bluuebunny/crossref_metadata_2025 huggingface dataset:
Supervisor Moral Sensitivity
Authors: ERWIN WESLEY J.
Published: December 2011

The author assessed the moral sensitivity of 147 counselor supervisors (75 women, 71 men; mean age, 48 years). Findings show that 35% and 67% of supervisors received low moral sensitivity scores for the breach of confidentiality and the dual relationship case, respectively. Supervisors scored significantly higher in moral sensitivity for the less ambiguous case, breach of confidentiality, when compared with the more ambiguous dual relationship case.
Use of the Collaborative Drawing Technique in School Counseling Practicum: An Illustration of Family Systems
Authors: VAN VELSOR PATRICIA R. , COX DEBORAH L.
Published: December 2011

According to the extant school consultation literature, counselors can effectively use brief family interventions and family assessment procedures in schools as part of a collaborative consultation approach. School counselors, however, often lack training in family systems theory, because counselor training programs tend to use individual counseling models. When used in a school counselor practicum course, the Collaborative Drawing Technique (CDT; G. M. Smith, 1985) introduces counselors‐in‐training to family systems concepts and lays the foundation for postgraduate training in family systems. The authors use a case illustration to explore paradigmatic shifts in trainees' case conceptualizations as a function of their use of the CDT with a family.
Effectiveness of Group Supervision Versus Combined Group and Individual Supervision
Authors: RAY DEE , ALTEKRUSE MICHAEL
Published: December 2011

This study investigated the effectiveness of large group supervision, small group supervision, and combined group and individual supervision with counseling students. Sixty‐four participants in a master's‐level practicum were divided into 3 treatment groups that received supervision over 10 weeks. Using a pretest/posttest method, counselors were rated on growth in effectiveness and development according to self‐report, supervisor, client, and objective rater responses. Analyses of covariance revealed that all supervision formats resulted in similar progress in counselor effectiveness and counselor development. Large group supervision produced a significant result on the factor Autonomy/Dependency. However, participants showed a marked preference for individual feedback and supervision.
Encouraging the Cognitive Development of Supervisees: Using Bloom's Taxonomy in Supervision
Authors: GRANELLO DARCY HAAG
Published: December 2011

The article applies Bloom's Taxonomy of Educational Objectives (B. S. Bloom, M. D. Engelhart, F. J. Furst, W. H. Hill, & D. R. Krathwohl, 1956) to the process of counseling supervision. The taxonomy is provided as a mechanism to help supervisors encourage the growth of cognitive complexity in supervisees. Examples of supervision questions for each level of the taxonomy are provided.
Teaching a Psychopharmacology Course to Counselors: Justification, Structure, and Methods
Authors: INGERSOLL R. ELLIOTT
Published: December 2011

The use of medication to treat various psychological disorders has expanded greatly over the last decade. Therefore, counselors need more sophisticated knowledge about psychopharmacology to work effectively in school and community settings. This article describes the curriculum, structure, resources, and teaching methods for effective instruction in psychopharmacology for counselors.
Counselor Experience Related to Complexity of Case Conceptualization and Supervision Preference
Authors: Ladany Nicholas , Marotta Sylvia , Muse‐Burke Janet L.
Published: December 2011

The authors investigated the relationship among trainees' counseling experience, familiarity with specific client symptomatology, case conceptualization integrative complexity (i.e., the ability to differentiate and integrate knowledge related to specific client symptomatology), and preference for supervisor style. Data from 100 beginning practicum to intern‐level counselor trainees revealed that general trainee experience and familiarity with specific client symptomatology were related to trainee case conceptualization integrative complexity. However, contrary to developmental models of counselor supervision, neither trainee experience, familiarity with specific symptomatology, nor trainee case conceptualization integrative complexity significantly predicted preference for supervisor style.
Development of the Secure Counselor: Case Examples Supporting Pistole & Watkins's (1995) Discussion of Attachment Theory in Counseling Supervision
Authors: Neswald‐McCalip Rhonda
Published: December 2011

The author clarifies key concepts and assumptions of attachment theory, emphasizing the importance of adult attachment relationships in counseling supervision. Case examples are presented of supervisee behaviors and subsequent supervision strategies used during a semester‐long practicum. The case examples illustrate how the application of theoretical constructs described in attachment theory can foster productive supervisor and supervisee alliances.
Ethical Complaints Made Against Credentialed Counselors: An Updated Survey of State Licensing Boards
Authors: Neukrug Ed , Milliken Tammi , Walden Susan
Published: December 2011

The authors present the results of a survey of ethical complaints reported to state licensing boards, raise concerns about specific areas of ethical complaints and violations, and make suggestions regarding ameliorating problem areas.
Future School Administrators' Perceptions of the School Counselor's Role
Authors: Fitch Trey , Newby Earl , Ballestero Victor , Marshall Jennifer L.
Published: December 2011

