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EMPATHY IS NOT ENOUGH: CLINICAL PEDAGOGIES IN MENTAL HEALTH COUNSELING

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Date Issued:
2008
Summary:
This study explores the role of critical consciousness in mental health counseling. Oriented in large measure by Critical Theory, the study focuses mostly on non-traditional approaches to counseling. The primary methods used to generate data were interviews with two mental health counselors as well as qualitative content analysis of graduate and undergraduate psychology syllabi and Prilleltensky’s book The Morals and Politics of Psychology: Psychological discourse and the status quo. The major themes that emerged from the case studies include seeing beyond the symptoms, a counseling style focused on clients’ needs, and attunement to the risks of acting as experts. These resonate with the main components of the empowerment models of counseling that emphasize collaboration, prevention, multiculturalism, diversity, and social justice. These themes, which parallel critical pedagogy in educational arenas, involve therapists as co-learners as well as educators of their clients. Clinical pedagogies like these presuppose critical consciousness. Instead of viewing social problems as personal deficits, clinical pedagogies promote the creation of alternative perspectives as well as taking action to change social conditions.
Title: EMPATHY IS NOT ENOUGH: CLINICAL PEDAGOGIES IN MENTAL HEALTH COUNSELING.
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Name(s): Cao-Nguyen, Vannee Thi, Author
Type of Resource: text
Date Issued: 2008
Publisher: University of West Florida
Language(s): English
Summary: This study explores the role of critical consciousness in mental health counseling. Oriented in large measure by Critical Theory, the study focuses mostly on non-traditional approaches to counseling. The primary methods used to generate data were interviews with two mental health counselors as well as qualitative content analysis of graduate and undergraduate psychology syllabi and Prilleltensky’s book The Morals and Politics of Psychology: Psychological discourse and the status quo. The major themes that emerged from the case studies include seeing beyond the symptoms, a counseling style focused on clients’ needs, and attunement to the risks of acting as experts. These resonate with the main components of the empowerment models of counseling that emphasize collaboration, prevention, multiculturalism, diversity, and social justice. These themes, which parallel critical pedagogy in educational arenas, involve therapists as co-learners as well as educators of their clients. Clinical pedagogies like these presuppose critical consciousness. Instead of viewing social problems as personal deficits, clinical pedagogies promote the creation of alternative perspectives as well as taking action to change social conditions.
Identifier: WFE0000094 (IID), uwf:60720 (fedora)
Note(s): Ed.D.
Department of Professional and Community Leadership
Doctorate
Subject(s): Critical psychology, clinical pedagogy, critical consciousness, mental health counseling
Persistent Link to This Record: http://purl.flvc.org/uwf/fd/WFE0000094
Restrictions on Access: public
Use and Reproduction: http://rightsstatements.org/vocab/InC-EDU/1.0/
Host Institution: UWF

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