DIGEST - Volume 10, Issue 1

13 TPC Digest Laura Haddock, Kristi Cannon, Earl Grey C ounselor training programs are available in a variety of learning formats, and the number of accredited online training programs is higher than ever. Regardless of whether courses take place in a traditional classroom or online, there are similarities in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs, such as specific curriculum requirements, graduate-level coursework, and a student body comprised of adult learners. There are also distinct differences in the way the curriculum is delivered, faculty and student engagement, assessment, and gatekeeping. Existing counseling research emphasizes the importance of effective training because of the highly interpersonal nature of counseling practice and calls into question the efficacy of online learning environments. However, higher education research has firmly established the value of online instruction while highlighting the need for andragogy specific to online instruction. The purpose of this article was to provide a broad overview of similarities and differences between classroom-based and online counselor training programs. Although the analysis of similarities and differences was not intended to be exhaustive in nature, the investigation was comprehensive. Following the U.S. Department of Education’s guidelines for defining a program as residential or distance , we began with an exploration of the characteristics of the typical student body for each setting as well as attrition rates and the role of student perceptions of the learning community as an element for successful completion of a program. Diving deeper, we examined the relationship between instructional practices and technology and how these elements have implications for the learning process across each setting. We also illuminated the parallel process between asynchronous instruction and trends in the counseling profession, such as the paradigm shift into asynchronous delivery of counseling services. The common thread of the synchronous requirements for field experience bring all counselor training programs full circle back to synchronous, face-to-face supervised experience as the training capstone. This investigation concluded with an exploration of assessment and gatekeeping practices common to each instructional setting. It is clear that both residential and distance settings overlap in many ways with regard to admissions, assessment, remediation, and gatekeeping. Interestingly, what stood out is that there are common gaps in processes regardless of educational setting related to cultural considerations and differentiating between normal developmental and problematic behavior and a clear need for appropriate and effective assessment and gatekeeping practices in each setting. Overall, this analysis provided empirical evidence to address common myths related to the efficacy of online education and demonstrated that regardless of setting, there is a need for the expansion of empirically based curriculum development approaches that not only engage students, but promote increased connection with the material, faculty, and peer learning communities. Future directions for counselor training and suggestions for research were also included. Laura Haddock, PhD, NCC, ACS, LPC-S, is a clinical faculty member at Southern New Hampshire University. Kristi Cannon, PhD, NCC, LPC, is a clinical faculty member at Southern New Hampshire University. Earl Grey, PhD, NCC, CCMHC, ACS, BC-TMH, LMHC, LPC, is an associate dean at Southern New Hampshire University. Correspondence can be addressed to Laura Haddock, 3100 Oakleigh Lane, Germantown, TN 38138, l.haddock@snhu.edu. A Comparative Analysis of Traditional and Online Counselor Training Program Delivery and Instruction | TPC Digest