The Use of Pedagogy to Integrate CACREP Standards: A Case Study Look at a Doctoral Counselor Education Cohort in an Advanced Group Counseling Course

The purpose of this study was to describe a case study example of an advanced group counseling class and to ascertain whether or not the teaching pedagogy used in the advanced group class effectively integrated CACREPstandards. Based on the purpose of the study , the following research questions were formulated: (a) According to the instructor, what pedagogy was used for the advanced group counseling class; (b) Did the doctoral students believe that the pedagogy used was effective for their learning;(c) Were there viable student learning outcomes produced using the process described; (d) Did the group class, as it was taught, integrate CACREPstandards? Results of the embedded mixed methods analysis indicated a strong experiential component to the instructional modality used in the advanced group course. Students reported that the course was effective for their learning. ANOVA analysis indicated that student-learning outcomes were generated through the use of the humban potential lab. The collective data also generated valuable information for the field of counselor education. Future studies and recommendations were described to enhance the profession of counselor education