bluuebunny/crossref_metadata_2025 huggingface dataset:
The Impact of Recent Academic Due Process Decisions on Counselor Education Programs
Authors: IOVACCHINI ERIC V.
Published: December 2011

Although fairly recent to higher education, the broad concept and specifications of due process have had a major impact on the day‐to‐day operations of educational institutions. The due process concept and its accompanying rights and responsibilities is particularly applicable to counselor education programs in situations where a student is terminated from a degree program. This article discusses a recent United States Supreme Court decision involving a medical student in which the Court established guidelines for academic dismissals and terminations that are now applicable to counselor education programs.
Educating Counselors For Primary Prevention
Authors: LEWIS JUDITH A. , LEWIS MICHAEL D.
Published: December 2011

Although the idea of primary prevention has become prevalent in the literature of the helping professions, actual services in this area have lagged behind. If counselors can develop the special skills needed to carry out primary prevention strategies, they may be effective in helping their clients find and maintain personal and environmental resources that they need to ward off problems. Primary prevention skills include educational skills, program development skills, and change agent skills, all of which can be learned in the context of master's level education or in‐service training.

Mention the words “primary prevention” in mental health circles these days and you're a hero!
The Elderly Alcoholic: The Counselor's Dilemma
Authors: GROSS DOUGLAS , CAPUZZI DAVE
Published: December 2011

The Older Americans Act of 1964 generated not only interest and concern but also a myriad of programs directed at a unique and growing population of American citizens—the elderly. The unique features of this population come with a wide range of physiological, sociological, and psychological problems that need to be addressed by the professional counselor and counselor education programs which provide training for the mental health specialist. A major problem of this population, alcoholism, has received little emphasis in counseling literature. In an attempt to bridge this gap, this article presents physiological, sociological, and psychological aspects of alcoholism as they apply to the elderly. The discussion which follows the presentation sets forth conclusions and recommendations for counselor education programming.
Instructional Supervision in Counselor Training
Authors: MARTIN JACK , HIEBERT BRYAN A. , MARX RONALD W.
Published: December 2011

This article presents a model for the supervision of counselor training practica. The theoretical basis for the model is an instructional analysis of counseling effectiveness that borrows heavily from the discipline of instructional psychology, particularly in the areas of instructional theory and design, and the analysis of instructional skills and strategies. A discussion and integration of these theoretical elements is succeeded by a description of an instructional supervision cycle for use in counselor training practica that works on the basis of an instructional analysis of counseling effectiveness.
The Effects of Mental Practice on Counseling Behaviors
Authors: HAZLER RICHARD J. , HIPPLE THOMAS E.
Published: December 2011

Neophyte counselors trained in the use of their own imagery to practice counseling interviews were compared with a similar group not receiving the training. The mental practice was hypothesized to have experiential value for neophyte counselors resulting in positive effects upon selected behaviors commonly found with counseling experience. Results indicated that the ability to discriminate differing levels of empathic responses, the ability to evaluate accurately one's own performance, and the amount of preinterview confidence were significantly higher for the mental practice group. However, the communication of empathy and the subjective evaluations of the counselors during the interview did not prove significantly higher. This article discusses the potential value of mental practice as a supplementary experiential training technique and some considerations for its use and further study.
A Brief Feasibility Report on a Videotaped Test Measuring Carkhuff's Dimensions
Authors: KIRKPATRICK J. STEPHEN , ELLIOTT JAMES F.
Published: December 2011

An eight‐item instrument was constructed to measure the skills represented by four of Carkhuff's dimensions (scales) of facilitative interpersonal functioning. These items consisted of stimulus statements on a color videocassette, introduced by a narrator and performed by actors. Subjects responded by writing what their verbal and nonverbal responses would be in the situation presented. Reliability coefficients (.77 and .80), concurrent validity (.75) and construct validity via factor analysis are presented. Results demonstrate the feasibility of this approach to measuring Carkhuff's dimensions. Suggestions for further research are included.
A Model for Adapting Counselor Training to Community Agency Needs
Authors: ALCORN JOHN D. , STURGIS DANIEL K.
Published: December 2011

Projections of employment opportunities for graduates in traditional educational specialties indicate limited growth, while a demand for community counselors is expected to grow more rapidly. In order to provide training applicable for counseling students anticipating employment in a community setting, there is need for a planned, systematic approach to program development. This article proposes a three‐phase model for change that considers departmental resources, student characteristics and agency needs.
Evaluating and Grading Preservice Counseling Students
Authors: PARAVONIAN SAMUEL D.
Published: December 2011

This article presents a two‐dimensional model for evaluating and grading preservice counseling students. The first dimension refers to type of learning (e.g., theory, skills, professional identity). The second dimension refers to level of learning or level of complexity. The author demonstrates the use of this model in assisting grading procedures and suggests additional uses and potential value of it.
Basic Skills for Leadership of Counseling Groups
Authors: PEARSON RICHARD E.
Published: December 2011

