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Variations among Students’ Experiences of Learning to Counsel—a Q Method Analysis

Paulsen, Mårten Kae; Aubert, Anne-Marie
Peer reviewed, Journal article
Published version
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URI
https://hdl.handle.net/11250/2649768
Date
2019
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  • Artikkel - fagfellevurdert vitenskapelig / Articles - peer-reviewed [1618]
  • Publikasjoner fra Cristin - INN [1062]
Original version
NORDVEI- Nordisk tidsskrift i veiledningspedagogikk. 2019, 4 (1), 35-49.   http://dx.doi.org/10.15845/ntvp.v4i1.1497
Abstract
We explored students’ experiences of learning in a part-time, two-year counseling course (60 European Credit Transfer and Accumulation System [ECTS] credits). We wanted to know if there were any systematic variations among individual experiences — if so, what kinds of patterns characterized the variations and how to understand the patterns. We applied the Q method, in which 22 out of 23 participants shared their experiences. Our key findings emerged in three factors. We interpreted and named them F1: building effective counseling relationships is fundamental, F2: the entirety of the course, and F3: self-development. We discuss the factors from theory of counselors’ professional development. The knowledge may support students and teachers in their awareness of what is the important aspects of counselor development. From a subject-didactic perspective, the study informs readers on how to implement a curriculum for a part-time counseling course.
Description
© 2019 Mårten Kae Paulsen and Anne-Marie Aubert. This is an open access article distributed under the terms of the Creative Commons Attribution License
Journal
NORDVEI- Nordisk tidsskrift i veiledningspedagogikk

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