bluuebunny/crossref_metadata_2025 huggingface dataset:
Developing a Conceptual Article for Publication in Counseling Journals
Authors: Watts Richard E.
Published: December 2011

This article seeks to help authors better understand the purpose, process, and procedures for developing a conceptual manuscript for publication in counseling journals. The author explains the basis of a conceptual article, discusses how authors may generate ideas for writing such articles, and describes a process for developing a conceptual article.
Publishing International Counseling Articles
Authors: Hohenshil Thomas H. , Amundson Norman E.
Published: December 2011

This article begins with a rationale for including international articles in the Journal of Counseling & Development. Then, 2 general categories of international articles are described. First are articles that provide a general overview of counseling in a particular country. The 2nd category is more general and might involve international counseling research, counseling practice, or theoretical issues. A list of English‐language international journals is also included.
Translating Career Theory to Practice: The Risk of Unintentional Social Injustice
Authors: Sampson James P. , Dozier V. Casey , Colvin Gloria P.
Published: December 2011

An important aspect of social justice involves ensuring that effective career guidance is readily accessible to all citizens. The career theory used to guide the delivery of career services can contribute to or detract from social justice. This article examines the translation of career theory to practice, the effectiveness of career interventions, and access to career guidance. Collaborative career counseling is presented as an intervention to improve access to career services.
Prenatal Depression: Best Practice Guidelines for Diagnosis and Treatment
Authors: Choate Laura H. , Gintner Gary G.
Published: December 2011

The purpose of this article is to provide counselors with an overview of best practices for the treatment of women who experience prenatal depression (PND). The authors first discuss issues in the screening and diagnosis of PND. Next, the 2 most common treatments, antidepressants and psychotherapy, are reviewed and discussed in relation to current best practice guidelines. Guidelines for counselors' roles in treatment and advocacy are also provided.
The Systems Approach and Counselor Education: Basic Features and Implications1
Authors: Thoresen Carl E.
Published: December 2011

Radical changes in contemporary society are altering the lives of individuals in pervasive ways. Counselors are typically oblivious to these revolutionary changes due, in part, to inadequate and outdated professional education. Counseling viewed as a complex of social‐psychological processes — as an applied behavioral science — needs the powerful framework provided by a “systems approach.” A system is viewed as a structure which functions as a whole due to the interdependence of its parts. A systems approach in counselor education emphasizes how specific training components can be combined most effectively and efficiently to produce outcomes stated in terms of trainee behaviors (performance). Basic characteristics of a systems approach include: (a) behaviorally stated performance objectives; (b) careful attention to relation of components; (c) information flow and feedback mechanisms; and (d) man‐machine combinations. Models such as flow charts and simulation techniques are also typically involved. A systems approach, it is argued, will encourage the asking of more relevant and answerable questions. Although it may be viewed by some as too scientific, mechanistic, or complicated, a systems perspective holds the promise of more effectively preparing counselors for contemporary clients.
The Coached Client as a Research and Training Resource in Counseling
Authors: Whiteley John M. , Jakubowski Patricia A.
Published: December 2011

Coached client methodology can be an important resource in the education of student counselors by simulating a counseling experience with a standard client stimulus before actual counseling is begun. The authors carried out the following procedures for establishing and maintaining standard client consistency: (a) development of a general concept of the content of the client's role; (b) incorporation of specific information about the coached client in a cumulative folder to be used by the counselor; (c) development of specific client statements as essential aspects of the client's role; (d) training the coached client to incorporate all essential statements into his role; (e) assessment of client consistency across interviews with different counselors. Research applications of coached client methodology were discussed as well as its use by schools in the hiring of counselors. Editor Abstract
Evaluation of Education for the Professions
Authors: Ohlsen Merle M.
Published: December 2011

All who educate for the professions share certain common problems: (a) defining the professional's role in precise terms, (b) identifying the essential components to prepare him to function in that role, (c) developing these into an adequate program, (d) selecting good prospects for the profession, (e) appraising the adequacy of the program, and (f) encouraging the growth of professionals in practice. Because instruments available for screening prospective professionals are far from perfect, and using the data obtained from them tends to involve tough decisions, too many who educate for the professions tend to rely primarily on candidates' earlier academic records and measures of scholastic aptitude. Instead, they must continue to try to identify those unique factors which contribute to success in practice and develop measuring instruments, observation techniques, and/or standard interviews which can be used to predict success prior to admission to professional preparation programs. Finally, there can be no substitute for committed staff members who can teach, who care about their students as persons, who can encourage and excite learning, and who can do the necessary research to improve the quality of professional services.
A Method of Self‐Evaluation for Counselor Education Utilizing the Measurement of Facilitative Condition
Authors: Martin Donald G. , Gazda George M.
Published: December 2011