The authors examined the perceptions of future school administrators regarding the role of the school counselor. The study was designed to assist counselor educators and school counselors in identifying potential barriers that could interfere with establishing comprehensive developmental counseling programs that are supervised by principals and superintendents. Future administrators rated crisis intervention, assisting with transitions, and personal counseling as the most important duties of school counselors; however, some respondents identified administrative and disciplinary duties as significant ones for the counselor.
A Comparison of Existing School Counselor Program Content With The Education Trust Initiatives
Authors: Pérusse Rachelle , Goodnough Gary E.
Published: December 2011

In a national survey of entry‐level school counselor preparation programs, counselor educators were asked about the extent to which they addressed, in their classes, concepts defined by The Education Trust literature and the extent to which these concepts were important in preparing school counselors. The relationship between existing programs and The Education Trust initiatives for the preparation of school counselors is discussed.
Racism Attitudes, White Racial Identity Attitudes, and Multicultural Counseling Competence in School Counselor Trainees
Authors: Constantine Madonna G.
Published: December 2011

The author investigated the relative contributions of prior multicultural training, racism attitudes, and White racial identity attitudes to self‐reported multicultural counseling competence in 99 school counselor trainees. After accounting for the number of previous multicultural counseling courses taken, results revealed that racism attitudes and White racial identity attitudes together contributed to significant variance in self‐perceived multicultural counseling competence. In particular, higher levels of racism were correlated with lower levels of self‐reported multicultural counseling competence. Moreover, higher Disintegration racial identity attitudes held by Whites were associated with their lower levels of self‐perceived multicultural counseling competence. Implications of the findings are discussed.
Selection Interviews of Students for Master's Programs in Counseling: An Exploratory Study
Authors: Nagpal Smita , Ritchie Martin H.
Published: December 2011

Nine faculty from 4 counselor education departments were interviewed regarding the evaluation criteria and decision‐making processes used during selection interviews. Ten characteristics were identified that participants looked for during interviews. There was a high degree of agreement among participants on the evaluation criteria they used. However, the same homogeneity was not found in decision‐making processes. Counselor educators seemed to use selection interviews to screen out applicants who were unsuitable rather than to select the most qualified applicants. Evaluation criteria and procedures should be refined to increase the benefits of using interviews in the selection process.
Systematic Evaluation of Professional Performance: Legally Supported Procedure and Process
Authors: Kerl Stella Beatriz , Garcia John L. , McCullough C. Sue , Maxwell Melissa Elaine
Published: December 2011

Counselor educators and supervisors are required to evaluate students' personal behaviors and clinical skills relative to their effect on professionally accepted standards of practice. Sometimes, interrupting the student's studies or even dismissing the student from the counseling program is necessary. However, legal challenges to dismissal that are based on interpersonal or clinical incompetence require sound systematic academic evaluation and adherence to procedural and substantive due process. An examination of professional competency from both counselor education and legal perspectives, an evaluation procedure and process, and a case description in which a student legally challenged a dismissal are presented.
Book Review of Developing and Managing Your School Guidance Program
Authors: Guiffrida Douglas A.
Published: December 2011

Developing and Managing Your School Guidance Program (3rd ed.) by Norman C. Gysbers & Patricia Henderson (2000).
Teaching School Counselors and School Psychologists to Work Collaboratively
Authors: Staton A. Renee , Gilligan Tammy D.
Published: December 2011

Counselor education programs have the responsibility to prepare school counseling graduates adequately for effective partnerships, consultation, and collaboration with other school professionals. Current practices as well as theory should inform preparation. This study was conducted to determine current collaborative efforts of practicing school counselors and school psychologists in 1 southeastern state. Implications for educators and 1 training model that distinctly accentuates collaboration are presented.
Assessing Competencies of Counselors‐in‐Training: Complexities in Evaluating Personal and Professional Development
Authors: Hensley Laura G. , Smith Sondra L. , Thompson R. Waller
Published: December 2011

In this article, the authors examine the complexities of assessing the professional and personal development of counselors‐in‐training. The authors discuss a set of issues the profession must address in an effort to reduce inconsistencies and uncertainties related to student assessment, and the authors provide questions, recommendations, and future directions for assessing student competencies in the areas of professional and personal development.
Wellness of Counseling Students: Practicing What We Preach
Authors: Myers Jane E. , Mobley A. Keith , Booth Caroline S.
Published: December 2011

