Two key strategies for teaching prevention: specialized course and infusion.
Prevention is taught only rarely in counseling and counseling psychology curricula. Failure to teach it suggests that graduates may be less likely to conduct prevention. In this article, we describe two key strategies for addressing this problem, where prevention is being taught through (a) required courses, and (b) infusion within existing courses. Four training programs, two examples of each mode, are presented from the University of Cincinnati, Pennsylvania State University, Boston College, and the University of Minnesota. We describe the processes involved in developing and implementing these key pedagogical strategies that lead, we intend, to broadened application.
Conyne
Robert K
RK
University of Cincinnati, Cincinnati, OH, USA. robert.conyne@uc.edu
Newmeyer
Mark D
MD
Kenny
Maureen
M
Romano
John L
JL
Matthews
Constance R
CR
D003376:Counseling / Q000193:education*; D003479:Curriculum; D006801:Humans; D017145:Models, Educational; D011322:Primary Prevention; D013663:Teaching / Q000379:methods*; D014481:United States