bluuebunny/crossref_metadata_2025 huggingface dataset:
Simulated Consulting Experiences in Counselor Preparation
Authors: PANTHER EDWARD E.
Published: December 2011

Simulation, using role‐playing and commercially available materials, was used to provide counselor‐teacher consultation experience for counselor trainees. Students in a master's level guidance program worked with teachers in a consultative situation on a series of problems. Representative situations in which a teacher might consult with a counselor about possible courses of action in solving a problem were presented via simulation. Experienced teachers rated the adequacy of counselor recommendations concerning the problem situation. The trained counselors' recommendations were rated as superior (p < .01 level) to those of untrained counselors. These results support the use of simulation as a technique for counselor education. Implications for counselor education programs are discussed.
Toward the Development of Facilitative Counselors: The Effects of Practicum Instruction and Individual Supervision
Authors: PIERCE RICHARD M. , SCHAUBLE PAUL G.
Published: December 2011

The functioning of 22 counseling and therapy practicum students on the dimensions of empathy, regard, genuineness, and concreteness was assessed over a 20‐week period. Predictions of growth were made on the basis of the level of functioning of individual supervisors and practicum instructors. It was found that those students with high‐level practicum instructors and high‐level individual supervisors showed significant growth. The students with high‐level practicum instructors and low‐level individual supervisors also showed significant gains but took a longer period of time to do so. Those students with low‐level practicum instructors and low‐level individual supervisors showed no growth on these dimensions.
A Study of the Effects of Group Sensitivity Training with Student Counselor‐Consultants
Authors: MYRICK ROBERT D. , PARÉ DONALD D.
Published: December 2011

The use of group sensitivity training within a counselor education program was studied. It was hypothesized that participation would have a positive effect on participant self‐concept, would increase the effectiveness of the participants in emitting the core dimensions of empathy, warmth, and genuineness during counseling, and would make the participants more effective in offering the core dimensions in counseling than would be members of a control group who did not receive such training. Members of a National Defense Education Act Institute for Counselor‐Consultants were randomly assigned to the treatment and control groups. Measurements consisted of a self‐report on self‐concept and independent ratings of audiotapes based upon the core dimensions. Analysis of the data did not reveal significant findings, thus the hypotheses were not supported.
Administrator, Director, Supervisor—Would You Accept Chief?
Authors: HAYS DONALD G.
Published: December 2011

There is confusion in pupil services about the duties and the titles of those individuals given systemwide responsibilities. Regardless of the size of the organization, leadership responsibility in a program of pupil personnel services is basically a task of administration. This article proposes a system consisting of titles and duties for various levels of organization. In conclusion, a six‐step outline of suggestions for clarifying the confusion is offered.
Effect of Experimentally Induced Sets of High and Low ‘Expertness' During Brief Vocational Counseling
Authors: GUTTMAN MARY A. JULIUS , HAASE RICHARD F.
Published: December 2011

A study was designed to evaluate the effects of an experimentally induced set of “expertness” on clients' evaluations of their selected experiences during brief vocational counseling. Thirty‐one college freshman males were randomly assigned to two induced sets of high and low expertness, and client responses to both quantitative and qualitative aspects of the interview were obtained. The results suggested that (a) clients responded more favorably to relationship aspects of the interview with a counselor who was introduced as a nonexpert than with a counselor who was introduced as an expert, (b) informational recall was greater for clients interviewed by the expert counselor, and (c) global ratings of counselor effectiveness did not differentiate between expert and nonexpert counselors. Implications for counselor training and counselor practice are discussed.
Counselor Comfort, Counseling Climate, and Client Satisfaction: Client Ratings and Academic Improvement
Authors: RICKABAUGH KARL , HEAPS RICHARD A. , FINLEY ROBERT
Published: December 2011

This study examined client perceptions of counselor comfort, counseling climate, and client satisfaction as measured by the CEI relative to counselors described as high‐effective or low‐effective in terms of changes in client academic performance before and after group counseling. The results indicated that the client's perception of the comfort of the counselor in a group setting is significantly related to counselor effectiveness as measured by GPA change. The overall counseling climate and the client's estimate of his satisfaction were found not to be related to counselor effectiveness.
Anxiety and Empathy in a Counseling and Guidance Institute
Authors: PENNSCOTT WILLIAM W. , BROWN DARINE F.
Published: December 2011

This article investigates the relationship between anxiety and the development of empathy in counselor trainees during a full‐year counseling and guidance institute. Anxiety was assessed three times during the program and empathy twice. It was found that anxiety decreased significantly during the course of the institute. No significant relationship was found between anxiety and empathy changes. It appears that such changes in trainees may be related to length of training. It is suggested that research concerning effects of training be longitudinal and focus on trainee change throughout the training period.
The Sixteen Personality Factor Questionnaire as a Predictor of Counselor Effectiveness
Authors: MYRICK ROBERT D. , KELLY F. DONALD , WITTMER JOE
Published: December 2011