A study of wellness among 263 graduate students in counseling revealed that counseling students experienced greater wellness than the general population; however, significant within‐group variability existed. Doctoral students reported significantly greater wellness in most areas measured by the Wellness Evaluation of Lifestyle (J. E. Myers, T. J. Sweeney, & J. M. Witmer, 1996) as compared with entry‐level students. Moderate effect resulted for Sense of Control, Intellectual Stimulation, Work, and Total Wellness. Students who were not Caucasian reported greater wellness in Cultural Identity than did Caucasian counseling students.
The Concerns of School Counselors‐in‐Training About Working With Children and Adolescents With HIV Disease: Training Implications
Authors: Carney Jamie S. , Cobia Debra C.
Published: December 2011

As the number of children and adolescents who have or are affected by HIV disease increases, so does the need to examine the preparation of counselors to work with this population. This study assessed (a) the knowledge, beliefs, and social comfort of school counselors‐in‐training, as related to working with this population, and (b) these students' concerns and perceptions about their preparedness. Participants reported high levels of general knowledge and positive beliefs; however, they also demonstrated deficits in specialized knowledge and discomfort in counseling situations. Participants expressed concerns about their preparation and ability to deal with grief issues. Implications for training counselors are discussed.
School Counselor Preparation to Meet the Guidance Needs of Exceptional Students: A National Study
Authors: McEachern Adriana G.
Published: December 2011

A representative sample of counselor educators at U.S. universities were surveyed to identify the kinds of curricula school counselor preparation programs use for preparing students to work with exceptional students (ES). Program courses in exceptional student education (ESE), competencies, field experiences, state certification requirements for ESE courses, the degree of importance accorded by counselor educators to prepare graduates to serve ES, and the educators' level of satisfaction with current program requirements were investigated. Sixty‐two percent of the programs surveyed did not offer a specific ESE course; however, 53% of these programs (N = 146) reported that ESE competencies were incorporated in other program courses.
Promoting and Celebrating Multicultural Competence in Counselor Trainees
Authors: Hill Nicole R.
Published: December 2011

The author discusses the rationale for counselor education programs' promotion of the development of multicultural counseling competence in counselor trainees. The current status of multicultural counseling competence is discussed, and recommendations are made regarding how counselor education programs and faculty can enhance multicultural competence. An Appendix provides specific action‐based recommendations.
Including Diagnostic Training in Counseling Curricula: Implications for Professional Identity Development
Authors: Hansen James T.
Published: December 2011

During the last decade, diagnostic training has been increasingly assimilated into counseling curricula; however, the consequences for counselor identity of including this training have seldom been critically examined. The author argues that this diagnostic trend has major implications for the formation of individual counselor identity and for the counseling profession. He discusses associated risks and suggests ways of presenting diagnostic topics.
A Measure of Counselor Competency
Authors: Eriksen Karen , McAuliffe Garrett
Published: December 2011

Counselor educators need to be able to demonstrate their effectiveness in training new counselors; however, currently few valid or reliable measures exist for assessing educators' impact. The authors describe the development of such an instrument, the Counseling Skills Scale. They began by revising an existing scale and then they solicited feedback from experts and a focus group. They used the instrument to compare beginning counselors‐in‐training with those who had completed a counseling skills course. Finally, they conducted an item analysis. A paired t test showed significant improvements in counseling skills (t = 4.51, p < .000) from pretest to posttest. Cronbach's alpha showed internal consistency to be .90.
On Becoming Allies: A Qualitative Study of Lesbian‐, Gay‐, and Bisexual‐Affirmative Counselor Training
Authors: Dillon Frank R. , Worthington Roger L. , Savoy Holly Bielstein , Rooney S. Craig , Becker‐Schutte Ann , Guerra Rachael M.
Published: December 2011

The authors present a qualitative analysis of a process by which a research team of counselors‐in‐training confronted their heterosexist biases while investigating heterosexual attitudes toward sexual minorities. Members of the research team discovered that it was essential to reflect on and evaluate their attitudes, assumptions, and biases before they could conduct scientific research about affirmative attitudes toward lesbian, gay male, and bisexual male and female individuals. Self‐reflective narratives written by each research team member were analyzed using consensual qualitative research methodology. Results yielded 10 general categories or themes. Implications for counseling theory, training, and future research are discussed.
Counselor Education on Lesbian, Gay, and Bisexual Issues: Comparing Information and Attitude Exploration
Authors: Israel Tania , Hackett Gail
Published: December 2011

The authors compared the effects of information‐based and attitude‐based interventions on counselor trainees' knowledge about and attitudes toward lesbian, gay, and bisexual clients. Analyses of variance indicated that providing information yielded higher knowledge levels than did not providing information and that the exploration of attitudes led to reporting more negative attitudes than did not exploring attitudes. The implications of the findings for counselor education and future research are discussed.
CD‐ROM Technology for Education and Support of Site Supervisors
Authors: Manzanares Mark G. , O'Halloran Theresa M. , McCartney Teri J. , Filer Rex D. , Varhely Susan C. , Calhoun Ken
Published: December 2011

