View in EDS

Counselor Education Curricula - The Spring of Hope, the Winter of Despair.

Saved in:
Bibliographic Details
Title: Counselor Education Curricula - The Spring of Hope, the Winter of Despair.
Authors: Caskey, O. L.
Peer Reviewed: N
Page Count: 10
Publication Date: 1974
Document Type: Speeches/Meeting Papers
Descriptors: Counseling Instructional Programs, Counselor Characteristics, Counselors, Curriculum Development, Curriculum Evaluation, Educational Objectives, Program Improvement, Speeches, Theories, Training Objectives
Abstract: In this speech, the author discusses the task of curriculum design in counselor education. He focuses on several component parts of this difficult task, including developing a theory of curriculum, defining counseling--its goals and outcomes, and explaining counselor characteristics. Only when these more general questions have been answered in a manner which reflects the commitment of an institution and a staff can the more typical steps of curriculum planning be undertaken. The specifications of courses, the allotting of credit hours, and the formulation of degree plans are mechanical and relatively unimportant aspects when compared to the fundamental concepts which undergird a program's reason for being. If a curriculum becomes a superficial arrangement of academic experiences providing little substance and preparing the individual to do little more than he would have been able to do without the program, then the problem most likely lies in failure to decide what kind of program to propose, and to develop outcomes with which all can be satisfied. (Author/PC)
Notes: Paper presented at the EPDA Workshop (University of New Mexico, January 1974)
Journal Code: RIEMAR1975
Entry Date: 1975
Accession Number: ED097598
Database: ERIC
Description
Abstract:In this speech, the author discusses the task of curriculum design in counselor education. He focuses on several component parts of this difficult task, including developing a theory of curriculum, defining counseling--its goals and outcomes, and explaining counselor characteristics. Only when these more general questions have been answered in a manner which reflects the commitment of an institution and a staff can the more typical steps of curriculum planning be undertaken. The specifications of courses, the allotting of credit hours, and the formulation of degree plans are mechanical and relatively unimportant aspects when compared to the fundamental concepts which undergird a program's reason for being. If a curriculum becomes a superficial arrangement of academic experiences providing little substance and preparing the individual to do little more than he would have been able to do without the program, then the problem most likely lies in failure to decide what kind of program to propose, and to develop outcomes with which all can be satisfied. (Author/PC)