This study examined the usefulness of the Sixteen Personality Factor Questionnaire in differentiating characteristics of counselors who were rated effective and ineffective. Eight of the factors achieved significance in distinguishing between these groups. Only two factors were found to differentiate male and female counselors (p < .10).
Creative Projects: A Place in Counselor Education
Authors: Meyer James B.
Published: December 2011

During the past 15 years, a series of dramatic and important changes in the conceptualization of counseling theory and practice has occurred. However, concomitant changes in counselor education theory and practice have not kept pace. Blocher (1968) addressed himself to this problem in the following way:
Laboratory to Classroom: The Practical Application of IPR in a Master's Level Prepracticum Counselor Education Program
Authors: SPIVACK JAMES D.
Published: December 2011

This controlled study analyzed the comparative effectiveness of two prepracticum methods on the subsequent interviewing skills of candidates for a master's degree in counseling. One method was based on a theory of counselor developmental tasks and was implemented by a specific use of the Interpersonal Process Recall (IPR) technique. The other, a more traditional prepracticum, consisted of an overview of counseling theories and practices and made extensive use of group discussion presentation and critiques of prerecorded audio‐ and videotapes. The results of the study indicate that it is possible to incorporate media techniques into a training model within the financial and time limitations of an ongoing master's level program. The IPR training procedures studied were run entirely by advanced graduate students, using one video‐recording facility and no faculty time. The statistically significant results of the present study are especially meaningful because they replicate the positive findings of previous studies, and also because the results were obtained in an ongoing course offered by the university and not in a laboratory or special training setting.
Differences among Male A, B, and C Master's Degree Candidates in a Counseling Practicum
Authors: JANSEN DAVID G. , ROBB GEORGE P. , BONK EDWARD C.
Published: December 2011

Little or no research has been done on the counseling practicum grade as a measure of counseling effectiveness. This study explored the intellective and nonintellective differences among males with A, B, and C grades in the counseling practicum. Significant differences among grade categories were observed on 7 of 17 variables. The nature and direction of the differences among males with grades of A, B, or C suggested that practicum grades tend to make valid discriminations between candidates with high and low potential as counselors.
A Behavioral Model for the Practicum Supervision of Counselor Candidates
Authors: DELANEY DANIEL J.
Published: December 2011

This article presents a behavioral model of supervisor behavior for the counseling practicum that involves supervisor, counselor, and client. Five identifiable stages in supervision are presented: (a) the initial session, (b) the development of a facilitative relationship, (c) goal identification and determination of supervisory procedures, (d) the use of supervisory techniques and procedures, and (e) termination and follow‐up. This supervisory process between supervisor and counselor is related to the counseling process between counselor and client.
Counselor Use of Multifactor Intelligence Tests, or: What Happened?
Authors: SHULTZ JOHN L. , KLEIN ALICE E.
Published: December 2011

The initial purpose of this study was to determine how counselors used information yielded by multifactor intelligence tests. Data from questionnaires sent to secondary school counselors in two states, however, revealed enormous percentages of nonclassifiable responses regarding these tests. The proportion of nonclassifiable responses varied from 38 percent on questions concerning where different scores were recorded to 70 percent on questions concerning which IQ scores were most and least predictive of scholastic achievement. Consequently, the study concentrated on the reasons for the large number of unusable responses. The findings seemed to indicate a tendency on the part of counselor educators to downgrade the importance of accurate test interpretation.
Implementing the On‐Site Supervision Model
Authors: NELSON RICHARD C. , SEGRIST ALLEN E.
Published: December 2011

This article is a companion piece to “A Model for On‐Site Supervision of the School Counselor,” which appeared in the December 1972 issue. It describes the perceived value of on‐site supervision by trainees and the possibilities of converting on‐site supervision into a continuing inservice experience for counselors.
A Prepracticum Laboratory Training Experience
Authors: EMENER WILLIAM G.
Published: December 2011

This article reviews the literature pertinent to prepracticum laboratory experiences in counselor education and describes the elements and the evaluation of one such program.
Personality and Functional Specialty Preference of Prospective Counselor Educators
Authors: RANDOLPH DANIEL LEE
Published: December 2011

This study examined the personality needs of doctoral students in counselor education who preferred functional specialties as administrators or practitioners. The sample consisted of doctoral students in counselor education at 20 southern universities. Achievement, dominance, order, and social recognition needs, as measured by the Personality Research Form (PRF), were found to differentiate between the groups.
Establishment of Vocational Guidance Priorities
Authors: MANNING PAUL C. , GAY LORRAINE R.
Published: December 2011

