Abstract
Purpose: This article conceptualizes teaching alliance as a framework to guide educators in teaching the affective components of working alliance (WA) through enhanced student-teacher relationships and augmented curricular focus on therapeutic bonds.
Method: Drawing on the extant literature, and integrating counseling and educational theory, this article reviews the origins and evolution of the WA, conceptualizing WA as an evidence-based practice, counselor competency, and hallmark of professional identity.
Results: Teaching alliance pedagogies are conceptualized across the curriculum, in clinical supervision, and as an innovative course designed to deepen understanding of the cognitively complex, affective components of WA. The article concludes with a discussion of implications for research, education, and practice.
Conclusion: Early and increased curricular focus on the nondirective aspects of the teacher-student relationship offers promise in facilitating students' self-actualizing tendencies and the ultimate achievement of counselor competence and strong professional identity.