Basic skills training has emerged as an important element in educating counselors and other helping persons. Although the literature on small groups contains numerous schemata for describing and categorizing the behavior of group leaders, none was discovered which was specifically developed as a basis for systematic skill training in the leadership of counseling groups. The author identifies a set of basic group leadership skills to be used in a systematic skills training approach. The skills fall into two broad categories, teaching and group management. Definitions and examples of the skills are provided, and the author discusses adaptation of a microcounseling format for training in group leadership skills.
A Look at Counselor Education Programs in Light of Section 504 of the Rehabilitation Act of 1973
Authors: IOVACCHINI ERIC V. , ABOOD RICHARD R.
Published: December 2011

The fundamental objective of Section 504 of the Rehabilitation Act of 1973 is to prohibit discrimination against all handicapped individuals attempting to participate in any program or activity that receives federal financial assistance. Therefore, this act has had a major impact on most institutions of higher education. Counselor education programs at these institutions are specifically affected in areas related to admission and treatment of handicapped students. A recent U.S. Supreme Court case is helpful in establishing guidelines for the application of Section 504 to these counselor education programs.
Themes in the Training of Culturally Effective Psychotherapists
Authors: PARADIS FRANCOISE E.
Published: December 2011

In response to the Vail, Colorado conference stance on providing cross‐cultural psychotherapy and Division 17's recommended competencies for cross‐cultural counselors, the author and a colleague developed an 8‐week experiential program designed to raise the cultural awareness of a group of psychotherapists at a small women's college. This article attempts to formulate some theories about the process of raising cultural awareness among psychotherapists, identify important themes or issues that should be addressed in this type of training, and evaluate the feasibility of a short experiential training program in preparing culturally effective psychotherapists and counselors.
Review of Research on Practicum Supervision
Authors: HANSEN JAMES C. , ROBINS TERRI HALL , GRIMES JOHN
Published: December 2011

This six‐year review of research on practicum supervision examines articles in terms of findings and the research designs employed. Research is classified according to (a) counselor—supervisor similarity, (b) training methods, and (c) evaluation. Conclusions from the review indicate: (a) the investigators found no support for matching counselors and supervisors according to similar traits; (b) there was some support for modeling, didactic, and experiential methods; (c) there was some support for peer supervision; and (d) an experimental design was used in only 4 of the 19 studies examined.
The Relationship between Supervisory Behaviors and Perceived Supervisor Expertness, Attractiveness, or Trustworthiness
Authors: HEPPNER P. PAUL , HANDLEY PATRICK
Published: December 2011

This study examined relationships between (a) various supervisor behaviors and (b) trainee perceptions of supervisor expertness, attractiveness, and trustworthiness. Results are presented and future research discussed.
Trends in Counselor Preparation: Courses, Program Emphases, Philosophical Orientation, and Experimental Components
Authors: WANTZ RICHARD A. , SCHERMAN AVRAHAM , HOLDS JOSEPH W.
Published: December 2011

This article presents the results of a survey of counselor preparation programs in the U.S. concerning courses, program emphases, philosophical orientations and experiential components. Trends are generated based on data collected over a 10‐year period. The authors discuss implications for the future.
Behavioral Descriptions of Counseling Supervision Roles
Authors: STENACK RICHARD J. , DYE H. ALLAN
Published: December 2011

The purpose of this study was to determine if a clear distinction existed among the three supervision roles (teacher, counselor, and consultant) in the model of supervision proposed by Bernard (1979). Using behavioral descriptions of 60 supervisor activities, the Survey of Practicum Supervisor Behaviors was administered to 36 faculty and doctoral students, all having performed or experienced counseling supervision. Respondents were asked to rate each behavior according to its appropriateness for each of the three supervision roles. Results indicated a relatively clear distinction between the teacher and counselor roles with the consultant role overlapping the other two. The authors describe areas of distinction and overlap in terms of specific behavior and discuss suggestions for additional research.
The Place of the Poetic in Counselor Education
Authors: GLADDING SAMUEL T.
Published: December 2011

Along with other affective‐based methods, such as sensitivity training, fantasy, and simulation games, poetic and figurative language may be systematically incorporated into counselor education curricula to help sensitize counselor trainees to a greater understanding of themselves and others. The author explores five practical ways of doing this and explains benefits of the approach. The article concludes that a knowledge of the poetic may facilitate counselor‐client communication and interaction, complement other counseling techniques, and help in counselor‐client problem solving.
Introducing Research to Graduate Students in the Helping Professions
Authors: BARKLEY WILLIAM M.
Published: December 2011

