Strengthening the role of peer counselors in preventing dental and oral diseases among students during the Covid-19 pandemic

The role of peer counselors is being strengthened in order to help the student community prevent dental and oral diseases. Peer counselor training is conducted by involving students who are active in student activities through the online small group discussion method. The goal is to increase prospective peer counselors' knowledge and understanding of oral hygiene and caries health in order to raise public awareness about the prevention of dental and oral diseases. With high participation and support from participants, this activity encourages participants to share their knowledge and play an active role in increasing knowledge and understanding of oral hygiene and caries health. As a result, it has the potential to raise public awareness about the importance of preventing dental and oral diseases, particularly among students during the Covid-19 pandemic.

Predicting Students' Spiritual and Religious Competence Based on Supervisor Practices and Institutional Attendance

Counseling students report a lack of competence in spiritual and religious integration (SRI). As such, counselor educators and supervisors (CES) and students want to understand how to develop SRI competence. Although past research highlights SRI dialogue in training, there exists no clear understanding about the role of faculty supervisor SRI on perceived student competence. The supervision models used to inform the study included (a) the integrated developmental model, (b) the discrimination model, and (c) the spirituality in supervision model (SACRED). The purpose of this study is to determine if master’s-level graduate counseling student perceptions of faculty supervisor SRI practices predicts student perceived spiritual competence when considering attendance in faith-based and non-faith-based institutions accredited by the Council for Accreditation of Counseling and Related Education Programs (CACREP). A review of existing literature supports the use of a quantitative, cross-sectional design. An online survey was distributed to students (<em>n</em> = 59) in master’s-level CACREP counseling programs, currently in field experience, to measure perceived SRI in supervision and perceived SRI competence. A multiple linear regression reveals a statistically significant predictive relationship between supervisor SRI and perceived student competence as measured by the Spiritual and Religious Competence Assessment and the Spiritual Issues in Supervision Scale. These results inform CES about the importance of SRI and student ability to work with the spiritual and religious beliefs of clients. On this basis, it is recommended that supervisors focus on SRI in supervision. Future research should focus on additional factors related to SRI competence during counselor training.

Supporting Black, Indigenous, and People of Color Counselors: Considerations for Counselor Skills Training and Practice

Black, Indigenous, and people of color (BIPOC) counselors require training, practice, and consultation strategies to address client-initiated microaggressions and racism in counseling. Utilizing critical race theory in counselor education, the authors offer a counseling skills model, based on Sue et al.’s microintervention concept, to support BIPOC counselor training and supervision. The authors describe strategies all counselors may use to address microaggressions and racism in counseling sessions with relevant ethical considerations. Implications for mental health counselors, counselor educators, and clinical supervisors are provided.

The Pedagogy of Rehabilitation Counseling: Perceptions of Rehabilitation Educators

The purpose of this study was to incorporate Bloom’s cognitive levels (Remembering/ Knowledge, Understanding/Comprehension, Applying/Application, Evaluating, and Creating/Synthesis) of understanding for rehabilitation counselor training programs. Forty rehabilitation counselor educators completed an online survey rating how important, how confident, and how frequently each participant incorporated the six learning domains of Bloom’s taxonomy within the classroom. The results indicate that rehabilitation counseling educators stated that they felt confident and that it is important to implement all the learning domains of Bloom’s taxonomy. Rehabilitation counseling educators indicated that application learning domain has the most impact on student learning. This study also provides implications and future directions to help discussion among rehabilitation counselor educators.

Evaluation of the Implementation of the Youth Care Health Service Program in the West Lingkar Health Center of Bengkulu City

Background: One of the strategies to overcome adolescent problems is the formation of the Youth Care Health Service Program or Pelayanan Kesehatan Peduli Remaja (PKPR). PKPR itself is a health service program aimed at adolescents and is a forum for overcoming adolescent problems. This study aimed to analyze the implementation of the PKPR program in the working area of the West Lingkar Health Center. Method: This research was a qualitative descriptive study conducted in March-April 2021. The methods used were observation and in-depth interviews with seven informants: the person in charge of the PKPR program, health workers, peer counselors, and youth participating in PKPR. Results: The results showed that the PKPR program was aligned with the 2014 standard guidelines. This research was done inside and outside the health center by collaborating with PKPR's person in charge and the health team based on the Decree of PKPR implementation. PKPR program is held in three schools in the working area of the West Lingkar Health Center and provides services such as health checks, counseling, and education about youth health. The peer counselor training subprogram has fulfilled the standard 10% of the target schools. PKPR is fully funded by the Special Operational Assistance or Bantuan Operasional Khusus (BOK) fund. Recording and reporting were done every two to three months to the public health office. Monitoring was reported during the activities, while the evaluation report is annual. This research discovered the availability of counseling rooms and related references about communication, information, and education books on PKPR. This research had collaborated with cross-sectors such as schools and the National Antinarcotics Agency. Conclusion: Implementation is under PKPR guidelines, but overall it was still not optimal. There was no regular socialization of PKPR, especially for youth who did not attend school.

