Contents
Contributors
Foreword, Karen Bullock, PhD, LCSW
Preface
Acknowledgments
1. Introduction to Online Teaching in the Helping Professions:
Where Do You Fit In?
Overarching Questions
Why Online Education?
Online Education in the Helping Professions
Guided Prompts
Resources
References
2. Learning the Online Teaching Language: Key Terms and
Definitions
Reflective Checklist
Delivery Modes of Online Instruction
Learning Management Systems
Online Tools for Learning
Online Instruction: Is It Good for the Instructor?
Glossary of Useful Terms and Concepts
Reflective Questions
Resources
References
3. Helping the Helper: Allaying Fears of the Online Environment
Overarching Questions
Vignettes
Allay Your Fears
Strategies for Reducing Instructor Anxieties
Strategies for Supporting Anxious Students
Takeaways
Resources
References
4. Meeting Students Where They Are At: Staying Student Focused
Overarching Questions
Guided Prompts
Vignette
Learning Theory
Understanding Student Voices
Reflective Questions
Guided Reflection
5. Drawing From the Research: A Cursory Overview
Vignette
Overarching Questions
Early Studies
Online Learning in Helping Professions Education
Ethical Issues
Online Learning Technology
Teaching Clinical Skills and Supervision
References
6. Roadmap to Online Instruction in the Helping Professions:
Practical Steps and Considerations for Success
Vignette
Overarching Questions
So You Want to Be an Online Instructor . . .
Reflective Questions
Takeaways
Resources
Reference
7. Student-Focused Classroom: Resources for Helping Your Students
to Be Successful Online Learners
Vignette
Overarching Questions
Reflective Checklist for Your Students
Before the Semester: Preparing Students
During the Semester
After the Semester
Rules for Students Using the Discussion Boards and Forum
8. What We’ve Learned: Tips and Tricks
Overarching Questions
Learning Your LMS and Online Tools
Pedagogy and Technology
Managing Common Red-Flag Questions From Students
Begin Well
Relationship and Communication
Response Time
Experiential Learning: Practicum, Internships, and Beyond
Design
Engagement and Interactivity
Managing and Encouraging Student Initiative
Grades and Grading
Advising: Efficiency and Streamlining Online
Accessibility for All Students
Resources
9. Tips and Stories From Instructors In the Helping Professions
Three Ways to Engage in the Asynchronous Online Environment
The Innovative Instructor
Yet Another Mail Merge and Smore
Play Therapy Online and Icebreaker Turned Class Directory
Useful Online Tools: Concept Mapping, Bulletin Boards, Video
Assessment
Meaningful Classroom Activities Online
Creative Use of Video
Interactive Theory Education and Recreating In Vivo Role-Play
Online
Code of Ethics and Confidentiality Statement
Role-Play Activity for Synchronous and Asynchronous Courses
Our Online Slumber Party: Practicum Group Supervision
The STEPs to Taking Progress Notes
Distance Teaching Ideas
Service Learning Online
Resources
Online Resources for the Helping Professional
Reflective Questions
10. What NOT to Do: Mistakes, Glitches, and Lessons Learned the
Hard Way
Vignette
Reflective Questions
Mistakes, Glitches, and Lesson Learned
Guided Reflections
11. Ethical Considerations for Online Instruction in the Helping
Professions
Overarching Questions
Vignette
Codes of Ethics for Instructors
Ethical Standards Across the Helping Professions
Ethical Considerations for Instructors
Accountability to Learning
Academic Integrity, Ethical Dilemmas, and Students
Comparable Coursework
Opportunities for Practice
Ethical Decision-Making Models
Resources
References
12. Building Community Through Intentional Design: A Course
Model
Bethany Virginia Smith and Jakia Salam
Overarching Questions
Overcoming Student Fear and Anxiety
Highlights of Instructional Challenges and Solutions
Building of an Online Community
Develop a Safe Environment for Students
Experiential Learning
Blackboard Collaborate: Group Counseling Sessions Online
Active Learning Strategies and TPACK
Tools and Resources to Promote Intentional Design
Web Conferencing Tools
Conclusion
Reflective Questions
Resources
References
13. Pedagogy and Technology in the Helping Professions: Now and in
the Future
Vignette
Overarching Questions
Ethical Considerations With Technology
Licensure and Certification
Current and Developing Technology for the Future Blogs
Google Suite
YouTube
Student Engagement
Digital Storytelling
Video Journaling
Interactive Tools
Recordings, Videos, and Screencasting
Distance Counseling and Therapy
Stay Organized!
Resources
14. You Are a Helping Professional! You Can Do This: Conclusion and
Encouraging Final Thoughts
Jeffrey M. Warren
Siu-Man R. Ting
Jocelyn D. Taliaferro
Angie C. Smith
Mosaic and Wrap-Up
Reflective Questions
Getting Started Checklist
Planning Timeline Checklist
One Month (or Less) Before the First Day of Class
The First Day of the Semester
One Week Into the Semester
Mid-Semester
End of Term
Index
Angie C. Smith, PhD, LCMHC-S, ACS, NCC, embraces multiple roles as
a partner, mother, associate teaching professor, Program
Coordinator at North Carolina State University, and Licensed
Clinical Mental Health Counselor-Supervisor (NC). She has been
teaching online and on-campus at NC State University for thirteen
years, and before joining NC State she worked in corporate
environments, in college counseling academia, and in private
practice.
Jeffrey M. Warren, PhD, is an associate professor and chair of the
Department of Educational Leadership and Counseling at the
University of North Carolina at Pembroke.
Siu-Man “Raymond” Ting, PhD, is a professor of counseling, program
coordinator of the counselor education program, and the Director of
Graduate Programs of the Department of Education Leadership, Policy
and Human Development, North Carolina State University.
Jocelyn DeVance Taliaferro, PhD, MSW, is an Associate Professor in
the North Carolina State University Department of Social Work.
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