The authors discuss the creation and evaluation of a CD‐ROM to train and support prepracticum, practicum, and internship site supervisors in a master's‐level counselor education program. The authors, from a small, rural, southwestern college, created and distributed a CD‐ROM containing video and document resources for this purpose. Small focus groups were then conducted to gather data to measure the CD‐ROM's effectiveness. Data showed strong support for the use of CD‐ROM technology in providing training of site supervisors. Recommendations are offered to improve future versions of the CD‐ROM.
Supervision Training for Professional Counselors: An Exploratory Study
Authors: McMahon Mary , Simons Roland
Published: December 2011

Enhanced interest in supervision training has corresponded with recognition of supervision as a profession in its own right. For many practicing professional counselors, supervision training has traditionally been unavailable. The present research used the Clinical Supervision Questionnaire to evaluate the effect of a supervision training program on the supervision scores of 16 practicing professional counselors who participated in a supervision training program. Participants completed a pretraining and posttraining questionnaire. The findings revealed a significant difference between the pre‐ and posttraining results for the experimental group. This difference was maintained over a 6‐month period. Practical and research implications are discussed.
Counselor Educators and Qualitative Research: Affirming a Research Identity
Authors: Reisetter Marcy , Korcuska James S. , Yexley Melinda , Bonds Deborah , Nikels Holly , McHenry William
Published: December 2011

The lack of enthusiastic research activity among counseling professionals has been a subject of professional concern for the last 2 decades. Many graduates of counselor education programs are not connected to academic research and do not establish a research identity. Qualitative research methods have the potential for creating this connection for some students. To increase understanding of the nature and potential usefulness of this paradigm for increasing counselors' connection to academic research, the authors conducted a phenomenological study to investigate the experiences of counselor education doctoral students as they encountered qualitative research. Students' positive responses were summarized as they reflected 4 themes: worldview congruence, theory and skills congruence, research identity and professional viability, and holistic nature of perceptions and experiences.
A Model for Supervising School Counseling Students Without Teaching Experience
Authors: Peterson Jean Sunde , Deuschle Connie
Published: December 2011

Changed demographics of those now entering the field of school counseling argue for changes in preparatory curriculum, including the curriculum for supervision. The authors present a 5‐component model for supervising graduate students without previous school experience that is based on 2 pertinent studies. This model focuses on information for administrators and site supervisors about research related to nonteachers; immersion in the school context and in other youth‐oriented venues; observation of school culture; structure for site supervision; and awareness regarding development, classroom skills, and lesson planning. Included are sample strategies for addressing the needs of nonteachers through program structure, curriculum, and site supervision.
Supervision in Schools: Building Pathways to Excellence
Authors: Miller Gary M. , Dollarhide Colette T.
Published: December 2011

The authors summarize the special section in the journal of Counselor Education and Supervision (Vol. 45, No. 4, June 2006) on school counseling supervision and present implications to guide the practice of school counselor supervision. The implications for practice, training, research, and professional standards for school counselors are discussed.
Considerations and Strategies for Teaching Online Counseling Skills: Establishing Relationships in Cyberspace
Authors: Trepal Heather , Haberstroh Shane , Duffey Thelma , Evans Marcheta
Published: December 2011

As technology advances and the use of online counseling becomes more routine, attention must be paid to instruction regarding online counseling skills. The authors present considerations for teaching basic online counseling skills to master's‐level counseling students. Recommendations are made for helping students to establish and maintain therapeutic relationships online. Suggestions specific to counselor preparation and future research are provided.
Supervisees' Perceptions of Their Clinical Supervision: A Study of the Dual Role of Clinical and Administrative Supervisor
Authors: Tromski‐Klingshirn Donna M. , Davis Thomas E.
Published: December 2011

A study of 158 postdegree counselor supervisees showed that 49% had a clinical supervisor who was also their administrative supervisor. Supervisees reported overall satisfaction with clinical supervision, with no statistically significant differences between those whose supervisor served in both clinical and administrative roles and those receiving supervision from only a clinical supervisor. Furthermore, the majority of supervisees receiving clinical and administrative supervision from the same person did not view this dual supervisory role as problematic (82% of n = 70), and 72.5% reported specific benefits. Implications for research and practice are provided, with attention given to ethical considerations.
Attachment Theory in Supervision: A Critical Incident Experience
Authors: Pistole M. Carole , Fitch Jenelle C.
Published: December 2011