A pretest‐posttest control group design was used to test the value of employing four psychotherapeutic interaction scales for self‐evaluation. The counselor‐offered conditions of empathy, non‐possessive warmth, genuineness, and intensity of interpersonal contact were self‐evaluated by 44 counselors following their counseling interviews. These evaluations were compared with supervisors' evaluations of the tape recorded sessions. Findings showed that (a) the gain in offered therapeutic conditions was significant on all scales for the experimental group but on only two scales for the control group; (b) the amount of gain for the experimental group was significantly higher than that of the control group on only one scale (Empathy); (c) counselor/supervisor evaluations showed highly significant concurrent validity; and (d) basic counselor personality orientations such as self‐concept strength and defensiveness generally showed no correlation with accuracy of self‐evaluation on the scales.
Ratings by Counselors Without Teaching Experience And Their Principals Regarding Performance of Guidance Functions
Authors: Hopper Gordon , Brown Duane , Pfister Susan
Published: December 2011

This study compared principal and self ratings of performance of guidance functions for practicing counselors who did not have teaching experience. The sample consisted of 43 counselors and their principals from throughout the United States. The ratings indicate better‐than‐average initial counselor acceptance by administrators, teachers, students, and parents with the degree of acceptance being greater after they had counseled for a while. Principal and self ratings differed significantly on initial acceptance by students and present acceptance by other counselors. Ratings of acceptance by both school psychologists and social workers were below average. There was no significant difference in counselor and principal ratings of counselor understanding of various school procedures and policies or of their ability to perform basic guidance activities. A majority of the principals who had worked with the counselors with non‐teaching backgrounds indicated they would recommend the hiring of such a person to their school board.
The Differential Effects of Sequence of Training in Counselor‐Responsive and Counselor‐Initiated Conditions
Authors: Carkhuff Robert R. , Friel Ted , Kratochvil Dan
Published: December 2011

In counterbalanced order trainees of two groups were trained on dimensions as follows: Group A: (a) counselor‐responsive dimensions, (b) counselor‐initiated dimensions; Group B: (a) counselor‐initiated dimensions, (b) counselor‐responsive dimensions. Pre‐, mid‐, and post‐testing indicated that both programs were effective in demonstrating changes in communication and discrimination of both counselor‐responsive and counselor‐initiated dimensions. The counselor‐responsive—counselor‐initiated (R‐I) sequence effected the greatest changes in the counselor‐responsive dimensions in the briefest period of time while not being significantly different from the level of functioning of the counselor‐initiated—counselor‐responsive (I‐R) group on the counselor‐initiated dimensions.
Sensitivity Training as an Integral Phase of Counselor Education
Authors: Reddy W. Brendan
Published: December 2011

A four‐day T‐Group was conducted conjointly with counselor education staff members and practicum students. At the end of the T‐Group significant gains were made on the Barrett‐Lennard Relationship Inventory, a measure of Rogers' conditions of a helping relationship. Three months later clients of the group members rated them on the same measure. A number of significant correlations were found. A follow‐up questionnaire anecdotally supported the findings.
Changes in Altruistic Orientations and Theory Preferences of Beginning Counselors
Authors: Bost David L.
Published: December 2011

While researching clients “from stem to stern” to see what effects participation in counseling may have upon the non‐professional member of the encounter, the field of counseling appears to have ignored the possibility that the “other party,” the counselor, may alter his behavior in some way as a result of counseling relationships. In a modest approach to this question, the author worked with 252 new counselor graduates entering their first professional experience. It was found that certain counselors tend to become more altruistic in their interpersonal orientations during their first year in the field. At the same time, however, the new counselors not only select a counseling theory which is considerably more directive than they believe their teachers would support, but they become even more directive in theory preference during their initial year of experience. The need for more detailed studies of the professional member of the counseling relationship appears obvious.
Characteristics of High‐Rated and Low‐Rated Master's Degree Candidates in Counseling and Guidance
Authors: Jansen David G. , Robb George P. , Bonk Edward C.
Published: December 2011

The relationship between intellective and non‐intellective variables and counseling competence was investigated by comparing student counselors rated as falling within the top 25 percent in overall competence at the end of an evaluation seminar with their counterparts rated in the bottom 25 percent. Competence was operationally defined as a composite of knowledge of counseling theories and techniques, knowledge of and ability to use test data in counseling, and counseling skill. Significant differences between the high‐rated and low‐rated student counselors were observed on the dimension of chronological age, five of six intellective variables, and five of 11 non‐intellective variables.
In‐Service Education of Counseling Supervisors
Authors: Gladstein Gerald A.
Published: December 2011