A matrix of priorities was developed and analyzed in order to establish levels of priority within vocational guidance. Inputs were collected from Florida legislation, the Florida Department of Education, professional educators, and vocationally‐oriented advisory committees. By cross‐referencing the resulting comprehensive list of priorities with corresponding input sources, degree of agreement between these sources was determined. The degree of agreement determined the priority level assigned to each entry, such that priority entries for which there was 100 percent agreement were established as Level I priorities. It was determined that the highest priorities in Florida are currently expanded utilization of paraprofessionals and development of career exploration curricula.
Paraprofessional Trainees and Counselor Education Students: A Comparison of Personality and Predicted Counseling Effectiveness
Authors: WEHR MARCIA , WITTMER JOE
Published: December 2011

This study compared 55 counselor education students with 34 junior college students being trained as counseling paraprofessionals, regarding their personality and predicted counseling effectiveness. All members of both groups were enrolled in practicums at their respective institutions. The two groups differed significantly on 8 of 16 personality characteristics as measured by the 16 Personality Factor Questionnaire. And a higher percentage of the paraprofessionals received lower ratings as determined by a regression equation used to predict counseling effectiveness.
Counselor Personality Needs as a Determinant of Functional Specialty Preference
Authors: RANDOLPH DANIEL LEE
Published: December 2011

The objective of this study was to determine whether personality needs discriminate between counselor trainees who prefer the administrator specialty and those who prefer the practitioner functional specialty. Doctoral students in counselor education at 20 southern universities were asked to complete a three‐item questionnaire designed to determine functional specialty preference. Sixty‐two subjects who indicated a preference for the administrator functional specialty and 63 subjects who chose the practitioner functional specialty completed the Personality Research Form (PRF). Stepwise discriminant analysis was used to determine the efficacy of PRF variables in discriminating between the administrator and practitioner groups. The results suggest that the PRF may have value as a tool in the selection of counselors.
A Model for Retooling School Counselors
Authors: PULVINO CHARLES J. , PERRONE PHILIP A.
Published: December 2011

If school counseling is to continue as an ongoing dynamic profession, counselor educators must address their attention to the improvement of practitioner competencies as well as toward counselor preparation. The development of a program designed to accomplish both tasks must be dependent upon the needs of counselors, counselor educators, and considerations emanating from the environments in which they work. The purpose of this paper is to share one educational approach which can facilitate movement toward achievement of these desired needs.
Counselor Educator and Administrator: What Do They Want From Each Other?
Authors: BOLLER JON D.
Published: December 2011

Unfortunately, a relatively large majority of teachers, school administrators, and other school personnel view the counselor and his function in a vastly different perspective than do his mentors, the counselor educators. In an attempt to bring the academic world together with the world of reality (the school community), a workshop format was developed to provide counselor educators and top‐level school administrators an opportunity to meet and to discuss issues of mutual concern. Although some of the issues generated would seem fairly commonplace in another context, here they served to bring about considerable rapport and good feeling between the counselor educator and the administrator. Indications are that further workshops be held to bring school people and counselor trainers together, to serve both the purpose of acquainting the school person with the counselor's perceived function, and to introduce the counselor trainer to the real problems of the school environment. Not of small significance are some of the misconceptions that administrators have concerning the activity of the school counselor, due in part to the lack of communication between administrator and training institution and vice versa.
Effectiveness Ratings of Counselors without Teaching Experience
Authors: DILLEY JOSIAH , FOSTER WILLIAM , BOWERS IMOGEN
Published: December 2011

Counselors without teaching experience were compared with counselors from the same graduate counselor education program with teaching experience and with other first‐year counselors raters had known. Ratings were made in school employment settings by supervisors, principals, and associates of the rated counselors by indicating their relative effectiveness on each of five dimensions. On the first three, counselors without teaching experience were rated as effective or more so than other first‐year counselors the raters had known. On the fifth—overall performance—two‐thirds of the nonteaching counselors were rated as more effective. It was concluded that teaching experience does not seem to be necessary for the preparation of competent school counselors. It is recommended that biases and requirements against the employment of counselors without teaching experience be eliminated.
Graduate Students in Education: A Comparison of Counselor, Supervisor, and Teacher Candidates
Authors: JANSEN DAVID G. , BONK EDWARD C. , ROBB GEORGE P.
Published: December 2011

Male and female graduate students majoring in counseling and guidance were compared with their peers specializing in supervision or a teaching field. Significant differences among subgroups of both sexes were observed on both intellective and nonintellective variables. Male counselor candidates were more clearly differentiated from noncounseling majors than female counselor candidates. However, the similarities among categories of graduate students in education were more striking than the differences. It appeared that groups of education students differed more markedly from men and women in general than from each other. It was suggested that groups of individuals who have completed a bachelor's degree in education are significantly better adjusted than men and women in general and that differences among large subgroups of graduate students in education tend to be small because teachers are not a normal sample.
Counselor Characteristics and Effectiveness in Serving Economically Disadvantaged and Advantaged Males
Authors: SHELTON JUDITH E.
Published: December 2011