Critical incident experiences are a powerful source of counselor development (T. M. Skovholt & P. R. McCarthy, 1988a, 1988b) and are relevant to attachment issues. An attachment theory perspective of supervision is presented and applied to a critical incident case scenario. By focusing on the behavioral systems (i.e., attachment, caregiving, and exploratory) identified by J. Bowlby (1969), previous conceptualizations are expanded by illuminating relational concepts that supervisors could use to facilitate counselor learning.
A Gestalt Approach to Group Supervision
Authors: Melnick Joseph , Fall Maryane
Published: December 2011

The authors define and then describe the practice of group supervision. The role of creative experiment in assisting supervisees who perceive themselves as confused, moving in circles, or immobilized is described. Fictional case examples illustrate these issues in supervision. The authors posit the “good fit” of Gestalt theory and techniques with supervision groups.
Ten Years of Peer‐Reviewed Articles in Counselor Education: Where, What, Who?
Authors: Minton Casey A. Barrio , Fernando Delini M. , Ray Dee C.
Published: December 2011

Although counselor educators may be called on to justify publication venues, authorship order, and types of articles for purposes of promotion and tenure, there are few sources of data regarding norms for publication in counselor education. The current study examined peer‐reviewed publication venues, article types, and authorship order of 317 faculty members who were employed by 49 doctoral programs in counselor education accredited by the Council for Accreditation of Counseling and Related Educational Programs. The study reviewed 1,547 articles published between January 1997 and December 2006. Results are presented, and implications for counselor education are discussed.
Averting Role Confusion Between Doctoral Students and Major Advisers: Adviser Disclosure Statements
Authors: Sangganjanavanich Varunee Faii , Magnuson Sandy
Published: December 2011

Doctoral students in counselor education programs and their major academic advisers may unfortunately encounter role confusion in their relationships, affecting both parties personally and professionally. To mitigate misunderstandings, the authors recommend the use of adviser disclosure statements. Advantages for faculty members and students are discussed, and an example of an adviser disclosure statement is presented.
A Synergistic Model to Enhance Multicultural Competence in Supervision
Authors: Ober Anne M. , Granello Darcy Haag , Henfield Malik S.
Published: December 2011

The Synergistic Model of Multicultural Supervision is an integration of 3 existing models to provide concrete and practical guidance for supervisors wishing to enhance supervisee multicultural competence in personally meaningful and developmentally appropriate ways. The model attends to both content and process within the supervisory session and promotes multicultural counselor competence through increasing cognitive complexity, self‐reflection, and structured interventions.
A Model for Using Triadic Supervision in Counselor Preparation Programs
Authors: Lawson Gerard , Hein Serge F. , Getz Hildy
Published: December 2011

The Council for Accreditation of Counseling and Related Educational Programs (2001) has approved the use of triadic supervision as an alternative to individual supervision in clinical instruction. However, literature describing this mode of supervision is very limited. A model for triadic supervision is described, including presession planning, in‐session strategies, and administrative considerations and supervisee evaluation. An evaluation of the model from 2 recent studies is also discussed, and recommendations are provided for using triadic supervision in counselor preparation.
A Framework for Creating a Climate of Transparency for Professional Performance Assessment: Fostering Student Investment in Gatekeeping
Authors: Foster Victoria A. , McAdams Charles R.
Published: December 2011

Students unfamiliar with their counseling program's professional performance assessment policies may consider such policies pejorative. Moreover, student beliefs about the primacy of ethical service to clients may be confounded when faculty members are reluctant or fail to formally address concerns about deficient professional performance of students. The authors propose a framework intended to promote openness and transparency in professional performance assessment and believe this framework is critical to students' accurate perceptions of the assessment process, their trust in faculty members, and their future investment in safeguarding public welfare and the ethical integrity of the counseling profession through gatekeeping.
The Regulation of Technology‐Assisted Distance Counseling and Supervision in the United States: An Analysis of Current Extent, Trends, and Implications
Authors: McAdams Charles R. , Wyatt Kristi Lee
Published: December 2011

Counseling licensure boards report emerging needs to regulate technology‐assisted distance counseling and supervision. An analysis of published regulations and telephone interviews with board administrators nationwide suggests that boards agree generally on 7 aspects of technology‐assisted distance practice that need to be regulated. Nevertheless, boards are disparate and often polarized in their views regarding the extent and type of regulation needed for each aspect. Current trends may have important implications for counselor education, supervision, and practice.
Counselor Education and Supervision Golden Anniversary Publication Pattern Review: Author and Article Characteristics From 1985 to 2009
Authors: Crockett Stephanie A. , Byrd Rebekah , Erford Bradley T. , Hays Danica G.
Published: December 2011

Patterns of articles accepted for publication in Counselor Education and Supervision from the past 25 years were reviewed in this meta‐study. Results were described and statistically analyzed to identify trends over time in author characteristics (sex, institutional classifications, employment setting, domicile) and article characteristics (article type, research design, sample, sample size, types of participants, and statistical procedures and sophistication).
Professional Identity Development: A Grounded Theory of Transformational Tasks of New Counselors
Authors: Gibson Donna M. , Dollarhide Colette T. , Moss Julie M.
Published: December 2011