This article presents an alternative to the typical approaches used in introductory research courses through emphasis on the logic and creativity of the research process and on the problems of equating research with statistics early in one's training.
Dogmatism and Externality in Locus of Control As Related to Counselor Trainee Skill In Facilitative Responding
Authors: CARLOZZI ALFRED F. , CAMPBELL N. JO , WARD G. ROBERT
Published: December 2011

It was hypothesized in this study that dogmatism and externality in locus of control are inversely related to skill in facilitative responding when the effects of specific counselor training program, number of graduate hours in counseling, age, sex, race, and religious affiliation are controlled. The participants were 215 master's degree candidates majoring in guidance and counseling at three southwestern universities. Dogmatism and externality were measured by the Opinion Scale, and skill in facilitative responding was determined by application of the Gross Rating of Facilitative Interpersonal Functioning Scale to written responses of participants to 16 audiotaped client stimulus statements. Multiple regression and partial correlation techniques were used to test the hypothesis, and the results supported the hypothesis. The authors discuss implications of this study for counselor selection and education.
Counselor Licensure: What Activities Should Be Allowed?
Authors: SNOW BRENT
Published: December 2011

This article summarizes the perceptions of counselors and psychologists regarding activities that should be included in a counselor licensing law for private, independent practice.
A Model for Teaching Counselor Trainees How to Make Challenging Responses
Authors: McKEE JOHN E. , MOORE HELEN B. , PRESBURY JACK H.
Published: December 2011

This report presents a systematic model for training student counselors to make advanced influencing skills such as confrontation. The authors have developed a videotape training package that integrates cognitive structures and counselor performance through rehearsal and immediate feedback so that counselors‐in‐training can move comfortably into a more active helping relationship with clients.
Predicting Ratings of Counselor Trainee Empathy With Self‐Report Anxiety Measures and Skin Conductance
Authors: BOWMAN JAMES T. , GIESEN J. MARTIN
Published: December 2011

This study sought to determine the degree of relationship between clients' and judges' ratings of counselor trainee empathy and self‐report anxiety and skin conductance measures.
Ethical Orientation of Counselors: Its Relationship to Moral Reasoning and Level of Training
Authors: WELFEL ELIZABETH REYNOLDS , LIPSITZ NEAL E.
Published: December 2011

This article presents results of a study of the relationship between stage of ethical orientation and stage of moral reasoning for counselors at four levels of training and explores the relationship between ethical orientation and contributions to professional and social action organizations. The findings indicate that ethical orientation is significantly associated with moral reasoning, counseling experience, and number of contributions. Implications of these findings for theory building and counselor education are discussed.
Using Film to Increase Counselor Empathic Experiences
Authors: GLADSTEIN GERALD A. , FELDSTEIN JoANN C.
Published: December 2011

The early stages of empathy in counseling—emotional reaction, role‐taking, and cognitive suspension—have all been largely ignored in the counselor education/psychological literature. This article describes these stages from the perspective of the aesthetic/film literatures. Emotional reaction is an internal, unobservable state of being. Role‐taking involves cognitive understanding and entering the perceptual world of another. Cognitive suspension means letting go of personal beliefs and values. The film literature describes how audience emotional states are created by directors, writers, actors, and editors. This article explains how counselor educators and supervisors can use this information to help counselors increase their empathic experiences.
Doctoral Comprehensive Examinations in One Program: A Descriptive and Evaluative Study
Authors: BURCK HARMAN D. , PETERSON GARY W.
Published: December 2011

Most doctoral programs in counseling require a preliminary or written comprehensive examination. The literature in professional journals concerning the composition, administration, scoring and evaluation of such examinations is scant. This article presents a description of how one doctoral program conducted such examinations for 25 students over a 3‐year period. Interjudge reliabilities are reported. The examinations describedwere conducted with limited resources and served well the needs of the department. Faculty and students seemed to be satisfied with the procedure.
Counselor Education—Quo Vadis?
Authors: CAULFIELD THOMAS J. , PEROSA LINDA M.
Published: December 2011

Counselor education programs are faced with a perplexing problem: With minimal staff, how can counselors be prepared to function competently in both an educational and a community‐based mental health environment? Two approaches to deal with the issue are presented; one traditional, the other innovative. A suggested model of counselor education is given in response to the changes dictated by current trends in the field.
Single Case Research: An Added Tool for Counselors and Supervisors
Authors: TRACEY TERENCE J.
Published: December 2011

Single case research is proposed as a valuable means of involving counselors in the research process, providing feedback to the counselor and supervisor and gathering accountability data. Yet relatively little research of this type is conducted. One reason for this paucity of single case research is a lack of familiarity. If one is familiar with single case research, it is usually with case study methodologies and not with the intensive N of 1 designs. The purpose of this article is to familiarize the reader with the two major types of intensive N of 1 designs: experimental and association. Several different examples of each are presented in hopes of stimulating usage.
Relationships of Leadership Style and Burnout to Counselors' Perceptions of their Jobs, Themselves, and their Clients
Authors: CUMMINGS OLIVER W. , NALL ROGER L.
Published: December 2011

