bluuebunny/crossref_metadata_2025 huggingface dataset:
Training of the Career Development Specialist Within Counselor Education
Authors: REARDON ROBERT C. , BURCK HARMAN D.
Published: December 2011

What is the responsibility of counselor education programs in more efficiently preparing students in the area of career guidance and development? This article attempts to explain one department's efforts in this important area. It explains the rationale, development, and implementation of a subspeciality, Career Development Specialist (CDS), in a counselor education program. Covered are areas such as historical/conceptual review of the CDS, competencies and courses, recruitment of students, and where graduates have located jobs. Finally, the implications for counselor education are discussed.
Trainer Feedback: A Method for Teaching Interpersonal Skills
Authors: TUROCK ART
Published: December 2011

Feedback is an important teaching skill for counselor educators and supervisors teaching helping skills and for practitioners employing skill‐training programs as an intervention for clients with relationship problems. Trainer feedback reports observable behaviors, describes how the trainee's performance deviated from or matches mastery performance criteria, and provides suggestions for improved skill implementation. By using a systematic, organized feedback delivery, a trainer can have powerful impact in promoting skill acquisition by trainees. This article describes the elements of trainer feedback, offers guidelines for giving and receiving feedback, and responds to common issues concerning the use of feedback in skill training groups.
Preparing Native American Counselors for the Chemically Dependent Native American
Authors: TAMMINEN ARMAS W. , SMABY MARLOWE H. , POWLESS ROBERT E. , GUM MOY F.
Published: December 2011

This article describes a one‐year counselor training project conducted by the Minnesota Chippewa Tribe and the University of Minnesota, Duluth. In the past three years, this program has graduated more than 60 participants, most of whom are now employed as counselors of alcoholics. Factors contributing to the effectiveness of the program are presented, four different classes are described in terms of integrating personal development with specific course content, and program outcome data regarding completion and employment are presented. It is our contention that the key to a successful Native American counseling program is involvement in, and control by, local tribal government and community members.
Attitudes Toward Death Education and Grief Counseling
Authors: ROSENTHAL NINA RIBAK
Published: December 2011

This article surveyed counselors and counselor educators across the nation regarding their attitudes toward death education and grief counseling. Results were compared to previous research in this area, and it was found that death education and grief training has increased significantly in recent years. Results also indicated that elementary school counselors were more willing than junior or senior high counselors to prepare teachers to help in the area of grief. The primary reasons given by counselors for not attending courses, workshops, or seminars on death education were that training was either not available or not convenient. Counselor educators' reasons for non‐attendance varied from time conflict to lack of interest.
Older Peer Counselor Training
Authors: ROMANIUK MICHAEL , PRIDDY J. MICHAEL , ROMANIUK JEAN GASEN
Published: December 2011

This article relates an older peer counselor training program which was developed for paraprofessional volunteers, 55 and over, to assist elderly widowed people in their adjustment process. The training had three goals: to develop group cohesiveness, to broaden trainees' understanding of widowhood adjustment, and to develop one‐to‐one interpersonal skills. Training outcomes, including the findings of pre‐ and posttest assessment of attitudes, indicate that the training program was effective in eliciting widowhood and counseling attitude change, and in providing the trainees with the opportunity for personal growth. The results replicate other studies, demonstrating that procedures employed to train young counselors can be used to train elderly paraprofessionals.
Affirmative Action Efforts of Counselor Education Programs
Authors: ATKINSON DONALD R. , WAMPOLD BRUCE
Published: December 2011

An affirmative action questionnaire was sent to randomly selected counselor education programs listed in the 1977 Counselor Education Drectory. The questionnaire asked respondents to identify the activities used by their programs to recruit, admit, and support members of four minority groups. This article reports the results of the survey which indicate that in the absence of federal mandates, counselor education programs engage in a limited number of affirmative action activities.
Evaluation of Staff Development Methods for Measuring Client Products
Authors: WHITESIDE PATRICIA M. , CARR DAN B.
Published: December 2011