This study compared the personality characteristics, determined by the Sixteen Personality Factor Questionnaire (16 PF), of practicing junior and senior high school counselors serving economically disadvantaged and economically advantaged males. A Counseling Evaluation Inventory (CEI) composite client‐rating score, derived from seven male clients and determined for each counselor, was the effectiveness criterion. Male clients from both economic populations perceived as effective those male counselors who expressed characteristics associated with the popular American masculine stereotype and those female counselors who showed characteristics associated with the popular American feminine stereotype. The IPAT specification equations, one for each sex applied to the results of the 16 PF, provide a practical screening device for predicting counselor effectiveness with both economically disadvantaged and advantaged male clients.
Counseling Interview Techniques: A Comparison of Theory and Practice
Authors: KLAS LEROY D. , PETERS HERMAN J.
Published: December 2011

The purpose of this study was to analyze counseling interview techniques learned while in counselor preparation in relationship to those techniques that secondary school counselors considered useful in actual secondary school counseling.
Differential Effects of Two T Group Styles
Authors: BOLLER JON D.
Published: December 2011

This article presents a rationale for examining the effects of the T group on introverts and extroverts. Two T group styles were examined—a sensory awareness group and a verbal cognitive group. Results indicate that the sensory awareness group is more profitable to both personality types and that there is a direct relationship between personality type and profit in a T group. Although introverts profited less than the extroverts, there was reason to believe that an extended group experience might have been more profitable for the introverts. Profit was measured by quantifying emotional reactions to the ongoing group process at timed sampling intervals via Homans' social exchange model. Poker chips were used as symbolic representations of positive and negative effect.
An Existential‐Humanistic Program of Counselor Education
Authors: ARBUCKLE DUGALD S.
Published: December 2011

The basic aspects of an existential‐humanistic program of counselor education are described. The more pragmatic means by which the goals ‐ of the program will be achieved are also discussed.
Counselor Education Students as Program Evaluators
Authors: HAWLEY PEGGY , CHAMLEY JOHN D.
Published: December 2011

Rarely are students given the opportunity to evaluate the total effect of a counselor education program on them as persons, learners, and emerging professionals. This article describes a comprehensive system analysis in which students evaluated their educational experience on such dimensions as faculty‐student communication and decision making, psychological closeness, freedom to express deviant views, sexual and racial bias, and the degree to which the program climate encouraged them to be active rather than passive learners. Results categorized the program as consultative—a system in which power and authority are freely shared yet are not distributed equally.
The Counselor as a Developmental Instructor
Authors: WIDICK CAROLE , KNEFELKAMP L. LEE , PARKER CLYDE A.
Published: December 2011

The role of a developmental instructor is described as the use of information about students to structure classroom environments to maximize personal growth and mastery of subject matter. The subject matter for one course “Themes in Human Identity” was drawn from current and classical literature. Developmental change was assessed according to Perry's model of ethical and intellectual development of college students. Twentyeight of thirty‐one students showed positive change.
Deliberate Psychological Education for Women: From Iphigenia to Antigone
Authors: ERICKSON V. LOIS
Published: December 2011

Women's psychological growth is presented in this article from a developmental perspective. The findings are related to socialization patterns, and a cognitive‐developmental curriculum model that has successfully promoted ego maturity and moral decision‐making maturity in a class of 23 young women is overviewed. A formative evaluation model and the pre, post, and one‐year follow‐up data are included.
Fantasy and Reality in Research: How to Move beyond the Unproductive Paradox
Authors: SPRINTHALL NORMAN A.
Published: December 2011

After reviewing some of the major impediments to research in counseling and counselor education, the article presents a model for research particularly designed to assess developmental change in pupils. A system of formative evaluation and quasiexperimental design is presented, employing checks and balances as successive approximations to developmental growth.
Effects of Low‐level Counselor Functioning on Clients
Authors: CULBERSON JAMES O.
Published: December 2011

Three counselors identified as functioning at a low level on basic facilitative skills were paired with both a high‐ and a low‐level functioning client for three sessions. Functioning levels for both counselors and clients were determined by appropriate rating scales. The results indicated negative change in interpersonal functioning levels on the part of high‐level clients and no significant change on the part of low‐level clients.
Full‐versus Part‐time Study in Counseling: A Reexamination
Authors: HEIKKINEN CHARLES A.
Published: December 2011