The literature indicates that little attention has been given to the in‐service education of counseling supervisors. This article describes such a program carried out by the New York State Employment Service and the University of Rochester. Three small groups (total N = 25) met periodically during one year. The group leader helped the members deal with practical, existing problems. He also related these to the theoretical concepts presented in prior institutes. Initial evaluation indicated very positive reactions by the supervisors. Discussion points out the utlization of this model for various types of counseling supervisors.
Changes in Follow‐Up Data Following Marked Changes in a Counselor Education Program
Authors: Scott C. Winfield
Published: December 2011

This study compared follow‐up data for two groups of master's degree alumni of a counselor education program, one of which graduated before marked changes in the program occurred and the other thereafter. The questionnaire data represented 83.5 percent of the first group and 89.6 percent of the second. Findings concerning the instructional program, advisement, and library services showed significant improvement in appraisal reactions of alumni in six of 12 cases, some deterioration in one. equivocal results in another, and no change in four. Employment data showed an increase from 42 to 71 percent of alumni in counseling and guidance positions. Professional membership data revealed a significant trend toward identification with national organizations. It was concluded that significant changes in much follow‐up data occurred after marked changes in the counselor education program studied and that these changes were generally in the direction of further professionalization of counseling and guidance.
The Education of the Guidance TEAM
Authors: Hutson P. W.
Published: December 2011

Assuming that the function of guidance is exercised by a TEAM composed principally of counselor, teachers, and principal, this article reports a study of university catalogues and state certification requirements to ascertain the extent to which teachers and principals are being prepared for their roles in this service. The survey shows that some universities and some certifying authorities recognize this responsibility, but that the majority do not.
The Expression and Perception of Feelings Between Students and Supervisors in a Practicum Setting
Authors: MacGuffie Robert A. , Janzen Frederick V. , McPhee William M.
Published: December 2011

It was hypothesized that over a period of time the interaction between social work students and their field work supervisors would become similar and positive, based upon shared feelings and perceptions. The data presented tend to support this hypothesis. Stability in the student‐supervisor relationship was reached after a period of intensive interaction, and positive dyadic feelings increased as interaction increased. At initial contact there were negative correlations between students and supervisors scores on the perception and expression scales, but after two quarters of continued interaction, these correlations became positive and significant. Finally, it was demonstrated that the students' expressions and perceptions of the relationship became similar to those of their supervisors as time passed.
Finger Blood Volume Responses of Counselors, Counselor Trainees, and Non‐Counselors to Stimuli from an Empathy Test
Authors: Gellen Murray I.
Published: December 2011

Measures of 4 physiological variables were obtained while 30 counselors, 30 counselor trainees, and 30 graduate science majors were evaluating a series of dramatic dialogs and slides taken from an empathy test. Significantly more vasoconstriction, indicative of arousal, was observed in the counselors and counselor trainees than in the science majors. This finding is consistent with the proposal that empathy is related to physiological responses and serves as contributing evidence for criteria in the selection, training, and evaluation of counselors.
A Comparison of the Job Values of Prospective Teachers and Counselors
Authors: Masih Lalit K. , Kushel Gerald
Published: December 2011

This study compared the job values of counselors and teachers. Sixty‐five counselor trainees and 77 teachers under training in the Graduate School of Education of Long Island University responded to a Job Values Questionnaire. The subjects were instructed to rank 11 job values in order of preference. Median rankings for the two samples were secured and analyzed. Results indicated that the ordering of job values for the 2 samples was highly associated. Implications of the findings are discussed and recommendations made for further studies.
Paid Clients in Counselor Education ‐ An Investigation
Authors: Befus Ray , Miller Lyle L.
Published: December 2011

This investigation follows an earlier attempt to evaluate the use of paid clients in practicum work. Pre‐ and post‐counseling responses of paid and unpaid clients, counselors, and counselor supervisors were tested by Fisher's exact probability tables. Before‐counseling paid clients were found to be different from unpaid clients only in that paid clients did not expect counseling to make them more independent in their relationships with other people. Post‐counseling responses did not reveal any significant differences between paid or unpaid clients. Counselors saw paid clients in the way that paid clients saw themselves. Counselor supervisors did not expect significant differences between paid and unpaid clients. The only significant difference in post‐counseling ratings was that neither counselors or counselor supervisors had anticipated that paid clients did want counselors to offer alternative solutions to problems. Differing pre‐counseling responses of unpaid clients and of counselors and counselor supervisors reflected unfounded expectations that unpaid clients would have greater counseling needs than paid clients. All those involved in the study evaluated paid‐client counseling as being a worthwhile experience. The writers encourage further investigation and evaluation.
Characteristics of Counselor Educators
Authors: Scott C. Winfield
Published: December 2011