This article reports the results of a study seeking to: (a) develop, validate, and implement in‐service methods designed to teach program development and evaluation based on measured client products to guidance personnel; (b) determine which in‐service methods were most effective; and (c) evaluate the attitudes of guidance personnel toward accountability and program evaluation based on measured client products.
A Systems Approach Model for Counselor Education Program Development and Redefinition
Authors: RIMMER SUSAN M.
Published: December 2011

Many counselor education programs are faced with the need for program revision due to the adoption of ACES Standards of Preparation, the demands of certification, licensure, and accreditation, and recent trends in the profession and society in general. This article presents a systems approach model for counselor education program development, evaluation, and redefinition in a practical, step‐by‐step manner to help meet this need.
A Model of Comparative Studies in Counselor Education
Authors: DRAPELA VICTOR J.
Published: December 2011

This article presents the model of a comparative studies course offered for ten years as part of the counselor education curriculum at the University of South Florida. The course exposes students to experiential learning processes that help them acquire a wider professional perspective, intercultural sensitivity, and skills in the field of comparative analysis. The principle objective of the course is to make students self‐directive in adjusting to the needs of persons from other cultures whom they will encounter in their professional careers. Other tangible outcomes of the learning experience include values clarification and increased therapeutic effectiveness.
Group Work in Counselor Education: A Decade of Growth
Authors: DUNCAN JACK A. , GUMAER JAMES
Published: December 2011

This study was designed to assess the current status of group work preparation in counselor education programs. The authors sent a questionnaire to a 10% (N = 310) stratified random sample by state of the membership of the Association for Specialists in Group Work. Respondents provided demographic information that was compared with two similar studies conducted 10 years ago. The results showed that counselor education programs are providing more and broader didactic and experiential group work preparation for graduates who are gaining employment in diversified work settings. In addition, the respondents surveyed indicated an increase in females as group workers and a more “active‐instructive” role on the part of group counselors.
Perceptions of Sex Roles: The Influences of Client Gender and Student‐Counselor Attitudes
Authors: GILBERT LUCIA A.
Published: December 2011

The author asked student counselors to predict sex‐role behaviors of a hypothetical female or male client experiencing academic and personal difficulties. In general, student‐counselor attitudes (liberal or moderate) toward sex roles influenced their predictions of client behavior in work and education roles but not in family roles. The sex of the client also influenced their judgements. The author discusses the implications of these findings for future research and for training programs to reduce sex bias in counseling.
Are Successful Counselors Less Positive about Themselves?
Authors: O'ROARK ANN M.
Published: December 2011

This article examines leadership/influence effectiveness in democratic psychosocial situations, a frequent subject of discussion and research. Perceptual theory, a humanistic paradigm, provides context and empirical references. The demonstration of methods focuses on a comparison of inferred beliefs about self, others, and situations held by public school counselors and elected legislators. Beliefs of individuals engaged in these two different “democratic” work atmospheres were inferred by trained judges who evaluated significant‐incident interviews. MANOVA found significant difference (.05) in the hypothesized direction. The author also suggests methodological value, a discriminatory potential, and areas for further research.
Effects of Race and Communication Style on Indian Perceptions of Counselor Effectiveness
Authors: DAUPHINAIS PAUL , DAUPHINAIS LOUISE , ROWE WAYNE
Published: December 2011

This article reports the results of a study in which 102 American Indian 11th and 12th grade high school students rated 7 dimensions of perceived counselor credibility and utility. Results indicated that Indian counselors were perceived as more effective than non‐Indian counselors and that the non‐directive, “facilitative” verbal response style was rated as less effective than either a directive or a cultural/experimental style.
A Comprehensive Approach to Human Relations Training for Teachers
Authors: MORACCO JOHN
Published: December 2011

This article develops a comprehensive approach to human relations training (HRT) for teachers based on knowledge of student diversity and application of communication skills. The author treats HRT as more than just training in communication skills and develops a model that integrates the two major components of HRT. He also develops specific goals, skills, and attitudes capable of being fitted into a teaching paradigm.
Understanding Clients and Their Environments: A Simulation
Authors: STADLER HOLLY A. , RYNEARSON DAVID
Published: December 2011