An examination of 340 graduates of the master's degree program in guidance and counseling at Boston College revealed no meaningful differences in desirable counselor characteristics between those who had studied part‐time and those who had studied full‐time. It is recommended that further large‐sample studies be carried out to examine the issue when reliable measures of counseling effectiveness are taken into consideration.
Black Counselor Educator in a Predominantly White Institution
Authors: SMITH ELSIE J.
Published: December 2011

An informal interview approach was used to examine the status of the black counselor educator in predominantly white institutions of higher learning. Attention is given to alienation of black professionals, their relationship with white colleagues, and their interaction with both white and black students. Although different points of view are presented, the discussion is admittedly directed toward obtaining a black perspective of what it is like to work in a predominantly white educational setting.
An Investigation of the Validity of Empathy Measures
Authors: CONKLIN R. C. , HUNT A. S.
Published: December 2011

The purpose of this study was to examine the relationship among several instruments that purport to measure empathy in the counseling process. The results from a correlational and factor analysis indicated a positive and significant relationship between certain measures used in this study. One of the Cline Opinion and Attitude tests, the Dymond‐Smith Model, the Accurate Empathy Scale, the Relationship Questionnaire, and the Discrimination Index appear to measure a construct called interpersonal communication. Other Cline Tests and the Discrimination Index appear to measure other constructs not related to the Rogerian definition of empathy.
Review of Research on Practicum Supervision
Authors: HANSEN JAMES C. , POUND RONALD , PETRO CAROLE
Published: December 2011

This five‐year review of research on practicum supervision examines research findings and research designs. Research is classified according to the role of the supervisor, the training procedure, and the rating systems. The major focus of research has been on training in the core conditions of facilitative communication. Modeling techniques have been used effectively in practicum, didactic approaches have been more effective than experiential approaches, and audiotape procedures in training were as effective as videotape techniques.
Perceptions of Counselor Performance: A Comparative Study
Authors: TROTZER JAMES P.
Published: December 2011

Videotaped excerpts of actual counseling interviews were rated using the criteria of empathy, unconditional positive regard, congruence, depth of self‐exploration, and counselor effectiveness. Analysis‐of‐variance techniques indicated no significant differences among the ratings of counselors, counselor educators, and graduate students; there were significant differences among ratings of graduate students in different programs.
A Structural Model for Identifying Counselor Skills
Authors: NEIL THOMAS C.
Published: December 2011

An analysis of the counseling process and the various clients a counselor might serve has yielded a structural model for identifying the knowledge and skills required of the counselor. The model specifies skill domain, targets of skill, and attained skill level. Developmental in nature, the model is seen as a first step toward providing a base for more systematic assessment, training, and evaluation in counselor education.
Educating Future Counselor Educators
Authors: Miller Gary M.
Published: December 2011

The literature in Counselor Education and Supervision has had a variety of focuses, ranging from humanistic counselor education (Chenault 1968) to systems technique in training (Canada & Lynch 1975) and from Arbuckle (1974) to Ellis (1974) and back (Arbuckle 1975). However, there has been a scarcity of articles directed toward the education of future counselor educators who will lead the way in innovation, training, and research. I gather that this group has not been intentionally disregarded but that, through various counselor education programs, graduate students are given the opportunity to emerge as counselor educators. This process must vary with each institution. I would like to share one avenue that is being taken to help future counselor educators develop competencies in professional writing and convention program presentations.
A National Survey of the Program and Enrollment Characteristics of Counselor Education Programs
Authors: JONES LAWRENCE K.
Published: December 2011

ACES sponsored a national survey of state supervisors of guidance and counselor education institutions and of nontraditional institutions offering graduate degrees in guidance and counseling in order to secure information regarding (a) the licensure of guidance counselors, (b) the use of a competency‐based approach to the certification of counselors, (c) the manpower needs for persons in guidance and personnel work, and (d) the program characteristics of counselor education institutions. Only a relatively small number of states anticipate becoming involved in the licensure of conselors in the foreseeable future; 53.6 percent of the states expect their certification of counselors to be competency‐based within 2 to 5 years, and 76.1 percent of counselor education institutions have decided to make their programs competency‐based but progress is slow. There is an oversupply of BA‐level guidance persons, school counselors, and doctoral‐level persons seeking faculty positions; there is a strong preference for ethnic minorities and women to fill counselor education positions; and abnormally high faculty/graduate ratios were reported for many institutions.
Managing Competency‐Based Preparation of School Counselors
Authors: SAYLOR ROBERT H.
Published: December 2011

Competencies can be determined by two different methods. One converts role statements derived from observation and description of tasks performed by school counselors into the competencies required to execute the role. The second employs transposition of counselor role statements based on objectives and program elements necessary to change client behavior into competencies necessary to fulfill the role. This article proposes that the a priori approach, characteristic of the second technique, is better and can be improved significantly by using sixteen steps based on principles from the discipline of business and industrial management. The result is a proper foundation for the establishment of valid school counselor competencies on which the competency‐based preparation program can be built.
A Systems Approach for Implementing an Affective Education Program
Authors: STILWELL WILLIAM E.
Published: December 2011