Professional identity development is an important professional issue. Examining the lived experiences of counselors‐in‐training (CITs), the authors used grounded theory methodology to describe the transformational tasks that are required for professional identity development. Tasks include finding a personal definition of counseling, internalizing responsibility for professional growth, and developing a systemic identity—all simultaneously manifesting as students progress from focus on experts to self‐validation. Counselor educators can facilitate movement through these transformational tasks by helping CITs to increase self‐evaluating, self‐motivating, and self‐locating within a professional community.
Integrating Social Justice Into Counseling Theories Pedagogy: A Case Example
Authors: Brubaker Michael D. , Puig Ana , Reese Ryan F. , Young Jessica
Published: December 2011

As they explore counseling theories, students are encouraged to examine their own values, attitudes, and beliefs to find congruence with these theories. This traditional approach inadequately addresses the social injustices that may be perpetuated by selecting theories that further oppress clients and other marginalized communities. Prilleltensky (1997) introduced a social justice paradigm, emancipatory communitarianism, to address the limitations of existing theories on the basis of their underlying values. The authors discuss how incorporating emancipatory communitarianism and values discussions into counseling theories pedagogy can enhance critical thinking and self‐exploration among developing students. Implications for counseling pedagogy, practices, and research are discussed.
Integrating Social Justice Advocacy With National Standards of Practice: Implications for School Counselor Education
Authors: Dixon Andrea L. , Tucker Catherine , Clark Mary Ann
Published: December 2011

Social justice in the education of all K‐12 students begins with school counselors; preparing school counselors as advocates and leaders who can implement these principles in U.S. schools begins with counselor educators. Suggestions for intentional preparation of school counselors to be social justice advocates in schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for School Counseling Programs (2005) and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards are described. Ideas for educating school counselors as effective advocates in the context of specific training experiences throughout counselor training programs are provided.
Mentoring Promotion/Tenure‐Seeking Faculty: Principles of Good Practice Within a Counselor Education Program
Authors: Borders L. DiAnne , Young J. Scott , Wester Kelly L. , Murray Christine E. , Villalba José A. , Lewis Todd F. , Mobley A. Keith
Published: December 2011

Approaches to mentoring junior faculty in counselor education departments have received minimal attention in the counseling literature. In this article, the authors describe a successful program based on the 10 principles for good mentoring recommended by Sorcinelli (2000). Application of the principles within a combined formal and informal mentoring approach is described, as are the experiences of junior faculty whose careers have been shaped within this system.
Doctoral Counselor Education Students' Levels of Research Self‐Efficacy, Perceptions of the Research Training Environment, and Interest in Research
Authors: Lambie Glenn W. , Vaccaro Nicole
Published: December 2011

Counselor educators are called to be effective researchers; however, limited study has investigated research constructs within counselor educators‐in‐training. This study investigated the levels of research self‐efficacy (Greeley et al., 1989), perceptions of the research training environment (Gelso, Mallinckrodt, & Judge, 1996), and interest in research (Bishop & Bieschke, 1994) within a sample of counselor education doctoral students (N = 89). Doctoral students in their 3rd year of preparation had higher research self‐efficacy scores than did 1st‐ and 2nd‐year students. Additionally, higher research self‐efficacy was associated with higher interest in research and scholarly publication experience. Implications for counselor education are discussed.
Commentary on Freedom, or, Maybe Integration Is Not Just for Counseling Anymore
Authors: MacCluskie Kathryn C.
Published: December 2011

In this commentary the author identifies her estimation of the most salient points of Hanna's (2011) seminal article. While in agreement that movement toward a unified model is timely, the author suggests alternative conceptualizations to the freedom paradigm, such as Wilber's (1995, 1996) Integral Model, for disciplinary unification.
Developing Counseling Students' Multicultural Competence Through the Multicultural Action Project
Authors: Hipolito‐Delgado Carlos P. , Cook Jennifer M. , Avrus Elaine M. , Bonham Erica J.
Published: December 2011

The Multicultural Action Project (MAP) is a cultural immersion project that requires counseling students to engage with diverse cultural communities on 3 levels: observation, information seeking, and action. To ascertain if participating in MAP improved the multicultural competence of graduate counseling students, the authors conducted an evaluation in which narrative analysis was used to examine the experiences of 3 graduate counseling students who participated in MAP. Through their narratives, the participants reported increased knowledge, awareness, and skills. The importance of sustained contact and interpersonal relationships in improving student learning outcomes is discussed and recommendations are provided.
Perceptions of the Work Environment and Implications for Women's Career Choice: A Survey of University Faculty Women
Authors: CHRISTIANSEN MARTHA D. , MACAGNO‐SHANG LAURA , STALEY KATHLEEN H. , STAMLER VIRGINIA LEE , JOHNSON MARY
Published: December 2011

