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Essay / Research Paper Abstract
This 3 page paper reviews a journal article on the clinical preparation of school counselors. The investigators reviewed the clinical experience component of 59 universities to determine requirements for clinical practice and supervision. This essay summarizes the article, including results and comments on the importance of the article and its limitations. Bibliography lists 1 source.
Page Count:
3 pages (~225 words per page)
File: MM12_PGclnpr.rtf
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Unformatted sample text from the term paper:
as part of the clinical training for school counselors. They comment that the year-long internships in other fields provide a strong foundation for solidifying that training, such as in medicine
and law. The same type of standard has been recommended for school counselors by he Council for Accreditation of Counseling and Related Educational Programs as well as by university faculties.
Numerous researchers have reached the same conclusion. Although there is no dispute regarding the need for and importance of such an experience, there have been few studies that investigated the
"pedagogy of clinical training and/or internship" (Akos and Scarborough, 2004, p. include page number). The authors report the findings of three studies that found significant diversity in training requirements or
that suggested this gap in the research needed to be addressed. The purpose of the study conducted by Akos and Scarborough was to "examine pedagogical practice for clinical preparation" (Akos
and Scarborough, 2004, p. include page number) for school counselors. In other words, it was a study intended to close the gap just mentioned. The authors examined the syllabi from
59 school counselor programs. These documents provide the most reliable data regarding requirements of any program. To strengthen the research, Akos and Scarborough also examined "accreditation status, regions . ..
terminal degree level, and research classification" (Akos and Scarborough, 2004, p. include page number). This examination made these classifications of the institutions: "31% were categorized as Doctoral/Research Universities-Extensive, 15% as
Doctoral/Research Universities-Intensive, and 54% as Masers Colleges and Universities" (Akos and Scarborough, 2004, p. include page number). Another important statistic is that 71 percent were accredited by CACREP. They found
that 82 percent of the syllabi listed the total number of practicum hours required, 85 percent of these required a total of 600 hours and 240 direct hours, which meets
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