Curiosity as a Driving Force
Didactic Perspectives on Video and Emotion Work in the Competence Development of Counselors
DOI:
https://doi.org/10.15845/ntvp.v9i2.4073Abstract
Authentic video footage of counselors’ own sessions has the potential to raise their awareness of how to balance institutional demands with counselees’ needs. Working with video can be perceived as boundary-pushing, but so far, research has not explored how didactic choices impact counselors' emotion work and learning. From a sociological perspective on emotions, this article investigates emotions and learning processes in the use of video footage during supervision sessions in a teaching module for a continuing education program for counselors. The findings show how students' individual practices are transformed into a collective practice by didactically establishing a shared, inductive, distanced, and curious perspective on the video footage. Initially nervous about "exposing" mistakes, the students become comfortable and learn how their own assumptions, along with subtle power dynamics in counseling, can potentially create a discrepancy between what they do and what they think they do. Finally, they discover how small details can have a positive impact on the flow of the conversation.
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