This article describes a model for implementing an affective education program which was developed using systems analysis techniques. The following seven independent and interdependent functions are identified and described: obtain community involvement, conduct needs assessment, specify program goals, select program materials, prepare for program installation, implement affective education program, and evaluate affective education program. The use of experts and an affective education advisory board is recommended to facilitate program implementation. In addition, assessment techniques and a team approach for remediation are described.
A Comment on “An Empirical Investigation of the Construct Validity of Empathic Understanding Ratings”
Authors: HORWITZ MICHAEL B.
Published: December 2011

The data reported by Avery and his colleagues do not support their challenge to the construct validity of empathic understanding ratings. It is argued here that empathic understanding ratings should demonstrate “correspondence” and independence. Since the results of Avery et al. are indicative of these factors. their conclusion is unwarranted.
Constructs Don't Speak for Themselves
Authors: THORESEN CARL E.
Published: December 2011

Examining the validity of a theory scientifically requires careful attention to how one interprets data. Unfortunately the process is not clear‐cut; the theoretical meaning of empirical data is not obvious. The experimental study by Avery et al. (1976) of empathic understanding (EU) is analyzed along with Horwitz's (1977) rejoinder. Generalizability theory and a multimethod strategy are recommended as ways to clarify reliability and data interpretation problems.
Teaching Counseling Skills Through Self‐Management Procedures
Authors: HECTOR MARK A. , ELSON STEVEN E. , YAGER GEOFFREY G.
Published: December 2011

Counseling skills can be learned through self‐management programs, as well as through more traditional methods. The benefits of self‐management in counselor training are discussed, and an outline of an applicable procedure for self‐change projects is detailed. Two examples of completed self‐managed change in counselor behavior are included.
A Follow‐Up Evaluation of Helping Skills Training
Authors: MCCARTHY PATRICIA R. , DANISH STEVEN J. , D'AUGELLI ANTHONY R.
Published: December 2011

The retention of verbal helping skills by human service worker trainees who had completed the Danish and Hauer (1973) training program seven months earlier was explored. Twenty‐six trainees engaged in three helping interviews'before training, immediately following training, and seven months later. Consistent with other follow‐up studies, high skill levels at posttraining were generally not maintained at follow‐up. Contrary to these other studies, however, they remained higher than pretraining levels. Two specific verbal responses, affective responses and closed questions, remained at posttraining levels. The relationship of this study to other follow‐up studies is discussed.
Comparison of Modeling Techniques in Counselor Training
Authors: ALSSID LAWRENCE L. , HUTCHISON WILLIAM R.
Published: December 2011

Two techniques of videotape recorded modeling for training counselors to ask open‐ended questions (OEQ) were examined. It was hypothesized that a pure video model, exhibiting only desired behavior, would result in greater learning than a corrective video model, exhibiting both desired and undesired behavior, given that both models contained cues to indicate whether the behaviors are desired or undesired. Eighteen undergraduate peer counselors were randomly assigned to either (a) pure video model, (b) corrective video model, or (c) no‐treatment control.

Pre and postmeasures of level of OEQ responses were obtained by simulated interviews with one of four research assistants trained as pseudo‐clients. Results indicate: (a) treatment had a significant effect on percentage of OEQ (F (2, 15) = 3.75, p<.05); (b) only the pure model was significantly different from the no‐treatment control (Dunnett's t (3, 15) = 2.58, p <.02); and (c) the pure model was not significantly different from the corrective model. The findings support, but do not confirm, the hypothesis of the study that a pure video model would result in greater learning than a corrective video model. The experimenters suggest that negative modeling examples may interfere with learning at this introductory level of training and that these results have implications for the training methods used by many trainers of counselors.
Counselor: Know Thyself
Authors: Hulnick H. Ronald
Published: December 2011

In these, the days of ever‐increasing tempo, an unusual yet unmistakable trend is manifest within the fields of counseling and education alike. It can readily be discerned in current professional literature, by talking with counselors and teachers, as well as by attending any conference of decent quality. There is emerging a tremendous concern about issues dealing with the meaning of life. More precisely, the real issue for clients and students is the lack of meaning in life; the lack of a sense of purpose; the lack of any apparent reason for being alive over and above the superficialities of material success.
The Counselor's Role in Helping Teachers With Career Education Within an HRD System
Authors: HICKS LAURABETH H. , ASPY DAVID N.
Published: December 2011