Counselor educators of 1964 are described comparatively through use of data obtained from a U.S. Office of Education directory of counselor educators and membership directories of APGA and APA. Highest degree groups were used for most comparisons, but ACES regional and professional membership groups were also used. PhDs outnumbered EdDs appreciably and Masters plus Others fell far behind both. Three ACES regions outranked the two others significantly on proposition of PhDs. APGA membership was higher than APA with EdDs ranking first on the former and PhDs on the latter. Employment, certification, and licensure and professional interest data showed PhDs more psychologically oriented than EdDs. Overall, the group represented education more than psychology and limited commitment to and interest in counseling and counselor education.
Self‐Understanding Seminars: The Effects of Group Psychotherapy in Counselor Training
Authors: Woody Robert H.
Published: December 2011

This study was conducted to determine whether significant benefits would be derived from providing counselor trainees with psychoanalytically oriented group psychotherapy. Twenty trainees were divided into 2 therapy groups that met for 30 1.5‐hour weekly sessions. Each experimental trainee was matched with a control (no treatment) trainee counterpart on the basis of sex, number of graduate credits, and counseling specialty. The instruments administered were: the Tennessee Self Concept Scale, the Elmore Psychological Anomie Scale, the Edwards Personal Preference Schedule, and the Porter Counseling Inventory. There were no significant differences on the Tennessee Self Concept Scale. On the Elmore Psychological Anomie Scale, the control subjects had an increase on Valuelessness (p = .181). On the Edwards Personal Preference Schedule, the experimental subjects had an increase on Deference (p = .033) and a decrease on Exhibition (p = .190) and Change (p = .091). On the Porter Counseling Inventory, the experimental subjects achieved an increase in Evaluative (p = .112) and Interpretive (p = .034) responses and a decrease in Understanding (p = .083) responses. The relevance to training of both the lack of definitive differences on some of the variables and the significant findings were discussed. The data were interpreted as providing support for the value of a psychotherapeutic experience as part of training programs, particularly those that accept a psychoanalytic orientation.
Effects of Short‐Term Training Upon Accurate Empathy and Non‐Possessive Warmth
Authors: Truax Charles B. , Lister James L.
Published: December 2011

Twelve experienced counselors engaged in an intensive 40‐hour training program over a two‐week period. It was hypothesized that they would make rapid gains in accurate empathy and non‐possessive warmth and that counselors initially highest on these dimensions would show the greatest increase during training. There was a substantial and significant increase in accurate empathy, but counselors initially high (N = 6) and counselors initially low (N = 6) made approximately equal gains on empathy. No overall gains were made on nonpossessive warmth, and there was evidence suggesting that some decrease may have occurred, particularly within those counselors initially providing high levels of warmth. The pre‐training empathy and warmth levels of these counselors were compared with those in other studies conducted in training programs not providing specific training in empathy and warmth. The comparison data were consistent with the hypothesis that gains on these dimensions occur after the initial graduate training program.
A Factor Analysis of the Role of the State Supervisor of Guidance Services
Authors: Geoffroy Kevin E. , Duncan Jack A.
Published: December 2011

A review of the literature reveals that little research has been conducted on the role of the State Supervisor of Guidance Services. More specifically, the literature review did not yield any factor analysis studies on this role. A questionnaire sent to 280 state directors and supervisors of guidance services in the 50 states was the instrument used to gather the data that was subsequently analyzed on an IBM 360, Model 50 computer. The factor analysis yielded three major categories: Promotion, Service, and Noninvolvement. Since this is the only factor study conducted to date on the role of the State Supervisor of Guidances, it should serve as a foundation for similar future studies.
Implications For Curriculum Development for Rehabilitation and School Counselors
Authors: Moomaw Robert C. , MacGuffie Robert A.
Published: December 2011

The need for rehabilitation and school counselors to develop more productive relationships is discussed. It is suggested that such relationships might be facilitated by the two disciplines sharing mutual courses in graduate school. It is further suggested that the following subject material be considered in developing these mutual courses: (a) educational‐occupational information, (b) personality theory, (c) history of counseling, (d) counseling as a generic base, and (e) practicum training. Other benefits of such a curriculum are discussed.
National Perspectives on State Guidance Office Functions
Authors: Herr Edwin L.
Published: December 2011

This study was designed to identify those guidance functions that national groups of school counselors, counselor educators, and state supervisors agree should be the responsibility of the state guidance office. A 36‐item questionnaire including items descriptive of administrative, regulative, and developmental functions was mailed to random samples of counselor educators (usable returns: 156; 44.7 percent) and school counselors (usable returns: 510; 51 percent) and their responses were compared with those of 113 state guidance supervisors from 37 states. Results identified possible functions as appropriate for the state guidance office, marginally appropriate, nonsupported, and functions over which marked disagreement existed (conflict). Results appeared to support functions of leadership, advocacy, and support rather than administrative‐regulatory functions.
A Factor Analysis of the Role of the State Director of Guidance Service
Authors: Duncan Jack A. , Geoffroy Kevin E.
Published: December 2011

