Advisor
Black, Linda L.
Committee Member
Biship-Murdock, Jennifer L.
Committee Member
Fulling-Smith, Jennifer A.
Committee Member
Hummel, Faye
Department
College of Education and Behavioral Sciences; Department of Applied Psychology and Counselor Education, Counselor Education and Supervision
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley, (Colo.)
Publisher
University of Northern Colorado
Date Created
12-2020
Extent
301 pages
Digital Origin
Born digital
Abstract
While there is a growing evidence on the value of contemplative practice within counselor preparation (Christopher & Maris, 2010; Leppma & Young, 2016; McCollum & Gehart, 2010), research to date has focused on studying specific contemplative practices and their benefits to clients and CITs rather than guidelines of implementation. As a field, we are lacking information on how contemplative practice informs pedagogical strategies and approaches. Scant research exists on how contemplative practices and perspectives inform the roles of counselor educators, their way of being in the classroom, and how they situate contemplative practices and perspectives into student learning. This dissertation study addresses this gap in the literature through a constructive grounded theory exploration of 17 counselor educators’ experiences on the integration of contemplative practices and perspectives in the training of counselors. Results indicate that this integration involves several distinct components, including contemplative pedagogy as a way of being, contemplative elements in the classroom that do not involve direct practice, and the use of contemplative practices in the classroom. These results informed an emergent theory that details authenticity, teaching presence, relational teaching, components of a contemplative environment, and pedagogical approaches and strategies that are supported by contemplative practices and perspectives. These findings support implications for counselor educators who wish to integrate contemplative practices into their pedagogy. Specific recommendations for counselor educators who are interested in using contemplative practices in the classroom are included.
Degree type
PhD
Degree Name
Doctoral
Local Identifiers
Cigrand_unco_0161D_10899
Rights Statement
Copyright is held by the author.