The use by counselors of a Human Resources Development (HRD) model for preparing teachers to help in career education is discussed. In‐service workshops for a counselor and a small group of teachers are proposed, and a step by step procedure for implementing the model is presented.
A Factor Analysis of the Counselor Evaluation Rating Scale
Authors: LOESCH LARRY C. , RUCKER BARBARA B.
Published: December 2011

This study was conducted in order to add to the empirical data available on the Counselor Evaluation Rating Scale (CERS). Ratings on 404 students from approximately 35 different supervisors were factor‐analyzed using an oblique solution with rotation to simple loadings. Six primary factors were found: general counseling performance (I), professional attitude (II), counseling behavior (III), counseling knowledge (IV), supervision attitude (V), and supervision behavior (VI). A subsequent analysis yielded two second‐order factors; the first was composed of primary factors I, III, IV and the second of primary factors II, V, VI, which closely approximated the original counseling and supervision scales of the CERS. It was concluded that the CERS has generally achieved the purposes intended by its authors. Suggestions for minor changes in item‐scale designations are provided.
Video Packaging: Integrating Simulation Techniques and Systematic Skill Training
Authors: THAYER LOUIS
Published: December 2011

Procedures for developing a videotaped counselor skill training package are outlined. Eleven steps describe the plan for integrating simulation techniques and a systematic training paradigm for the video package. The steps range from a pretest to posttest assessment, with each step highlighting which training aspects are to be taped in the video sequence.
The Case for ACES Program Accreditation
Authors: STAHL EARL , HAVENS ROBERT I.
Published: December 2011

This article traces the historical development of professional standards and highlights some of the issues that have surfaced in the development process. Traditional and existing accreditation procedures are described as well as recent trends in national accreditation that may be conducive to ACES‐sponsored accreditation of preparation programs. State models of program accreditation by California ACES and Wisconsin ACES are described. The relationship between program accreditation and counselor licensure is discussed, and the implication is drawn that licensure may be the catalyst for professional‐program accreditation. It is concluded that ACES is the most appropriate professional association to assume leadership in the area of accreditation, and a series of recommendations is made for implementing accreditation.
Comparability of Written and Oral Measures in Evaluating Counselor Training
Authors: STOKES JOSEPH P. , TAIT RAYMOND C.
Published: December 2011

The comparability of written and oral measures in evaluating counselor effectiveness was examined for trained and untrained participants. The responses were rated on use of reflective skills, verbal following, and general quality. A multivariate analysis of variance indicated that written responses were significantly higher on verbal following and general quality. Correlations among the written and oral measures were high and positive, especially when corrected for attenuation as a result of the reliabilities of ratings. Correlations were higher for trained than untrained participants. In general, the results support the comparability of written and oral assessments of counselor effectiveness, especially for trained participants. Implications for the evaluation of training programs and areas for future research are discussed.
The Counseling‐Community Psychologist in the CMHC: Employer Perceptions
Authors: RANDOLPH DANIEL LEE
Published: December 2011

A questionnaire devised to measure community mental‐health center directors' perceptions of requisites for doctoral‐level employment was mailed to 302 directors in Department of Health, Education and Welfare Region IV (southeastern United States); 117 (39%) returned completed questionnaires. The data are discussed, and a model is proposed for the training of doctoral‐level counseling‐community psychologists.
Design and Evaluation of a Short‐Term Paraprofessional‐Training Program
Authors: STOKES JOSEPH POWELL , KEYS CHRISTOPHER B.
Published: December 2011

A training program to teach counseling and interviewing skills to paraprofessionals is described. The content of the training includes Five areas thought to be important to counseling: conveying an open invitation to talk, reflective responding, problem solving, giving feedback, and setting goals. The training model includes five stages: A skill is defined and introduced; trainers model effective and ineffective use of the skill; trainees discriminate exemplars and nonexemplars of the skill; trainees practice the skill in a structured exercise; and trainees practice the skill in a role‐played interview. Evaluation data indicate that the training program was well received and that the trainees increased their ability to use the skills. Four factors that probably contributed to the effectiveness of training are discussed.
Dual Supervision: A Model for Counseling and Supervision
Authors: DAVIS KATHLEEN L. , ARVEY HARRIET H.
Published: December 2011

The counseling practicum is generally accepted as an essential part of a counselor‐training program. Likewise, the training of future counselor educators necessitates experiences in supervision of counseling‐practicum students. The dual supervision model described in this article is an approach that simultaneously meets the training needs of future counselors and counselor educators. The rationale for the dual supervision model, the results of an exploratory study of the counselor trainees' attitudes toward the dual supervision process, and the counseling‐practicum supervisors' reactions to the model are described. Both the students enrolled in their second quarter of counseling practicum and the supervisors had very positive reactions to the dual supervision model.
Professional Identity: Effects on Evaluation of Helper Effectiveness
Authors: EMENER WILLIAM G. , DOWD E. THOMAS
Published: December 2011

