DIGEST - Volume 10, Issue 1

11 TPC Digest Szu-Yu Chen, Cristen Wathen, and Megan Speciale Online Clinical Training in the Virtual Remote Environment Challenges, Opportunities, and Solutions T he 2016 CACREP Standards indicate that students are expected to demonstrate ethically, developmentally, and culturally appropriate strategies and techniques for building and maintaining face-to-face and technology-assisted therapeutic relationships, as well as prevention and interventions regardless of the context of the training medium. As the number of CACREP-accredited online programs continues to grow, online clinical training has become a controversial topic given the nature of therapeutic relationship-focused and skills-based education. Some major concerns include whether distance students obtain as much knowledge and are able to develop comparable counseling skills to students who attend face-to-face training programs. To date, limited literature focuses on online clinical training and few researchers have examined the efficacy of teaching counseling skills through online courses. Concerns about the ability to translate clinical skills in an online environment remain prevalent among educators. This article focuses on the clinical training aspects of a distance counselor education program and highlights what clinical courses look like in a remote and online synchronized classroom. Using group counseling, child and adolescent counseling, and practicum and internship as examples, we share unique challenges in the online learning environment, such as facilitating a humanistic relationship between group members and instructors, maintaining confidentiality during and after class meetings, and assessing students’ counseling competencies. Some suggested solutions for training distance students on counseling skills include establishing virtual classroom ground rules, incorporating synchronized technological tools, and using multiple points of skills observation and evaluation inside and outside of the classroom. Examples of ground rules that ensure a safe and respectful online environment include: (a) using headphones in class to prevent the accidental sharing of classmates’ private information, (b) limiting background noise, (c) ensuring there is proper lighting so the student’s face is illuminated, (d) closing all other open windows on the computer to increase focus, and (e) avoiding side conversations with other students or outside persons during class. During the online class meeting, we suggest applying synchronized technological functions for clinical skills training and assessment. For example, many videoconferencing software programs have a breakout rooms feature, which functions similarly to small group breakouts in traditional classrooms. With breakout rooms, educators can assign students to small groups in a virtual classroom where students can conduct role-plays and educators can join each small group remotely to facilitate observations, feedback, and assessment of students’ clinical skills. This allows students to receive feedback immediately and to incorporate recommendations into their practice simultaneously. This also helps educators enhance student engagement and bolster students’ sense of safety in smaller group settings. Because of the variations in the placement of student webcams and computer monitors, nonverbal communication cannot be measured consistently, so it is suggested that educators attempt to capture this behavior using role-plays in class, as well as pre-recorded role-plays of the student performing mock counseling with an outside acquaintance (e.g., friend, family member, or other student). Using multiple points of observation, educators can gain deeper insight into the student’s nonverbal abilities and have multiple opportunities to provide feedback. When facilitating online clinical training, educators must understand the unique nature of counseling and be mindful of maintaining student relationships within the realm of technology. If educators can intentionally and creatively use technology to foster distance students’ learning and training, a distance delivery format can reach students who otherwise would not have the opportunity to pursue counselor education. Szu-Yu Chen, PhD, NCC, LPC, RPT, is an assistant professor at Palo Alto University. Cristen Wathen, PhD, NCC, LCPC, is a core faculty member at Palo Alto University. Megan Speciale, PhD, NCC, LMHC, is an assistant professor at Palo Alto University. Correspondence can be addressed to Szu-Yu Chen, 1791 Arastradero Rd., Palo Alto, CA 94304, dchen@paloaltou.edu.