TY - JOUR AU - Shymko, Dolores L. AU - Weiser, John C. PY - 2012/01/30 Y2 - 2024/03/28 TI - The Use of Coached Clients in Summer Practicum Programs JF - Canadian Journal of Counselling and Psychotherapy JA - CJCP VL - 7 IS - 3 SE - Articles/ Articles DO - UR - https://cjc-rcc.ucalgary.ca/article/view/59921 SP - AB - <p class="p1">This <span class="s1">paper </span>discussed the <span class="s2">use of </span><span class="s1">coached </span><span class="s3">clients </span>in <span class="s2">summer </span>counselor education <span class="s4">programs. </span><span class="s2">The </span><span class="s1">coached </span><span class="s3">clients </span><span class="s5">were </span><span class="s6">utilized </span><span class="s2">to </span><span class="s7">assist </span><span class="s8">in </span>developing basic <span class="s1">communication </span><span class="s9">skills, </span>in <span class="s10">learning </span><span class="s11">goal-setting </span><span class="s2">and </span><span class="s12">case </span><span class="s13">handling </span>procedures, <span class="s2">and </span>for <span class="s14">practicing </span><span class="s7">particular </span>counseling techniques. <span class="s15">Some </span><span class="s2">of </span>the <span class="s10">benefits </span>in using <span class="s1">coached </span><span class="s3">clients </span><span class="s2">in summer </span>practicum pro- <span class="s16">grams </span><span class="s5">were </span><span class="s13">discussed. </span><span class="s5">They </span>can <span class="s2">be </span><span class="s1">used </span>to give the counselor trainees per<span class="s13">sonal </span><span class="s12">feedback </span><span class="s2">and </span>to help evaluate recorded <span class="s10">interviews. </span><span class="s2">The </span>importance <span class="s8">of </span>the <span class="s14">selection </span><span class="s2">and </span><span class="s7">training </span>of the <span class="s1">coached </span><span class="s3">clients </span><span class="s2">was </span><span class="s1">emphasized. </span><span class="s15">Some </span><span class="s8">of </span>the <span class="s14">positive </span><span class="s2">and </span>negative <span class="s17">reactions </span>of students included in the <span class="s18">programs </span><span class="s5">were </span><span class="s13">given, </span>with suggestions for future <span class="s4">improvements.</span></p> ER -