A review of the literature reveals that no research had been conducted on the role of the State Director of Guidance Services. A questionnaire sent to 280 state directors and state supervisors of guidance services in the 50 states was the instrument used to gather the data. By grouping the 15 factors yielded into three major categories—Service, Administration, and Non‐service—a priori observations were confirmed mathematically which lent themselves to a more detailed interpretation. Since the results of this study have been extracted from data supplied by a contemporary group of state directors and state supervisors of guidance services, and since roles change with time, this role study cannot be construed to be final or complete. However, it should serve as a basis for future similar studies.
Review of Research on Practicum Supervision
Authors: Hansen James C. , Warner Richard W.
Published: December 2011

This 10‐year review of articles on practicum supervision examines articles in terms of findings and research design employed. Research is classified according to (a) role of the supervisor, (b) process of supervision, and (c) rating systems in practicum. While the studies reviewed were indicative of prevalent characteristics of counselor candidates and procedures for rating their counseling performance, still unclear are: expected supervisory roles, the effects of various roles on trainee performance, and the differential effectiveness of contemporary methods of supervision in assisting counselors to work more effectively with their clients. More highly refined experimental studies of counselor supervision are urged.
Personality and Attitude Change in Counselor Trainees: An Evaluation
Authors: Mazer Gilbert E. , Engle Kenneth B.
Published: December 2011

Subjects were 22 participants (14 males and 8 females) in a 38‐week Guidance Institute designed to prepare secondary counselors to work with disadvantaged youth. Twenty students with similar characteristics enrolled in the regular counselor education program served as a control group. The Personal Orientation Inventory (POI) and Semantic Differentials were administered to experimental and control subjects at the beginning and end of the Institute program. Results indicated that both groups made significant changes on the POI, with the amount and direction of change favoring the Institute subjects. The authors concluded that the Institute had a highly significant impact on the personal development of participants and that the Institute was more efficient than the regular program in eliciting such change.
An Objective Scale for Content‐Analysis of the Counselor's Interview Behavior
Authors: Wittmer Joe
Published: December 2011

This paper describes a content‐analysis scale, the Counselor Activity Profile, that can be used to objectively and systematically quantify and profile a counselor's interview behavior according to the amount of interview time devoted to various discrete counseling responses. Research done with the scale is also described.
On Racial Gamesmanship and Anti‐Intellectual Attitudes In Counselor Education
Authors: Rousseve Ronald J.
Published: December 2011

Racial gamesmanship and anti‐intellectualism in higher education aided and abetted by guilt‐ridden whites creates a crippling reinforcement for black fantasy and myth‐making. Guidelines for professional action within a framework of rationality and civility are presented toward the end that “our Negro compatriots can acquire those educational skills and technical competencies… that will actually enable them to achieve equality and fulfillment within the context of an American society presently grappling with the burdens of renewal.”
A Scale for Evaluating Practicum Students in Counseling and Supervision
Authors: Myrick Robert D. , Kelly F. Donald
Published: December 2011

This article presents an instrument, the Counselor Evaluation Rating Scale, which can be used as an aid in the systematic evaluation of a student counselor in a supervised counseling experience. Development of the CERS and its reliability are discussed. Some suggestions are offered as to how the instrument can serve as a useful tool for supervisors when faced with the task of conceptualizing and communicating an evaluation.
Educating Who for What?
Authors: ARBUCKLE DUGALD S.
Published: December 2011

This article suggests that basic differences among appropriate methods of counselor education are directly related to one's model of man. Two models of man, the behavioristic and the phenomenological, are discussed. Four major differences among counselor educators are described, and, in each case, the relationship to a particular model of man is examined.
Client Perceptions of Counselors With and Without a Practicum
Authors: PFEIFLE HENRY H.
Published: December 2011

The Counseling Evaluation Inventory (CEI) was used to elicit information about the relationship between secondary school counselors with and without a practicum and their clients. The 167 counselors who volunteered for this study represented a 61 percent return. Analysis of variance procedures were used to test the difference between counselors with and without a practicum and to test the influence of age, teaching experience, counseling experience, and sex on these results. The results indicate that counselors with a practicum experience are rated significantly higher on the CEI than counselors without a practicum. When the factors of age, years of counseling experience, years of teaching experience, and sex were partialled out, client ratings of counselors with a practicum continued to be rated significantly higher than client ratings of counselors without a practicum.
Ohio Counselors Evaluate Their Formal Preparation
Authors: JOSEPH ELLIS A. , DRURY WILLIAM R.
Published: December 2011

