Confluent Education in a Counseling Psychology Program

Abstract

This study examined the effectiveness of using a humanistic teaching model in a graduate level counseling program. Specifically, the Confluent Education model was implemented in a Master’s level, psychological assessment course. The results of a knowledge test suggested only marginally significant differences between the experimental and traditionally taught (control) groups. However, the results from student feedback clearly showed that the students in the experimental group preferred Confluent Education over the traditional model, which suggests that Confluent Education is more engaging and increases the student’s confidence in their counseling and critical thinking skills. KEYWORDS Confluent Education, Psychotherapy Education, Humanistic Education