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Preparing Counselors-in-Training to Work With Couples: Using Role-Plays and Reflecting Teams

Department of Counseling, Human Development, and Educational Leadership at Montclair State University, shurtsm{at}mail.montclair.edu

Craig S. Cashwell

Department of Counseling and Educational Development at the University of North Carolina at Greensboro

Shawn L. Spurgeon

Department of Counseling and Student Affairs at Western Kentucky University

Suzanne Degges-White

Department of Counseling and Development at Purdue University Calumet

Casey A. Barrio

Department of Counseling, Development, and Higher Education at the University of North Texas

Kerrie N. Kardatzke

Department of Counseling and Educational Development at the University of North Carolina at Greensboro

The use of experiential learning practices is a cornerstone of marriage and family training. In this article, two novel experiential approaches for teaching couples counseling are detailed. Specifically, the evolution from the original format to the final version of the learning experience is described. The two primary components of the experiences include (a) a semester-long role-play enacted by doctoral student graduate assistants and (b) student reflecting teams. The authors found that students benefited from these experiences and were able to provide validation, offer encouragement, and act as catalysts for change both with their classmates and in mock couples sessions. The reflecting team format was especially helpful in promoting a safe, interactive learning environment. In addition to describing the experience, suggestions are made for adapting the approaches to fit other programs.

Key Words: counselor education • role-play • reflecting team • experiential learning • couples counseling

The Family Journal, Vol. 14, No. 2, 151-157 (2006)
DOI: 10.1177/1066480705285731


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