This study sought to elicit from certificated school counselors their assessment of the educational programs which prepared them for the work they are doing. Approximately 91 percent of those surveyed responded and indicated how adequate 24 courses and experiences were in preparing them for six selected duties.
Student Counselors' Perceptions of Videotaping
Authors: NILAND THOMAS M. , DULING JOHN , ALLEN VADA , PANTHER EDWARD
Published: December 2011

Counselor trainees' perceptions of inhibition while they were conducting interviews in differently monitored situations (audio‐, video‐, nonmonitor) were studied. The results clearly indicate that beginning counselors perceive monitoring to have an inhibiting effect upon their interview performance. Audio‐monitoring was perceived as less inhibiting than video‐monitoring. Implications concerning uses of video‐monitoring in practicum situations are discussed.
Development of a Pre‐practicum Counseling Skills Model
Authors: HACKNEY HAROLD L.
Published: December 2011

This article presents a model and rationale for training specific counseling skills prior to the practicum experience. Recent research on counseling process and counselor behaviors is integrated into a pre‐practicum training laboratory with the following objectives: reducing social behavior inappropriate to professional counseling, learning to tolerate and use silence as a tool, learning to listen, learning to identify feelings through verbal and nonverbal communication channels, developing a repertoire of counselor responses and counseling strategies, and developing a professional self‐image. Acquisition of these skills and attitudes in a pre‐practicum permits a consultation‐professional model for practicum that focuses upon the accumulation of experience rather than skills.
Dogmatism and Ability To Communicate Facilitative Conditions During Counseling
Authors: FOULDS MELVIN L.
Published: December 2011

This study correlated scores on the Dogmatism Scale with ratings of levels of facilitative conditions offered during counseling for 30 graduate students in a beginning practicum situation. Trained judges rated the levels of empathic understanding, respect or positive regard, and facilitative genuineness the students provided to clients. Results disclosed no significant relationships among the variables under investigation. Several interpretations of these findings were discussed, and suggestions for future research were offered.
A Study of Change in Perception of Self and Ideal Self
Authors: STONER WILLIAM G. , RIESE HARLAN C.
Published: December 2011

A Q‐sort was used to examine the self‐percepts and ideal self‐percepts held by counselors‐in‐training at the beginning and end of a quarter in which they received formal instruction. The aim was to determine the change, if any, as a result of instruction over this period of time. The results indicate no significant difference or change in perceptions of self and ideal self. The high level of congruence between and among the sorts suggests a measure of adjustment by the counselors‐in‐training. Several interpretations of the relationships are offered.
Participant Change During an EPDA Institute: Personality, Attitudinal, and Learning Dimensions
Authors: PIETROFESA JOHN J. , VAN HOOSE WILLIAM H.
Published: December 2011

This article reports a study of personality, attitude, and cognitive changes in experienced pupil personnel workers who participated in a retraining experience at an EPDA Institute. The subjects were from Detroit Metropolitan Area schools that have a large percentage of disadvantaged pupils. The program offered an interdisciplinary approach since its designers believe that traditional approaches are inadequate for disadvantaged youth. Measures were taken of cognitive, attitudinal, and personality need changes in the subjects over two summers and a part‐time academic year. Significant overall content learnings were found, while the most drastic attitudinal changes took place in understanding. The subjects differed from entering counselor trainees and demonstrated more understanding responses than students enrolled in administration.
An Attempt To Measure and Facilitate Counselor Effectiveness
Authors: WARD G. ROBERT , KAGAN NORMAN , KRATHWOHL DAVID R.
Published: December 2011

This study evaluated the use of Interpersonal Process Recall (IPR) with videotape (as opposed to more traditional methods) in improving the effectiveness of practicum students. The practicum students were randomly assigned to one of three treatment groups: (a) a video‐IPR, (b) an audio‐IPR, and (c) supervision using an audiotape of a regular counseling session. Three judges were asked to rate videotapes of 54 practicum students conducting their final counseling session with a coached client. The judges rated two time‐samplings of the final session by means of a scale consisting of three parts: (a) 33 behavioral and feeling items, (b) a single global evaluation representing the normal curve with the baseline divided into eight equal segments, and (c) a request for the judges to write any adjectives or phases that they felt described the practicum student. The results were not as convincing as had been anticipated. This article discusses possible reasons that the results were not convincing and implications the results have for future research within this area of counselor education.
The Relationship of Interpersonal Attraction, Experience, and Supervisor's Level of Functioning in Dyadic Counseling Supervision
Authors: SUNDBLAD LLOYD M. , FEINBERG LAWRENCE B.
Published: December 2011