Counselors must be made fully aware of the impact of environmental and societal forces on their clients. Counselor education students need knowledge and skill to attend to the pressures and problems of minority groups. The simulation method described in this article encourages students to experience powerlessness, isolation, and few if any options in order to develop a clearer understanding of their clients and environments. The authors discuss applicability of the simulation beyond counselor education programs.
Stress and Counseling Needs of Police Officers
Authors: LEVITOV JUSTIN E. , THOMPSON BRUCE
Published: December 2011

An increasing number of counselors are finding employment in nonschool agencies such as police departments. This article presents research conducted to explore police officers' perceptions of counseling and the stress they feel. Results indicate that a sizable portion of officers would initiate helping relationships if in‐house counseling services were available. The authors discuss the implications for revision of counselor education curricula.
Ethical Concerns for Counselor Educators
Authors: ROBERTS GAYLE T. , MURRELL PATRICIA H. , THOMAS RUSSELL E. , CLAXTON CHARLES S.
Published: December 2011

This article identifies four areas of ethical concern in counselor education. Counselor educators in the Southern Association for Counselor Education and Supervision (SACES) region were surveyed regarding their attitudes and practices concerning these four areas. Survey results with conclusions and recommendations are given.

Vignette 1: J. Jones, a single counselor education professor, is told by K. Adams, a single female graduate student in one of his classes, that she finds him very attractive. She then invites him to her home for dinner.

Vignette 2: J. Smith, a student and advisee of counselor educator M. Thompson, is taking a group dynamics course from her this semester. He believes that participation in the course has triggered his desire to work on some issues in his personal life. He approaches Dr. Thompson to be his counselor.

Vignette 3: Counselor educator F. Rogers suggests an idea for a research study to graduate student P. Collins. Ms. Collins carries out the study and submits a paper describing it in order to meet a requirement in Dr. Rogers's class. Dr. Rogers later decides that with some revision this paper could be publishable. He spends many hours revising the paper so that it is suitable for publication. When he submits it, he lists himself as first author.

Vignette 4: Counselor educator A. Johnson is serving on C. Young's dissertation committee. Ms. Young, who is a training director at a major business in the community, offers Dr. Johnson a lucrative consulting contract with her company.
A Comparison of the Counselor Rating Form and the Counselor Effectiveness Rating Scale
Authors: ATKINSON DONALD R. , WAMPOLD BRUCE E.
Published: December 2011

The purpose of this study was to compare two measures of perceived counselor expertness, trustworthiness, and attractiveness: the Counselor Rating Form (CRF) and the Counselor Effectiveness Rating Scale (CERS).
Reducing Supervisee Anxiety: A Cognitive‐Behavioral Approach
Authors: DODGE JACQUELINE
Published: December 2011

The effectiveness of counselor supervision is often diminished because of supervisee anxiety. Drawing from the cognitive theories, this article contends that supervisee anxiety is a result of placing one's self‐worth on the external, and often vague, criteria of approval from others and competence in one's performance. While it is not uncommon or unprofessional for supervisees to feel anxious, high levels of anxiety can trigger a variety of defensive reactions that inhibit the learning process. For this reason, supervisors are encouraged to help supervisees resolve their approval and performance anxiety and thus increase their potential for growth and change. The anxiety management approach presented in this article is based on the principles of rational‐emotive and cognitive‐behavior therapies and stresses the importance of identifying feelings and beliefs, cognitive restructuring, and behavior risk taking.
The ICB: A Tool for Counselor Supervision
Authors: DUSTIN RICHARD E. , ENGEN HAROLD B. , SHYMANSKY JAMES A.
Published: December 2011

A description of the 21 specific behavioral categories of the Inventory of Counselor Behaviors (ICB) is provided, along with a research implication section calling for further validation of the ICB.
The Acquisition of Conceptual Skills: An Exploratory Study
Authors: CLAIBORN CHARLES D. , DIXON DAVID N.
Published: December 2011