This article reports the results of a survey of female faculty. Overall, respondents indicated positive perceptions of their academic environment and a strong interest in mentoring female students.
Career Counseling From the Counselee Perspective: Analysis of Feedback Questionnaires
Authors: Nevo Ofra
Published: December 2011

The effectiveness of career counseling as perceived by counselees was measured using evaluation questionnaires. The results showed that 75% of the respondents rated the career counseling they received as satisfactory. A systematic difference was found between satisfaction with counseling as a result of the enhancement of the counselees' personal understanding and satisfaction as a result of the assistance they perceived in decision making. Respondents were more positive concerning their gains in self‐understanding than about the help they felt they were given in arriving at a career decision. On the average, counselees rated discussions with the counselor as more important in counseling than were objective tests, interest inventories or vocational information. Respondents who reported that counseling helped them in both their personal and career problems were more satisfied than those who reported being helped solely in either their personal problems or their career decisions. The theoretical and practical implications of these results for career counseling are discussed.
Africentricity and Career Development of African Americans
Authors: Cheatham Harold E.
Published: December 2011

This article addresses career development as a special task in life‐span development. Career development is discussed as a counseling intervention based on Eurocentric concepts, a conceptualization that might not address the needs of African American clients. Specifically, it is argued that individual behavior is organized with respect to values, attitudes, and beliefs of a reference group, in this case, a cultural reference group. Career development for African Americans then, is conceptualized within a complementary framework termed Africentrism. A heuristic model is advanced for understanding the origins of culturally relevant values some African Americans hold toward work and careerism. Inclusion of these and similar culturally relevant values enables fuller service to this (and all) ethnic minority clients regardless of counselor's theoretical perspectives.
The Influence of Chance and Contingency Factors on Career Patterns of College‐Educated Women
Authors: Scott Judith , Hatalla Josie
Published: December 2011

This study examined the perceptions of women college graduates regarding the influence of selected chance and contingency factors upon their career patterns 25 years after graduation. Data were examined to determine influential factors identified by the total sample and also those factors identified by respondents within five career pattern groups. Findings indicated that a significant proportion of the sample perceived eight contingency factors as influential in their career patterns. The chance factor “Unexpected Personal Events,” was also perceived as influential by a significant proportion. The Low Participation career pattern group was most dissimilar in comparison to the other pattern groups.
Predicting Success of Engineering Students During the Freshman Year
Authors: Haislett Judith , Hafer Al A.
Published: December 2011

This article reports the results of two research studies, which had as their objective identifying factors, that would predict both the academically successful and at‐risk freshmen engineering students. The participants were volunteers from the entering freshman class of engineering students at a medium sized southeastern university. Successful performance was defined as completing the freshman year with a grade point ratio of 2.0 or higher. In the 1st year of the study, 12 variables, alone and in various combinations, were correlated with grade point ratio. The best combination of predictor variables included the measures of academic performance (SAT‐Total score and Predicted Grade Point Ratio) and selected items from the Career Decision Scale (Osipow, Carney, Winer, Yanico, & Koschier, 1976). The following year the study was replicated, using the 1st year parameters to predict successful students and students at risk of failing. Implications of these results are discussed and extended research into the interaction of career indecision and academic performance is suggested.
The Separate and Combined Effects of SIGI or DISCOVER and a Career Planning Course on Undecided University Students
Authors: Garis Jeffrey W. , Niles Spencer G.
Published: December 2011

Research to consider the effectiveness of computer‐assisted guidance systems (CACG) and credit career planning courses was conducted during the 1988 spring semester at Pennsylvania State University and the University of Virginia. The research methodology included use of a four‐group pretest‐posttest design at each university. Group treatment conditions using undecided university students were the following: (a) CACG use by students enrolled in a career planning course, (b) students enrolled only in a career planning course without CACG use, (c) CACG use by students enrolled in an introductory business or psychology course, and (d) students enrolled only in an introductory business or psychology course. Participants (N = 112) were in first through fifth semester standing and were assigned randomly to CACG use conditions.
The Career Decision‐Making Course: Description and Field Test
Authors: Savickas Mark L.
Published: December 2011

The Career Decision‐Making Course was designed to help students develop the decisional attitudes and competencies that increase readiness to deal with career‐choice tasks and facilitate behavioral responses that meet these tasks. The course addresses career‐choice process and content by using the teach‐the‐test method with Career Maturity Inventory materials. After describing the course, the current article reports the results for a field test of the course. The results indicated that, compared to a control group, 10th‐grade students who participated in the course improved their foresight and reduced their decisional difficulties.
Identifying Career Concerns of Entering University Freshmen Using My Vocational Situation
Authors: Mauer Ellen B. , Gysbers Norman C.
Published: December 2011

