Relationship Building in Cohort-Based Instruction: Implications for Rehabilitation Counselor Pedagogy and Professional Development

Autor/inn/en	Degeneffe, Charles Edmund; Grenawalt, Teresa Ann; Kesselmayer, Rachel Friefeld
Titel	Relationship Building in Cohort-Based Instruction: Implications for Rehabilitation Counselor Pedagogy and Professional Development
Quelle	In: Rehabilitation Research, Policy, and Education, 35 (2021) 1, S.18-32 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-6653
DOI	10.1891/RE-19-30
Schlagwörter	Peer Relationship; Grouping (Instructional Purposes); Instructional Effectiveness; Rehabilitation Counseling; Counselor Training; Professional Development; Graduate Study; Graduates; Specialization; Masters Programs; Social Networks + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Grouping; Gruppenbildung; Unterrichtserfolg; Rehabilitation counselling; Rehabilitationsberatung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Arbeitsteilige Spezialisierung; Magister course; Magisterstudiengang; Social network; Soziales Netzwerk
Abstract	Background: Graduate studies in rehabilitation counseling present a variety of social, academic, and professional demands. To date, previous research has largely neglected the role that relationships among students that can help in addressing these demands. Objective: The present exploratory study examined how relationships formed during a Master's Rehabilitation Counseling Education (RCE) specialization program enhanced the experience of participants both during their studies and following graduation. Methods: A total of 33 graduates of a cohort-based, Cognitive Disabilities Certificate (CDC) program were asked to reflect on the impacts of relationship-building on their experiences as students as well as their post-CDC professional development. Results were examined through phenomenological qualitative data analysis. Results: Participant responses revealed relationships as cohort members formed during graduate studies enhanced their student experience with facilitating camaraderie, enhancing learning, promoting student success, and providing employment leads. With regard to professional development, participants indicated their cohort-based relationships enhanced professional development, provided resources, and facilitated professional collaboration. Conclusion: The benefits of cohort-based relationship building that began during graduate education extended beyond into the professional careers of participants. More use of cohort-based instruction in RCE programs may be more likely to facilitate productive and supportive relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01