It was hypothesized that explicit instruction in the use of a conceptual framework would be more effective than feedback about behavior in teaching the conceptual skills of problem definition and goal formulation to beginning practicum students. Counseling trainees received one of two kinds of supervision, instruction or feedback, in written form following an interview with a role‐play client. They subsequently interviewed two more role‐play clients. After each interview, trainees formulated problem definitions, short‐term goals, and outcome goals for the case. At the end of the experiment, they rated the supervision they received and their own counseling performance in the three interviews. Results did not support the hypothesis, but rather the reverse. Feedback was found to be more effective in teaching goal formulation and was perceived by trainees to be more effective.
Research Activity and Scholarly Productivity Among Counselor Educators
Authors: WALTON JOSEPH M.
Published: December 2011

This study investigated research and scholarly activities among a group of randomly selected counselor educators and found “high” and “low” producers to be distinguishable along the following dimensions: years in the present career, preferred professional activity, sex, academic rank, kind of institutional affiliation (college or university), institutional size, when the first publication was produced, number of journal subscriptions, average weekly time devoted to research, and whether or not the counselor educator was cited in the Social Sciences Citation Index between 1975 and 1979. Chi‐square analyses on these variables revealed significant differences at the .001 level of confidence.
GSR Feedback as an Aid in Developing Counselor Empathy
Authors: EDWIN SCOTT I. , GROWICK BRUCE
Published: December 2011

The authors evaluated the effectiveness of Galvanic Skin Response (GSR) feedback as an aid in developing empathy in novice counselors. Counseling psychology graduate students were matched and randomly assigned to either an experimental group that received a display of client skin conductance level during counseling sessions or a control group that did not receive physiological feedback. The communicative aspect of empathy was measured by the Counselor Verbal Response Scale (CVRS), and the perceptual aspect was measured by the Affective Sensitivity Scale (ASS). An analysis of gain scores suggested that training with biofeedback is associated with more affective responding by the counselor. This procedure did not facilitate counselor communication of understanding of the clients' specific concerns, nor was a pervasive increase in perceptual sensitivity observed. Qualitative evidence gathered from a postexperimental inquiry augmented the statistical findings.
Profanity as a Critical Variable in Counseling
Authors: WILEY DAVID A. , LOCKE DON C.
Published: December 2011

The purpose of this study was to determine the effects of the use of profanity in counseling. Participants were randomly assigned to view one of three videotapes, two of which included profanity. The participants tended to give higher therapeutic ratings to sessions including both client‐initiated and counselor‐initiated profanity than to the session free of profanity. Results are presented in tabular form.
Coordination and Supervision of Counseling Services: An Invitational Approach
Authors: SCHMIDT JOHN J.
Published: December 2011

This article translates some beliefs of Invitational Education, a self‐concept view of human relations, into a framework of supervisory activities that facilitate the coordination of counseling services and promote the professional development of counselors.
Training Counselors for Human Resource Development Positions in Business and Industry
Authors: SMITH ROBERT L. , PIERCY FRED P. , LUTZ PATRICIA
Published: December 2011

Traditionally, counselors have not received systematic training for human resource development positions within business and industry. Yet counseling skills can be readily applied to the business setting. This article describes one counselor education department's response to the need for systematic training in human resource development.
Preparation of Secondary School Counselors: A National Survey
Authors: IBRAHIM FARAH A. , THOMPSON DONALD L.
Published: December 2011

The results of a national survey regarding the preparation of secondary school counselors is presented. Included is information on core curriculum, elective courses, and practicum requirements.
Using the Multimodal Approach as a Framework for Eclectic Counselor Education
Authors: GREENBURG SHARON L.
Published: December 2011

This article shows how counselor educators may use the multimodal approach of Lazarus to provide students with a conceptual framework for integrating and evaluating the various counseling theories and making systematic choices about appropriate interventions for their clients.
Training Counselors in Persuasion
Authors: KERR BARBARA A. , CLAIBORN CHARLES D. , DIXON DAVID N.
Published: December 2011

The interpersonal influence model of counseling has implications for counselor training. The behaviors and other cues used to establish counselor expertness, trustworthiness, and attractiveness—qualities associated with persuasiveness—are described.
FROM TRANSFORMATION TO CREATIVE LEADERSHIP
Authors: Nejedlo Robert J.
Published: December 2011

The art of progress is to preserve order amid change and to preserve change amid order.