Professional burnout and factors related to the burnout phenomenon are issues that frequently appear in the current literature. Empirical studies to establish the relationships between perceived burnout and pertinent personal or organizational characteristics are difficult to find, however. This exploratory study sought to investigate relationships between counselors' felt degree of burnout and their perceptions of school leadership style, themselves, their job, and their clients. It was found that leadership style in the school was related to counselor's perceptions of themselves and their jobs, but not to their views of their clients or their own potency. Further, it was found that self‐reported burnout was strongly related to counselors' perceptions and that self, job, and clients were all perceived more negatively as burnout increased.
The Crisis of Relativism: Helping Counselors Cope with Diversity
Authors: COOPER TERRY D. , LEWIS JUDITH A.
Published: December 2011

Counselors are sometimes disoriented by the massive variety of approaches to the helping process. This plurality of counseling methods often pushes both students and practitioners toward an epistemological crisis—“the crisis of relativism.” A developmental scheme outlined by William Perry in 1970 is employed to interpret some of the typical cognitive transitions that can occur among counselor trainees who struggle with diversity. Also, the authors offer suggestions that may meet the particular needs of counselors coping with this multitude of therapy options.
Counselor Supervision as a Function of Trainee Experience: Analysis of Specific Behaviors
Authors: CROSS DARRYL G. , BROWN DAVID
Published: December 2011

Fifty‐one supervisees varying in both experience and training (a) judged 44 specific supervisor behaviors for the frequency that they were implemented in supervision and (b) judged supervision effectiveness, which was assessed on five separate scales. Factor analysis of the supervisor behaviors revealed four factors: Evaluative Support, Time/Structure, Method of Supervision, and Rapport. Results from multivariate analysis of variance showed that one factor, Method of Supervision, was statistically significant with beginning trainees emphasizing more the mechanics and task of supervision. Other trends showed that experienced supervisees entertained a less structured interaction with supervisors that was more supportive and considered more effective. Analysis of specific supervisor behaviors gave support to the notion that supervision over time can be conceptualized as a developmental process.
C.H. Patterson: Reflections on Client‐Centered Therapy
Authors: WATKINS C. EDWARD , GOODYEAR RODNEY K.
Published: December 2011

C.H. Patterson (Pat) has long been a prominent contributor to counseling and counselor education. His published works have been many and varied, including such books as Theories of Counseling and Psychotherapy and Foundations for a Theory of Instruction and Educational Psychology. Though these efforts have proven of considerable value, Pat's presentation and interpretation of client‐centered therapy has been of particular significance. In this article Pat is interviewed regarding his current views on the client‐centered approach.
Exploring the Content and Structure of Cross‐Cultural Attitudes
Authors: NEIMEYER GREG J. , FUKUYAMA MARY
Published: December 2011

This article describes an instrument designed to assess the content and structure of cultural attitudes. Derived from Kelly's (1955) Role Construct Repertory Test, the technique elicits the personal meaning and organizational properties of the individual's cultural value system. Methods of administration are described and analyses are illustrated by a case example of one counseling student before and after an introductory course in cross‐cultural counseling. Applications of the instrument to issues in research, counseling, and cross‐cultural training are also discussed.
A Follow‐Up Study of School Counseling Graduates Specializing in Work with Hearing Impaired Clients
Authors: WAX TEENA M. , DANEK MARITA M.
Published: December 2011

This study evaluated the adequacy of training provided to more than 80 graduates of a school counseling program for specialists with hearing impaired individuals according to employment demands and continuing education needs. Results indicated that almost all graduates were employed in settings consistent with their training. Continuing education needs in the areas of consultation skills, networking strategies, and administrative and management training were similar to results obtained in studies of generic counselor education programs.
Bridging the Gap Between Counselor Educators and the Administrators of Programs for the Elderly
Authors: JOHNSON RICHARD P. , STRIPLING ROBERT O.
Published: December 2011

This article compares the results of a nationwide survey of gerontological counseling experts and a sample of executive directors of Area Agencies on Aging identifying, confirming, and rank ordering the goals and roles of gerontological counselors. The data indicate that a wide gap exists between gerontological counselor educators and administrators of social service programs for the elderly in the priority they ascribe to the goals and roles of counselors of older persons. Social service program administrators, however, indicate that counseling can be readily incorporated into the aging services network as it presently exists.
Alcohol Awareness Counselor Training: Utilizing a DWI Program
Authors: WIGTIL JAMES V. , THOMPSON ARLENE
Published: December 2011

