TPC-Journal-V3-Issue3

148 The Professional Counselor \Volume 3, Issue 3 Mental health counseling trainers and counselor educators may find using social media videos a cost-effec- tive and timely method, as opposed to buying traditional training videos that are often expensive and outdated. Moreover, by using collaborative learning activities such as video and class discussions when teaching students how to develop treatment plans, counselor educators will better match students’ different learning styles, in- crease learning outcomes (e.g., increase memory of content, focus students’ concentration), and promote deeper understanding (Berk, 2009) of the TFM. Thus, the TFM model coupled with the video demonstration can further enhance counselors’ skills and counseling education by providing a uniform structure by which treat- ment fit can be established in a timely format. Furthermore, by expanding pedagogical advances with students and readers of academic journals, the inclusion of video demonstrations in counseling academic articles provide advantages by • enhancing counseling skills by enabling students to view video demonstrations at their convenience, even after graduation; • increasing a student’s ability to understand the nuances of effective counseling that are difficult to con- vey in print material; • increasing professionalism by promoting a uniform yet flexible approach by which first counseling ses- sions can be conducted; and • assessing students’ ability to identify counseling skills during exams by identifying theories and tech- niques in video clips. Conclusion Consistently and effectively utilizing strategies that work in counseling to improve the probability of positive client outcomes should be the goal of every counselor. Conducting a brief and functional TFM comprised of empirically supported counseling strategies in the first session should be one of those strategies. The TFM pre- sented in this article is one that counselors can utilize to ensure a mutual understanding of clients’ issues, goals and treatment options. In an effort to promote accessibility and tap into the immense potential of social media as an educational tool, it is hoped that the video demonstration of this model increases counselors’ ability to apply treatment fit. It also is possible for counselors to collaborate with university faculty and students in the film production depart- ment to create professional videos at reasonable costs. Whatever method used, the authors are hopeful that the inclusion of counseling video demonstrations embedded in journal articles will become the norm, which, we believe, will help bridge the gap between cognitive understanding and behavioral application. References Achor, S. (2010). The happiness advantage: The seven principles of positive psychology that fuel success and perfor- mance at work . New York, NY: Crown Business. Adler, A. (1958). What life should mean to you. New York, NY: Capricorn Books. Agazio, J., & Buckley, J. M. (2009). An untapped resource: Using YouTube in nursing education. Nurse Educator, 34 (1), 23–28. doi: 10.1097/01.NNE.0000343403.13234.a2 American Psychological Association (2012, August). Recognition of psychotherapy effectiveness. Retrieved from http:// www.apa.org/about/policy/ resolution-psychotherapy.aspx Beck, A. T. (1976). Cognitive therapy and emotional disorders. New York, NY: International Universities Press. Bednar, R. L., & Parker, C. A. (1969). Client susceptibility to persuasion and counseling outcome. Journal of Counseling