222 The Professional Counselor | Volume 14, Issue 2 Appendix A The 3 Cs of ED Education and Training: Suggested Activities and Reflective Prompts 3 Cs of ED Education & Training Suggested Activities Activity Sample Reflective Prompts Adaptations for Integration Across Counseling Curricula Cultivating Trainee Self-Awareness Reflexive Journaling: • Have CITs maintain a journal, reflecting on their experiences (e.g., biases, assumptions, insights, challenges) throughout the course. • Instructors can provide suggested weekly prompts based on the content or topic area discussed. Deliberate Practice: • During the first week, CITs will read Williams and Haverkamp’s (2010) article on ED counseling competencies. • CITs then write a reflection paper identifying 2–3 targeted, actionable areas for development and growth. • Revisit these competencies at the end of the course to assess CIT growth and ongoing development areas. Reflexive Journaling Prompts: • Reflect on your beliefs, values, and attitudes about counseling ED clients. What would you like to learn? What challenges do you anticipate? • How might cultural factors impact how counselors work with ED clients? Consider how your cultural and social identities shape your relationship with food and body image. • Complete the Anti-fat Attitudes Questionnaire (Crandall, 1994) and interpret your score. What insights did you gain? Why might self-assessment in this domain be an important tool for counselors? (KerlMcClain et al., 2022) Deliberate Practice Prompts: • Using a Likert scale of 1 (not confident) to 5 (very confident), how confident do you feel to treat clients with EDs? • Using a Likert scale of 1 (not prepared) to 5 (very prepared), how prepared do you feel to treat clients with EDs? • Identify 2–3 areas of personal or professional development and growth. • Identify 2–3 actionable steps for this semester and beyond. Psychopathology and Diagnosis Courses: • Before teaching ED diagnoses, facilitate a brief activity to promote reflexive practice (see suggested prompts). • Follow up with a class discussion on CITs’ reflections, reactions, insights, and the possible impact of biases or assumptions on the diagnosis and treatment process for ED clients. Practicum and Internship Courses: • CITs working in ED treatment settings can use the deliberate practice prompts to continually assess strengths and growth areas. • Encourage CITs to complete the self-assessment on ED knowledge and skills. Based on the identified gaps, campus instructors can invite guest lecturers to discuss topics of interest.
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