This article describes a cooperative effort of a community agency and a counselor education program in dealing with community alcohol problems. A DWI education and awareness program and a counselor training program in alcohol problems are presented. The training program uses students at four phases of development to counsel court‐referred clients. Each phase is described in terms of goals, activity, feedback focus, and expected outcome. This program provides benefits for all involved: (a) students have real‐life counseling experiences, (b) the agency maintains contact and uses the resources of university programs, and (c) the university has the opportunity to respond to a current issue in the community.
Utilizing Simulated Families and Live Supervision to Stimulate Skill Development of Family Therapists
Authors: WEST JOHN D.
Published: December 2011

Simulated families and live supervision are used to stimulate skill development among family therapists. This article synthesizes current thought and expands on previous descriptions by (a) indicating family therapy skills that can be taught with the use of simulation, (b) outlining a process of preparing students for the simulated family interview, (c) reviewing supervisory interventions that can be used during the interview, and (d) describing a procedure for conducting the postsession discussion. Counselor educators may want to consider the use of simulated families for graduate students interested in developing family therapist skills.
Interpersonal Relations: Some Suggestions for Theory Development
Authors: ROBINSON JOHN W. , HERMAN AL
Published: December 2011

This article argues the need for theory development in the field of interpersonal relations training. Criteria, based on the four major divisions of philosophic inquiry (ontology, logic, axiology, and epistemology), are presented for assessing the substantive adequacy of interpersonal relations training theories. Three views of interpersonal relations—Ivey and Authier's Microcounseling, Kagan's Interpersonal Process Recall, and Strong's Social Psychological Approach—are then examined using these four criteria.
Cognitive Methods in Counselor Training
Authors: FUQUA DALE R. , JOHNSON AL W. , ANDERSON MARK W. , NEWMAN JODY L.
Published: December 2011

With the renewed interest in the role of cognition in counselor training, numerous studies examining this phenomenon have emerged. This article reviews existing literature relevant to cognitive issues in training. The effects of various cognitive attributes such as conceptual level and cognitive style are discussed. Similarly, the impact of various cognitive training strategies on trainee performance are examined, such as modification of trainee cognitions to enhance skill generalization and cognitive restructuring techniques to alter maladaptive cognitions of trainees. In addition, methodological issues that have served to limit research activity are addressed. Brief recommendations are offered for future research and training efforts.
Computer‐Assisted Counseling: Problems and Prospects
Authors: WAGMAN MORTON , KERBER KENNETH W.
Published: December 2011

Recent computer‐assisted counseling systems have been designed to treat specific types of psychological problems for which clearly articulated treatment strategies are available. Examples of such systems are MORTON, a program designed to treat mild to moderate depression, and PLATO DCS, a program for the treatment of moderately difficult avoidance‐avoidance dilemmas. PLATO DCS and MORTON might be valuable for training counselors in treatment strategies for dealing with dilemmas and depression. In addition, counselor trainees can respond to these systems as clients and can use them as consultants. Computerization of other counseling techniques might lead to significant theoretical advances because technique must be clearly and concisely articulated to make computer applications feasible. Possible limitations of computer‐assisted counseling are discussed, including client and counselor acceptance of computers as therapists and the limited ability of the computer to understand natural language.
CLIENT 1: A Computer Simulation for Use in Counselor Education and Research
Authors: LICHTENBERG JAMES W. , HUMMEL THOMAS J. , SHAFFER WARREN F.
Published: December 2011

CLIENT 1 is an interactive program that was designed to simulate client behavior in an initial interview and to provide a standardized environment for training and research on counselor problem‐solving strategies. Through interaction with the computerized client, counselors attempt to facilitate client movement toward the goal of verbalizing a specific problem statement. Client movement is a function of the appropriateness and accuracy of counselor statements, the threat value associated with both client and counselor statements, the strength of the relationship between the counselor and client, and an index of counselor expertise. The uses of the simulation in counselor education and research are discussed.
Contributions and Limitations in the Use of Computers in Counselor Training
Authors: PHILLIPS SUSAN D.
Published: December 2011

This article examines the role of computer technology in counselor preparation. Three aspects of counselor training—acquisition of facts and theory, development of specific skills, and personal and professional development—are discussed in terms of the potential contributions and limitations of computers in training efforts.
The Effects of Two Precounseling Orientation Presentations on Client Expectations of Counseling
Authors: SMITH H. DAN , QUINN SHANON R.
Published: December 2011

Two precounseling orientation presentations for prospective clients were examined in this study: a verbal presentation and a researcher‐developed audiovisual presentation delivered on a color television monitor. The findings were based on a pretest and posttest assessment of client expectations; they indicated that the audiovisual presentation significantly enhanced expectations that would focus on affective variables. The verbal approach, however, had no effect on expectations.
Training model and techniques: Choice Awareness in Consultation
Authors: NELSON RICHARD C. , SHIFRON RACHEL
Published: December 2011

