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dc.contributor.authorBranson, J. Scott
dc.contributor.authorBranson, Ashley
dc.date2021-06-30T22:25:06.000
dc.date.accessioned2021-09-08T14:45:12Z
dc.date.available2021-09-08T14:45:12Z
dc.identifierrepository.wcsu.edu/jcps/vol13/iss3/8
dc.identifier.urihttps://westcollections.wcsu.edu/handle/20.500.12945/1936
dc.description.abstract<p>Cognitive complexity is a requisite skill for mental health professionals, as they routinely face complex, ambiguous tasks such as working within an evidence based practice framework in ways that bridge clients’ subjective experiences with relevant psychotherapeutic outcome research. Multiple models for conceptualizing and promoting cognitive complexity development in educational and supervisory settings have been articulated, and the similarities across these models is striking. The purpose of this article is to: 1) introduce readers to King and Kitchener’s (1994) Reflective Judgement model of educational development and 2) demonstrate the striking alignment between the Reflective Judgement model and prominent developmental models of supervision, with the aim of providing a seamless framework that spans educational and supervisory contexts.</p>
dc.titleAligning Cognitive Complexity Models: Bridging Development Across Educational and Supervisory Contexts
dc.title.alternativeBridging Development Across Educational and Supervisory Contexts
wcsu.oldurlhttps://repository.wcsu.edu/jcps/vol13/iss3/8
dc.source.statuspublished
dc.subject.keywordcounselor education
dc.subject.keywordcognitive complexity
dc.subject.keywordtraining
dc.subject.keyworddevelopment
wcsu.oldid1356
dc.source.peer_reviewedtrue
dc.identifier.doihttp://dx.doi.org/10.7729/42.1356


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