PELATIHAN KONSELOR SEBAYA PADA SISWA KELAS XI SMAN 1 WONOGIRI MENGGUNAKAN ZOOM MEETING DI ERA PANDEMI COVID-19

<p><strong><em>Abstract.</em></strong> <em>The purpose of peer counselor training activities for class XI students of SMAN 1 Wonogiri using a zoom meeting in the Covid-19 pandemic era is to provide information about peer counselors and provide peer counselor skills to students at SMAN 1 Wonogiri. This training also provides information on guidance and counseling services, increases the ability to become peer counselors, and makes peer counselors an extension of counseling services in schools to help solve peer problems. Peer counselor training were carried out in 4 stages. Phase 1, by sharing and questioning, several training participants were asked to share their experiences while receiving guidance and counseling services during the Covid-19 pandemic. Stage 2 is the provision of material about peer counselors. The material is delivered in the form of lectures on peer counselor materials, discussions, provides examples of peer counselor activities through videos and carries out practices in the form of role-playing as a counselor and counselee. Stage 3 is the practice and implementation of peer counselor guidance and stage 4 is to evaluate the results of the peer counselor practice. The results of peer counselor training include improving the image of counseling guidance services through peer counseling activities, providing interpersonal skills to students, increasing knowledge and skills to become peer counselors so that students can become partners for guidance and counseling teachers.</em></p><p> </p><p><strong><em> </em></strong></p><p><strong>Abstrak.</strong> <em>Tujuan dari kegiatan pelatihan konselor sebaya pada siswa kelas XI SMAN 1 Wonogiri menggunakan zoom meeting di era pandemi covid-19 adalah memberikan informasi mengenai konselor sebaya dan memberikan ketrampilan konselor sebaya kepada siswa di SMAN 1 Wonogiri. Pelatihan ini juga memberikan informasi mengenai layanan bimbingan dan konseling, meningkatkan kemampuan menjadi konselor sebaya, dan menjadikan konselor sebaya sebagai perpanjang tangan layanan BK di sekolah untuk membantu memecahkan permasalahan teman sebaya. Pelatihan konselor sebaya dilaksanakan dalam 4 tahap. Tahap 1 dengan dengan sharing dan tanya jawab beberapa peserta pelatihan diminta untuk menyampaikan pengalaman selama menerima layanan bimbingan dan konseling di masa pandemi covid-19. Tahap 2 yaitu pemberian materi mengenai konselor sebaya. Materi disampaikan dalam bentuk ceramah mengenai materi konselor sebaya, diskusi, memberikan contoh kegiatan konselor sebaya melalui video dan melaksanakan praktik dalam bentuk role-playing sebagai konselor dan konseli. Tahap 3 yaitu praktik dan pendampingan pelaksanaan konselor sebaya dan tahap 4 yaitu mengevaluasi hasil dari praktik konselor sebaya. Hasil kegiatan pelatihan konselor sebaya antara lain meningkatkan citra layanan bimbingan konseling melalui kegiatan konseling sebaya, memberikan ketrampilan interpersonal kepada siswa, menambah pengetahuan dan keterampilan menjadi konselor sebaya sehingga siswa dapat menjadi partner guru bimbingan dan konseling.</em></p><p> </p><div id="gtx-trans" style="position: absolute; left: 28px; top: 565px;"> </div>

Vicarious Grief in Supervision: Considerations for Doctoral Students Supervising Counselors-in-Training

The COVID-19 pandemic has brought about collective experiences of grief; thus, counselors-in-training (CITs) and their doctoral student supervisors may encounter increases in grief-oriented clinical work. In considering how to support CITs’ work with grieving clients, doctoral supervisors should be prepared to help CITs manage experiences of vicarious grief (VG). Given the ubiquity of loss and the limited amount of grief-specific coursework in counselor training, CITs could benefit from exploring their experiences of VG with their doctoral supervisors in clinical supervision—a core area of training for doctoral students enrolled in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. In this manuscript, we (a) provide an overview of the literature on VG, (b) discuss the potential impact of VG on CITs, (c) present a case study illustrating attention to VG in supervision, and (d) provide practical strategies doctoral supervisors can employ when addressing VG in supervision, drawing on Bernard and Goodyear’s discrimination model.

Beyond Integration: A Phenomenology of Faith-Informed Clinical Practice

The provision of clinical counseling within the context of a Christian worldview has profound meaning for those who seek education in Christian institutions. This phenomenology explored the essence of faith-informed clinical practice for experienced licensed professional counselors. The following six overarching themes emerged from interviews with 10 clinicians: Faith-Informed Clinical Practice Emerges from an Eternal Perspective, Distinct Aspirations of Faith-Informed Clinicians, The Clinician’s Inner World, Bi-directional Influences of Faith and Professional Development, Clinical Issues Specific to Faith-informed Practice, and Suggestions for Faith-Based Education. Recommendations include the replacement of integration studies with spiritual formation and a more holistic, practical, experiential, and spiritual approach to counselor training in faith-based institutions.