The Choice Awareness system is based on the definition of choice as any behavior over which individuals can exercise some degree of control. A primary goal of consultation is to enable individuals to encounter their difficulties effectively; in Choice Awareness terms, this is a process of making effective choices. Among Choice Awareness concepts are a two‐way division into an OK to OD (overdone) continuum of choices, and the CREST choices: caring, ruling, enjoying, sorrowing, and thinking/working. In this article the concepts of Choice Awareness are summarized and Choice Awareness is discussed in general terms as a consultation process. Finally, Choice Awareness is considered as a collaborative consultation process through step‐by‐step comparison to the model of consultation presented by Kurpius (1978).
Hidden Hypnotic Patterns: Implications for Counseling and Supervision
Authors: GUNNISON HUGH , RENICK T.F.
Published: December 2011

The purpose of this article is to examine the hypothesis that many subtle hypnotic patterns used by Milton H. Erickson are found in the person‐centered approach to counseling espoused by Carl Rogers. The authors point out that counselors and supervisors need not be trained in hypnosis, but that they should be aware of the possible hypnotic elements embedded in seemingly simple suggestions. Examples of counselor‐client and supervisor‐trainee dialogue are presented to demonstrate the ways in which a counselor's and supervisor's behavior and words can have profound hypnotic influences. Throughout the article the deep respect afforded the client or trainee as a person and views of self and the world held by Erickson and Rogers are cited to demonstrate the similarities of basic philosophical convictions about the facilitative and therapeutic process.
Development and Preliminary Validation of an Instrument To Measure Cognitive Growth
Authors: BLOCHER DONALD , CHRISTENSEN EDWARD W. , HALE‐FISKE ROBIN , NEREN STEVEN H. , SPENCER TERRANCE , FOWLKES SHERRIE
Published: December 2011

This study deals with the design and pilot validation of an instrument to measure cognitive growth during counseling supervision. An instrument was designed to reflect issues and concepts frequently addressed in supervisory sessions. This instrument, called the Counselor Perception Questionnaire (CPQ), is based on responses to videotaped counseling interview material. The CPQ yields two scores, a Differentiation score (D) and an Integration score (I). Scorer reliabilities were computed using independent scorers, and a convergent and a discriminant validity study was done. Administration of the instrument to samples of master's degree students and experienced counseling psychologists with PhD degrees showed that the D score differentiated between the two groups at a statistically significant level. The potential usefulness of this kind of instrument is briefly discussed in terms of developmental approaches to supervision.
Test Interpretation Competence: A Comparison of Microskills and Mental Practice Training
Authors: BAKER STANLEY B. , JOHNSON ELAINE , KOPALA MARY , STROUT NANCY J.
Published: December 2011

To study the effects of behavioral versus mental rehearsal in acquiring test interpretation skills, we randomly assigned students in a counseling‐related testing course to one of two training groups or to a delayed‐control (DC) group. The treatment groups received identical instructions, modeling, feedback, and review of target skills but practiced in either a microskills (MS) or mental practice (MP) mode. Ratings of videotaped interviews of the MS and MP trainees did not differ but were superior to the DC group's ratings on measures of general counseling and test interpretation skills. Those in the MS group had more confidence in and perceived greater benefits from their training than did those in the MP group. Implications are discussed, and a suggestion is made for combining MS and MP training methods.
Beginning Practicum: It Only Hurt Until 1 Laughed!
Authors: YAGER GEOFFREY G. , BECK TERRENCE D.
Published: December 2011

Is it possible for a beginning counselor to avoid discomfort during counseling sessions? Two primary sources of beginning counselor worries are identified in this article: (a) concern for one's competence as a counselor and a person and (b) worry about the increasing intimacy involved in discussing the emotional life of a client. The effects of trainee discomfort are numerous and often humorous. A catalog of possible humorous responses of beginning counselors is provided, and each response is illustrated with an example. Brief comments on possible ways to deal with counselor discomfort conclude the article.
Heterosexual Bias Among Counselor Trainees
Authors: GLENN AUDREY A. , RUSSELL RICHARD K.
Published: December 2011

Master's level counselor trainees rated an audiotaped and role‐played intake interview of a female client whose sexual orientation was varied. In Condition 1, the client referred to her partner as “Doug,” a man; in Condition 2, the client referred to her partner as “Diane,” a woman; in Condition 3, the client referred to her partner as “Chris,” whose sex was unidentifiable. Subtle forms of heterosexual bias were found through participants' ratings of the unidentifiable client. When responding to the ambiguous condition involving the unidentifiable client, 83% of the participants assumed the client was heterosexual. When they were debriefed, participants expressed concern over the lack of training on issues related to counseling lesbian and gay clients. Use of the ambiguous case example, as in this study, is recommended for training to assess and confront increasingly subtle forms of heterosexual bias.
Roots of Greatness: Future Directions
Authors: LEE SHEELEY VERNON
Published: December 2011

