Counselor Education Teaching Idea
mindfulness, vicarious trauma, counselor education, pedagogy
Counselor Education, Higher Education Counseling, Mental Health Counseling
As counselors-in-training (CITs) continue to address a larger client base with pandemic induced mental health stressors, they may experience increased levels of vicarious trauma (VT) that can jeopardize the quality of treatment, as well as their own well-being. Thus, VT among CITs should be recognized as a priority problem among counselor educators. Despite well-documented personal and professional benefits of mindfulness, most CITs will not receive mindfulness education or training. Recognizing the relatively low rate of integration of mindfulness within CES, it is necessary to address several misconceptions about mindfulness that may be hindering the effective inclusion of mindfulness resources and practice in counselor education. This manuscript first reviews the existing literature associated with VT and CES situated within the context of the ongoing impact of the pandemic, both in a clinical and educational context. Following a consideration of the reasons for CITs increased likelihood to experience VT, the manuscript turns toward a consideration of mindfulness as both a pedagogical lens and engaged practice. Promoting the need for mindfulness education within CACREP programs, the manuscript identifies three misconceptions about mindfulness that preclude many counseling programs from dedicating additional resources to mindfulness education. In closing, the manuscript addresses each of these misconceptions and offers recommendations for the inclusion of mindfulness across counselor training programs.
Angelos, E., & Baggs, A. (2023). Mindfulness Misconceptions in Counselor Education and Supervision: Mitigating Vicarious Trauma Among Counselors-in-Training. Journal of Counselor Preparation and Supervision, 17(2). Retrieved from https://digitalcommons.sacredheart.edu/jcps/vol17/iss2/10