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Use of the Collaborative Drawing Technique in School Counseling Practicum: An Illustration of Family Systems
Author(s) -
VELSOR PATRICIA R.,
COX DEBORAH L.
Publication year - 2000
Publication title -
counselor education and supervision
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.608
H-Index - 40
eISSN - 1556-6978
pISSN - 0011-0035
DOI - 10.1002/j.1556-6978.2000.tb01245.x
Subject(s) - practicum , extant taxon , psychology , counselor education , family therapy , psychological intervention , foundation (evidence) , medical education , function (biology) , pedagogy , psychotherapist , higher education , medicine , history , archaeology , evolutionary biology , psychiatry , political science , law , biology
According to the extant school consultation literature, counselors can effectively use brief family interventions and family assessment procedures in schools as part of a collaborative consultation approach. School counselors, however, often lack training in family systems theory, because counselor training programs tend to use individual counseling models. When used in a school counselor practicum course, the Collaborative Drawing Technique (CDT; G. M. Smith, 1985) introduces counselors‐in‐training to family systems concepts and lays the foundation for postgraduate training in family systems. The authors use a case illustration to explore paradigmatic shifts in trainees' case conceptualizations as a function of their use of the CDT with a family.