This article contains essential and contemporary information in the form of opinion statements written by past‐presidents of ACES and serves to meet archival and proactive functions for those persons associated with the guidance and counseling movement. Fifteen leaders report their perceptions and suggest directions vital to future progress in facilitating the work of counselor education graduates. Without exception, the leaders set a mood for optimism with expressions of need for preparation standards of high quality in counselor education—a product of the delicate triangle linking faculty, graduates, and subject matter of the counseling field.
The Birth and Infancy of Counselor Education and Supervision
Authors: HOYT KENNETH B.
Published: December 2011

The basic purpose of this article is to provide a historical chronicle of events associated with the first 4 years of CES. The setting for counselor education and supervision in the turbulent 1961 to 1965 period is described for purposes of providing a background for understanding the content of the journal during its infancy. Numerous publication mechanics associated with the birth and infancy of CES are identified and described. Finally, an attempt is made to categorize the articles published from 1961 to 1965 and to compare the results with the statements of purposes and goals existing during that time period.
A Content Analysis of Counselor Education and Supervision: The Formative Years
Authors: HOSIE THOMAS W.
Published: December 2011

Counselor Education and Supervision originated in 1961. Changes in content of the ensuing 25 volumes are indicative of the evolution of the profession. The content of the articles, volumes 0 through 25, was analyzed, producing 51 categories and five cross‐referenced categories. Data on authors and type of counselor for whom the article was written were gathered. The discussion of results emphasizes the differences between recent and early volumes of the journal.
A National Survey of Counselor Education Departments: Course Offerings on Marriage and Family
Authors: PELTIER STEVEN W. , VALE SARA O.
Published: December 2011

In this article the authors summarize information gathered in a national survey of the course offerings and programs in marriage and family counseling offered by 244 counselor education departments. Approximately two‐thirds of those departments offered such courses, which typically included: family counseling, family counseling practicum, human sexuality, family theory, couples counseling, and marriage and family dynamics. Approximately 90% of the departments supported marriage and family course offerings in counselor education departments. Implications for programming in marriage and family counseling are discussed.
The Effects of Order of Stimulus Presentation on Ratings of Counseling Performance
Authors: NEWMAN JODY L. , FUQUA DALE R.
Published: December 2011

This study was designed to examine the effects of order of stimulus presentation on observer ratings of counseling performance. Two videotaped counseling simulations, determined by judges to represent either high or low quality performance, served as the stimuli. Participants were randomly assigned to one of two levels of the order effect: Group 1 viewed the videotape with low quality performance first, followed by the high quality performance videotape; Group 2 viewed the high quality performance videotape first, followed by the low quality performance videotape. Four widely used measures of counseling performance served as dependent measures. Results revealed a statistically significant interaction between quality of performance and the order in which the performances were rated.
Counseling Students' Level of Ego Development and Perceptions of Clients
Authors: BORDERS L. DiANNE , FONG MARGARET L. , NEIMEYER GREG J.
Published: December 2011

Several current models of counseling supervision provide an outline of the developmental stages of counseling students' growth in conceptual and behavioral skills. Research based on these models, however, has grouped students by experience level rather than by developmental level. In this study the authors investigated the relationship of 63 counseling students' level of ego development and level of experience with their perceptions of clients. Analysis of structural complexity and content of students' perceptions of eight actual clients and their level of ego development revealed no significant main effects or interaction of either ego level or experience level on the structural complexity of client perceptions. Students at high ego levels described their clients more frequently in interactional terms than did those at low ego levels.
Essential Characteristics of Master's Level Counselors: Perceptions of Agency Administrators
Authors: COOK ELLEN PIEL , BERMAN ELAINE , GENCO KATHY , REPKA FRAN , SHRIDER JUDITH
Published: December 2011

The purpose of this study was to determine to what degree the Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards represent skills and knowledge that mental health agency employers use to judge candidates for master's level counseling positions. A total of 84 professionals who hired master's level counselors in their agencies rated the likely effect of each CACREP knowledge and skill area on their judgment of a potential candidate. Respondents also checked specific knowledge and skills they considered important and the type(s) of master's degrees typically possessed by counselors hired by their agency. Data suggested that each knowledge and skill area may have a moderate to significant impact on the employers' judgments, although some competencies were clearly seen to be more relevant than others. Family intervention was the most highly endorsed specialization, and candidates with social work degrees were hired far more frequently than was any other single type. Implications for counselor education programs and graduates are discussed.
Leadership in Guidance: A Survey of School Counseling Supervisors
Authors: WILSON NATALIE SUSAN , REMLEY THEODORE P.
Published: December 2011

The authors present the results of a survey of district‐level school counseling supervisors in Virginia. The results indicate that few school divisions employ individuals with the title of guidance supervisor. In divisions where such positions exist, they are staffed most often by individuals with guidance training and experience. The supervisors surveyed indicated that they spend a substantial portion of their time providing direct consultative support and assistance to counselors, engage in few research activities, and have few consultative contacts with counselor educators. Recommendations regarding school counselor supervision are offered based on survey data.
A Review of Consultation: Practice and Practitioner
Authors: KURPIUS DeWAYNE J.
Published: December 2011

