysteries of the brain for centuries (Bear, Connors, & Paradiso, 2007). Modern advances in neuroscience technology and brain imaging techniques have allowed scientists to see the inner workings of the brains of living people, resulting in increased knowledge and understanding of how the brain functions and how learning occurs (Hardiman, 2012; Sousa, 2017). Findings from neuroscience research are rapidly being used to inform practices in fields such as education (Thomas, Ansari, & Knowland, 2018) and professional counseling (Beeson & Field, 2017; Field, Jones, & Russell-Chapin, 2017; Luke, Miller, & McAuliffe, 2019; Navalta, McGee, & Underwood, 2018; Russell-Chapin, 2016). While neuroscience-informed education and counseling are gaining significant attention and helping to enrich their respective fields, neuroscience-informed counselor education, specifically in regards to teaching and training counseling students, has not matched this momentum. In order to improve and advance counselor education it is important for counselor educators to understand how neuroscience can strengthen the educational process of training counselors and incorporate neuroscience principles related to teaching and learning into their work. The focus of this study was to gain a better understanding of the experiences of counselor educators who use neuroscience to inform their counseling pedagogy and training, specifically their conceptualizations of learning and development, creation of optimal learning environments, and instructional strategies. In this exploration, I hoped to discover meaningful themes in the experiences of counselor educators with neuroscience-informed counseling pedagogy that can support and enhance the field of counselor education. In this phenomenological study, I explored 6 counselor educators experiences integrating neuroscience into their counseling pedagogy. Through multiple interviews and artifact collection, 5 themes were discovered: the neuroscience of learning, the neuroscience of the teaching process, specific methods, neuroscience-informed counselor educator qualities, and beliefs about neuroscience-informed pedagogy. The findings of this study have significant implications for the field of Counselor Education, including greater student learning experiences and outcomes, options for incorporating neuroscience into counseling pedagogy, and specializations in neuroscience-informed pedagogy. Further implications and areas for future research are discussed.
590 $a School code: 0161.
650 4 $a Counseling psychology. $3 924824
650 4 $a Pedagogy. $3 2122828
650 4 $a Neurosciences. $3 588700
650 4 $a Health education. $3 559086
653 $a Counselor education
653 $a Neuroscience
653 $a Pedagogy
690 $a 0603
690 $a 0456
690 $a 0317
690 $a 0680
710 2 $a University of Northern Colorado. $b Applied Psychology & Counselor Education. $3 2105569
773 0 $t Dissertations Abstracts International $g 82-01B.
790 $a 0161
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27964445