As marriage and family counselor educators, many current trainers focus on issues related to counseling theory, special issues, and techniques. This practice tends to be atheoretical in relation to instructional design and creates difficulties for marriage and family counseling students and clinicians as learners. This article proposes an integrative, comprehensive model of instructional design, using concepts based in learning theory and development. When implemented, this model can provide a consistent, developmentally sensitive training curriculum for marriage and family counseling students and educators.
All Science Journal Classification (ASJC) codes
- Social Psychology
- Social Sciences (miscellaneous)