This study examined the relationship between the facilitative dimensions of empathy, warmth, and genuineness and the variables of interpersonal attraction and experience within the relationship known as counseling supervision. A total of 71 supervisor subjects responded to an author‐constructed analogue of supervision, and their responses were rated utilizing a modified version of the Carkhuff Scales (1969). The results revealed that interpersonal attraction differentially affects the three facilitative dimensions and that experience mediates attraction differentially depending on the type rather than the amount of experience the supervisor has had.
Training of Support Personnel in Three Human Relations Skills: A Systematic One‐Year Follow‐Up
Authors: HAASE RICHARD F. , DiMATTIA DOMINIC J. , GUTTMAN MARY A. JULIUS
Published: December 2011

This article reports a systematic, one‐year follow‐up of trainees taught three human relations skills. Results support the conclusion that response‐contingent behavior decreases when supervisor reinforcement is not present. The results and their implications for training support personnel and counselors via the microcounseling paradigm are discussed.
Games Counselor Trainees Play: Dealing with Trainee Resistance
Authors: BAUMAN WILLIAM F.
Published: December 2011

Fear of personal change makes many beginning counselors resist the help and guidance offered them in the practicum setting, often leaving their supervisors perplexed and frustrated. Types of resistance used by counselors and examined in this article are submission, turning the tables, the “I'm no good” attitude, helplessness, and projection. Methods and techniques available to supervisors in dealing with such resistance and discussed here are interpretation, feedback, clarification, generalization, ignoring, role‐playing, the alter‐ego technique, and audiotaping.
Effects of Supervisor Style on the Learning of Empathy in a Supervision Analogue
Authors: PAYNE PAUL A. , WINTER DONNA E. , BELL GLENN E.
Published: December 2011

Effects of supervisor style (techniques‐oriented, counseling‐oriented, and placebo‐oriented) and the presupervision conditions of audio modeling versus no modeling were examined in a supervision analogue. Six groups of 18 trainees heard three sets of recorded client statements and responded as counselors. Supervised groups had two 15‐minute conferences with supervisors between sets 1 and 2 and between sets 2 and 3. Control groups received no supervision. Among supervised groups only those trainees receiving the techniques‐oriented supervision showed significant improvement in rated level of empathy. Significant learning effects from the presupervision use of audio modeling were also found.
Encouraging Counselor Trainee Affective Group Behavior by Social Modeling
Authors: RANK RICHARD C. , THORESEN CARL E. , SMITH RICHARD M.
Published: December 2011

Can the planned social modeling of affective, group‐focused, personal responses significantly increase such group behaviors in counselor trainees? In the study reported here 32 counselor trainees were randomly assigned to four practicum discussion groups: two video social model groups, one video lecture group, and one discussion group (eight in each group). Pre‐ and post‐response frequencies were analyzed from audiotapes of the counseling groups to study type of delivery, content, process, and focus. Social modeling treatment significantly increased the response frequencies on all measures, while insignificant changes were generally found for the video lecture and group discussion treatments. Questions about social modeling variables and the usefulness of planned modeling in training are considered.
SARGO: A Training Program for Directors of Guidance Services
Authors: FREDRICKSON RONALD H. , POPKEN CHARLES F.
Published: December 2011

SARGO consists of 13 simulation units that have been developed for training potential directors of guidance. Responses of employed directors of guidance to a questionnaire on their specific duties formed the basis for the simulation unit topics and activities. Role‐playing, case studies, in‐basket/out‐basket techniques, critical incident films, and program development were some of the activities used within each SARGO unit. Each trainee operated in a simulated school of his own design. Trainees reported that the semester‐long simulation program was interesting, motivating, and realistic. The significant change in accuracy of trainee estimates of time that directors spent in a variety of activities was measured.
Comparison of Training Devices for Teaching Emotional Discrimination
Authors: DiMATTIA DOMINIC J. , ZIMMER JULES M.
Published: December 2011

This study compared two training methods for preparing counselors to discriminate verbal, facial, and voice cues that are associated with the emotion of depression. One hundred and fourteen upperclass students were randomly assigned to one of three treatments: (a) programmed text, (b) video presentation, or (c) control (no training). All subjects then responded to a videotape criterion measure compiled from actual counseling sessions. Three completely randomized, single classification analysis of variance designs were employed to analyze the data. Results showed programmed text treatment to be more effective in teaching discrimination of depressive cues than the video presentation. Implications for counselor education and suggestions for further research are given.
Postgraduate Secular Education in Counseling for Clergymen: Proposals for Coordination
Authors: KNIGHTS WARD A.
Published: December 2011

The time has come for closer coordination between secular postgraduate education in counseling and counselor training of clergymen under religious auspices. Secular and religious educational objectives for competent counselors are similar—both desire to train individuals who can meet the needs of other people. Any uniqueness that may belong to the clergyman as a counselor lies within the context of competent counseling, not outside of it. If people's needs for counseling are to be more fully met there must be a new effort toward coordination. If such coordination can be effected, both education and religion will be enriched. Action can begin at the local level in practical ways.
The Effects of Group Supervisor Roles on Practicum Students' Interview Behavior
Authors: AUSTIN BRIAN , ALTEKRUSE MICHAEL K.
Published: December 2011