This article is a review of Consultation: Practice and Practitioner, by Jonell Kirby, who is both editor of the book and a contributing author. In the preface of the book Kirby states that, “Consultation is replacing referrals for comprehensive treatment and services” (Kirby, 1985, p. vii). Kirby proposes that consultation will fill the gap between the general practitioner helper and the specialized expert. In the past, when a client required help outside of the specialist's expertise, the client was referred to another practitioner, creating a situation that often confused the client and caused the original service provider to worry about the client's welfare. This book is based on the beliefs and experiences of seven contributors. In the first two chapters the authors discuss the general nature of consultation; the remaining chapters focus on specific settings such as schools, hospitals, business settings, mental health centers, and police departments.
The Discovery of Personal Meaning: A Goal for Counselor Training
Authors: HILLS MARCIA
Published: December 2011

The argument is presented that personal integration and transfer of interpersonal skills is more likely to occur if significant attention is given to the learning phase of skills training. Guidelines are presented to help trainers create conditions that encourage learners to discover the personal meaning of these skills. These guidelines are part of an integrative approach that seeks to acknowledge what learners bring to training, to encourage learners to respect their own abilities and reactions to training, and to coach learners to use skills in ways that fit their individual styles and contexts.
A Proposed Model for Peer Supervision
Authors: REMLEY THEODORE P. , BENSHOFF JAMES M. , MOWBRAY CAROL A.
Published: December 2011

Many counselors find themselves in settings where supervision of their clinical skills is not available. A peer supervision model is proposed that will provide practitioners with an opportunity to monitor their practice, increase self‐confidence, and further develop their counseling skills.
Ethical Practices of Licensed Professional Counselors: A Survey of State Licensing Boards
Authors: HERLIHY BARBARA , HEALY MADELYN , COOK ELLEN PIEL , HUDSON PAT
Published: December 2011

The authors report results of a survey, conducted in 1986 by the Association for Counselor Education and Supervision (ACES) Ethics/Professional Practices Interest Network, of licensing boards in the 10 states that had enacted professional counselor licensure laws by the end of 1984. Data are reported regarding the number of counselors licensed in each state, the nature and extent of ethical violations claimed, dispositions of the complaints by the boards, the applicants' performance on ethics sections of licensure examinations, and the levels of concern expressed by board representatives regarding the ethics preparation and ethical practices of licensees. Implications of findings for counselor educators and supervisors are discussed.
Broadening the Focus of CES
Authors: Bradley Richard W.
Published: December 2011

In my application letter seeking the Counselor Education and Supervision editorship, one direction I encouraged was the following:

With declining interdivisional memberships in AACD, I'd encourage CES to be the forum for discussing teaching techniques, be they for career, group, mental health, or supervision of these types of counseling.
The Counselor's Role in Mental Health: An Evaluation
Authors: WEST JOHN D. , HOSIE THOMAS W. , MACKEY JAMES A.
Published: December 2011

This study was a follow‐up investigation on the counselor's role in community mental health. We surveyed 170 multiservice mental health agencies to evaluate counselor job performance. We received 150 responses. In general, we noted that master's degree level counselors delivered direct care services in a competent manner. The findings also indicated that counselor education departments should consider strengthening student knowledge of psychotropic medication, psychopathology, individual assessment, and use of the Diagnostic and Statistical Manual of Mental Disorders (DSM‐III) (Williams, 1980). Finally, analysis of the data suggested that counselor educators should encourage students to pursue continuing education in program evaluation and budget planning.
Consultation Training in Master's Level Counselor Education Programs
Authors: BROWN DUANE , SPANO DAVID B. , SCHULTE ANN C.
Published: December 2011

The purpose of this research was to update and extend the survey of training practices conducted by Splete and Bernstein (1981). More counselor education programs are offering individual courses in consultation to their master's students, but the preferred method of delivering consultation coursework still seems to be integrating it into other courses. Little consensus was found among program administrators regarding topics covered in didactic experiences. The majority of the respondents reported offering some fieldwork in consultation, either as a requirement or as an elective.
An Attributional Approach to Counselor Supervision
Authors: STERNITZKE MARY ELLEN , DIXON DAVID N. , PONTEROTTO JOSEPH G.
Published: December 2011

The supervision process is examined from an attributional perspective. Counselor supervision is conceptualized as an interactional process in which trainees learn to describe and manage cause‐effect relationships. Attribution theory from the social psychological literature is reviewed, and common biases and errors in the attribution process are discussed in terms of their relationship to supervision. Finally, several interventions are proposed to help supervisors minimize the influence of these attributional biases on their own and their trainees' perceptions and behaviors.