The purpose of this study was to examine the ability of guidance counselors, rehabilitation counselors, and social workers accurately to distinguish low‐, medium‐, and high‐functioning helpers when the helpers were identified as being from the participants' own or the other two professions. One hundred eight graduate students, 36 from each of the three disciplines, were asked to rate a standard series of 28 interaction sets on total level of functioning. These interaction sets differed only in helper identity and level of functioning. A three‐way analysis of variance was conducted, the variables being professional identity‐ of the rater, professional identity of the helper, and helper's level of functioning. Results showed that significant main effects were accounted for by helper's level of functioning rather than helper's professional identity. Implications for training and supervision of students are discussed, and recommendations are made for future research.
A Modularized Counselor‐ Education Program
Authors: MILLER THOMAS V. , DIMATTIA DOMINIC J.
Published: December 2011

Counselor‐education programs may be enriched through the use of modularized learning experiences. This article notes several recent articles on competency‐based counselor education, the concepts of simulation and modularization, and describes the process of developing a modularized master's program at the University of Bridgeport in Connecticut. Such an approach to counselor education offers a flexibility and individualization not often available in traditional programs and integrates theory and practice. The program consists of 26 one‐credit modules of 10 contact hours plus practicum. The modules include a statement of instructional experiences, resources, and performance criteria for evaluation. The modules in the program are grouped in four levels of application taken sequentially: didactic, simulation, performance, and experiential. A discussion of experiences with the program is included.
Counseling‐Related Legislation: A Seminar
Authors: WIGTIL JAMES V. , BANDY IRENE G.
Published: December 2011

The complexity of counseling‐related legislation has dictated the need for counselor‐training programs to develop an organized and systematic approach to this topic. One method to accomplish this goal is through the use of a topical seminar. A graduate‐level seminar is described in terms of goals, objectives, structure, and requirements.

Significant incident‐experience reports were used to learn about the legislative‐experiencing levels of the students. From 110 reports received from students, 34 were directed to the awareness level, 39 to the knowledge level, 15 to the skills level, and 22 to the action level. Instructors' observations, student feedback, and recommendations are also provided.
A Comparison of Counselor Interview Responses and Helpee Behavioral Changes
Authors: WIGGINS JAMES D.
Published: December 2011

There was a statistically significant difference in measured behavioral changes of a group of helpees aided by counselors who scored high or low on Carkhuff measures. There seemed to be a direct correlation between desirable counseling processes and later positive outcomes according to ratings on a behavioral scale. Limitations of the study and implications for counselor‐education programs are discussed.
Consultation Training Program for School Counselors
Authors: GALLESSICH JUNE , LADOGANA ANGELA
Published: December 2011

In order to increase counselors' effectiveness in cooperative and systemic approaches to problem solving, a large school district offered an in‐service consultation program. Two successive training designs were piloted and evaluated. Evaluation of the first training model led to a shortened, revised model that was more efficient and as highly rated by counselor trainees as the earlier, lengthier model. This training program was associated with significant increases in counselor collaboration with faculty and staff. Several recommendations are proposed for further improvements in the training design.
Competency Counselor Training for Paraprofessionals
Authors: DUNCAN MARIA V. , KORB MARGARET P. , LOESCH LARRY C.
Published: December 2011

The increasing use of paraprofessionals in the counseling profession acknowledges the many contributions such individuals provide in direct client service and in assistance to professional counselors. To educate competent paraprofessional counselors, however, their training programs must be adapted to their particular needs and circumstances. This article describes a current program that was designed specifically to prepare paraprofessional counselors.
An Awareness Experience: Toward Counseling Minorities
Authors: PARKER WOODROE M. , McDAVIS RODERICK J.
Published: December 2011

The awareness group experience (AGE) is a one‐day structured workshop that helps participants to become more aware of their attitudes toward ethnic minorities and to change those attitudes that are negative. This article explains how to plan the AGE workshop, lists its goals, describes the sessions, and provides participant feedback.
Undergraduate Guidance Majors. Where Are They Now? A Five‐Year Follow‐Up
Authors: BERG ROBERT C. , LANDRETH GARRY L.
Published: December 2011

Almost a decade has passed since a number of counselor education programs across the country began offering an undergraduate major in guidance. The purpose of these programs is to provide undergraduates with a wide range of limited guidance skills necessary to function under supervision in helping capacities. Descriptive data about the graduates from these programs and evaluation of the training they received is needed. This follow‐up study of 101 alumni, representing five classes of undergraduate guidance majors, provides demographic data, male‐female comparisons in selected areas, information on graduate education completed, employment data, and a general evaluation of the training program. Implications of the findings for graduate‐level counselor education programs are also discussed.