This study investigated the effects of two supervisory roles (restrictive and nonrestrictive), when used within the small group practicum seminar, on counselor trainees' ability to emit understanding, affective, and exploratory responses in their final counseling interviews at the end of training. These results were compared to those of a control group that did not use a supervisor. Significant differences were observed only in the ability of the trainees to emit understanding responses.
Teaching a Course in Counseling Theories and Practice: Description and Evaluation
Authors: BURCK HARMAN , JACOBS EDWARD , SAUBER RICHARD , STONE WINIFRED , THOMSON WILLIAM
Published: December 2011

This article describes and evaluates an innovative way to teach a counseling theories and practices course to beginning counseling students. Cognitive and affective learning processes, continuous and systematic feedback, small group dynamics, and a cross‐sectional approach to teaching theoretical concepts and techniques are described. This approach was implemented by using the following instructional format: didactic, demonstration, task simulation, and self‐exploration. Evaluation included self—peer, student‐staff, and staff‐student evaluations and used measures obtained from six instrumented indices. Results suggest that this approach might be a useful alternative to teaching the traditional didactic course in theories and practices of counseling.
Effects of Verbal Interaction Analysis Training with Counseling Practicum Students
Authors: GADE ELDON , MATUSCHKA ERNEST
Published: December 2011

This article investigates differences in counselor verbal style and type of counselee talk in two groups of counselor trainees. The first group consisted of 15 counselor trainees who received a training program with an Amidon‐type Verbal Interaction Analysis System; the second group was a control group of 15 counselor trainees who received no interaction analysis training as part of a semester‐long counseling practicum. The results indicated that the counselors receiving interaction analysis training tended to talk less and Use indirect influence techniques more often than the counselor trainees in the control group. Clients of the counselors in the experimental group tended to talk more often and use more self‐initiated talk than did the clients of counselors in the control group.
Systems Evaluation in Counselor Education
Authors: BERGLAND BRUCE W. , QUATRANO LOUIS
Published: December 2011

Counselor education suffers from a lack of emphasis on evaluation of counselor training programs. In response to this problem, a systems analysis‐based approach to evaluation is presented and discussed. The approach, which involves performance testing and system monitoring, has sufficient flexibility to be used in programs with divergent theoretical orientations.
Peer Evaluation and Practicum Supervision
Authors: FRIESEN DELOSS D. , DUNNING G. B.
Published: December 2011

An investigation was made to determine the interrater reliability and validity of peer evaluations in a practicum setting. The interrater reliability on the Rating Scale of Counselor Effectiveness was high. Validity was determined by comparing student evaluations with supervisor evaluations. Agreement shown by rank order correlations was high, but differences in absolute scores between student and supervisor were significant with students consistently rating their peers higher.
Critical Incidents in Counseling: Simulated Video Experiences for Training Counselors
Authors: SPIVACK JAMES D.
Published: December 2011

This article explains the rationale, development, and use of a simulation approach to training counselors in which videotaped vignettes of critical incidents that occur in the course of establishing and maintaining a helping relationship are presented to trainees as stimuli. Through the use of this approach, trainees can learn to identify and understand client communications, their own reactions and communications, and the bilateral nature of the counseling relationship.
Changes in the Perception of the Counselor: Self, Ideal Self, and Self as Judged by Peers
Authors: REDFERING DAVID L.
Published: December 2011

Thirty counseling practicum students' perceptions of self as counselor, ideal counselor, and self as counselor as perceived by other practicum students were measured by the semantic differential technique before and after the supervised practicum experience. Posttest perceptions of self as counselor, ideal counselor, and ratings by other practicum group members were significantly closer to the hypothetical model counselor than were the pretest ratings.
Microcounseling: Techniques in Assessing Clients' Attitudes toward Guidance Tests
Authors: MILLER C. DEAN , MORRILL WESTON H. , IVEY ALLEN E. , NORMINGTON CHERYL J. , UHLEMANN MAX R.
Published: December 2011

Microcounseling techniques were used to conduct an experimental study. The objective was to train naive college students who were interested in counseling to assess clients' attitudes toward guidance tests. A correlation of .797 was obtained between clients' ratings of attitudes toward tests and the trainees' ratings of clients' attitudes toward tests. Findings were consistent with the results of other microcounseling studies. Individual differences among the trainees were noted and comparisons were made between the trainees' own ratings, judges' ratings, and clients' ratings of trainees. Lack of a control group imposes a serious limitation on interpretation of the results.