VI scale items of My Vocational Situation for entering freshmen at a midwestern university were analyzed using a cluster analysis technique. Four major clusters were identified suggesting that vocational identity as measured by the VI scale is not a unitary construct. Discussion focused on the possible use of the procedures and results. One possible use suggested was by career planning and placement personnel in planning career programs and services. Another possible use suggested was by counselors who could use the information about entering freshmen's vocational identity in individual counseling.
Difficult Cases in Career Counseling: IV— Floundering and Occupational Moratorium
Authors: Salomone Paul R. , Mangicaro Laura L.
Published: December 2011

This paper is the fourth in a series of articles dealing with difficult counseling problems encountered by career counselors. Clinicians need to understand the underlying causes of floundering behavior and the reasons that propel some people to retreat to a career and psychological moratorium. This article focuses on young adults in career transition and underscores their needs for greater self‐understanding. Resources for career counseling suggestions are noted within the context of a traditional five‐stage career counseling model.
A Comparison of the Effect of Two Computer‐Based Counseling Interventions on the Career Decidedness of Adults
Authors: Marin Pamela A. , Splete Howard
Published: December 2011

This article describes two computer‐based career counseling interventions provided for adults who are auto workers in career transition. It was found that these workers can increase their level of career decidedness and make progress in their commitment to occupational choice through the use of a computer‐based career counseling program. Supporting previous research, this study indicated that computer‐plus‐counselor intervention is more effective in this type of career counseling than the computer‐only intervention.
Career Needs of Chinese Middle School Students and Implications for School Guidance in the People's Republic of China
Authors: France M. Honoré , Jin Yiming , Huang Kexiao , Si Fumin , Zhang Weiyuan
Published: December 2011

The People's Republic of China (PRC) is in the process of reforming its educational system, and career guidance is one of the innovative strategies being used to make the schools more accountable. For the past 4 years researchers from the University of Victoria (Canada) and East China Normal University (China) have been working on the development of career guidance materials for middle schools. This article examines the results of a career needs assessment of Chinese middle school children, their parents, and teachers by juxtaposing them with a North American (Canadian) sample.
The Cross‐Cultural Applicability of the Career Decision‐Making System
Authors: Harrington Thomas F.
Published: December 2011

This article presents construct and concurrent validity data for the Career Decision‐Making System for participants from three different countries who speak three different languages. The interest profiles of people performing similar jobs in two countries show substantial comparability.
The Development of Vocational Realism in Black American College Students
Authors: Bowman Sharon L. , Tinsley Howard E. A.
Published: December 2011

A total of 172 Black students completed a survey of biographical, educational, and vocational information about themselves and their immediate relatives. The results indicated that educational realism tended to increase across the college years. There was no difference in satisfaction with school or intent to leave school as a function of educational realism or salary realism. Vocationally realistic male and female students did not differ in age.
Family Functioning and Adolescent Career Development
Authors: Penick Nell I. , Jepsen David A.
Published: December 2011

Family systems propositions as applied to career development theory were tested in a cross‐sectional survey examining the relationship between family members' perceptions of family functioning and adolescent career development measures. Results of the analysis showed that family functioning dimensions as evaluated by 11th‐grade students and their parents were more frequent and stronger predictors of career development than gender, socioeconomic status, and educational achievement.
Sources of Mathematics Self‐Efficacy in High School Students
Authors: Lopez Frederick G. , Lent Robert W.
Published: December 2011

The relation of four hypothesized sources of self‐efficacy information to high school students' math self‐efficacy was explored. Results indicated that (a) of the hypothesized sources, prior performance was the most efficient predictor of self‐efficacy; (b) global academic self‐concept did not explain unique self‐efficacy variation beyond prior performance; and (c) the effect of self‐efficacy on the perceived utility of math to future life and work plans was mediated by students' math/science interests.
The Construct of Identity and Its Use in Career Theory and Research
Authors: Vondracek Fred W.
Published: December 2011

Erikson's construct of identity has received much attention in the contemporary literature on adolescent development (e.g., Archer, 1989a, 1989b; Blustein & Palladino, 1991). In the vocational literature Bordin (1984) and Holland (1985) have made significant efforts to incorporate a construct of vocational identity into their theories. Although most contributors to the career development literature has acknowledged Erikson as the intellectual father of the construct of identity, none have succeeded in formulating a construct of identity that is more than a caricature of Erikson's thinking. In this article, I suggest that what is needed is a serious look at the requirements for formulating a viable, dynamic, developmental conceptualization of the construct of vocational identity.