Alfred North Whitehead
Counselor Education Courses in Program Evaluation and Scientific Research: Are Counselors Being Prepared for the Accountability Press?
Authors: SCHAFFER JAMES L. , ATKINSON DONALD R.
Published: December 2011

Counselor education programs listed in Counselor Preparation 1980 were surveyed to determine the proportion of required coursework devoted to instruction in scientific research and program evaluation. Regardless of area specialization, department size, or academic unit in which the program is housed, responding counselor education programs were found to devote approximately twice as much required instructional time to scientific research as to program evaluation. A rationale and suggestions for change are presented.
Effects of Discrimination Training on Counselor Trainee Response Choice
Authors: CUNNINGHAM NANCY J. , STEWART NORMAN R.
Published: December 2011

The purpose of this study was to assess whether counselor trainees who received training in identifying and producing 10 response types as well as training that emphasized when to use the response types would be more effective in using responding skills than trainees who received only training in identifying and producing response types. Thirty‐two master's level counselor trainees from a large midwestern university participated in a three‐session training workshop and responded to three dependent measures developed to assess effectiveness in using response types along three dimensions: (a) identification, (b) performance, and (c) evaluation. Statistical analysis indicated significant differences between treatment groups. Treatment seemed to decrease the extent to which counselor trainees questioned the client and expressed their own opinions and values during counseling interviews and increase the extent to which trainees used action‐oriented statements aimed at encouraging the client to work on problem solving. Trainees in the treatment group showed a tendency to try out complex response types and to use these more frequently and appropriately. Treatment differences were maintained over time.
A Comparison of Self‐Observation, Self‐Modeling, and Practice Without Video Feedback for Improving Counselor Interviewing Behaviors
Authors: HOSFORD RAY E. , JOHNSON MARK E.
Published: December 2011

This study evaluated the effects of three different feedback procedures on counselor trainees' interviewing behaviors that were judged by their supervisors as being inappropriate in a counseling session. In addition to informing each trainee in writing of the specific target behavior(s) he or she was to attempt to improve, the feedback conditions consisted of either (a) self‐observation of edited videotapes of appropriate‐only behavior (entitled self‐as‐a‐model), (b) self‐observation of unedited videotapes of appropriate and inappropriate behaviors, or (c) practice without video feedback. The results indicate that all three feedback strategies promoted the reduction of inappropriate interviewing behaviors. Only the self‐as‐a‐model technique (self‐observation of appropriate‐only responses), however, completely extinguished the occurrence of inappropriate interviewing behaviors. Of the seven inappropriate behaviors monitored for the group using self‐as‐a‐model, five were completely extinguished after only three practice sessions.
Comparative Effects of Teaching Basic Counseling Competencies Through Brief Microskills Practice Versus Mental Practice
Authors: BAKER STANLEY B. , SCOFIELD MICHAEL E. , MUNSON WAYNE W. , CLAYTON LAWRENCE T.
Published: December 2011

Students enrolled in an introductory counselor education course who lacked training and experience as interviewers were randomly assigned to one of two short‐term attending and responding skills training groups or a wait‐control (WC) group. Brief microskills practice (MS) and mental practice (MP) training methods were used in the two treatment groups. All students conducted posttraining simulated counseling interviews, and their videotapes provided data for analysis of the quality of their interview competence and their proficiency with attending and responding skills. MANOVA and follow‐up analyses of data from independent ratings of the videotapes indicated that MS was superior to MP and WC on attending skills, MP led to superior performance on responding skills, and neither MP nor MS led to significant differences in perceived competence on qualitative dimensions.
A Comprehensive Model for Multidimensional Competencies in the Training of Secondary School Counselors
Authors: PALMO ARTIS J. , SEAY THOMAS A.
Published: December 2011

Counselor education programs throughout the country have employed competency‐based objectives as part of their training programs. The utilization of behavioral objectives in defining specific counselor skills has produced numerous systems and models for the training of counselors. This article presents a multidimensional model for counselor education that uses a behavioral approach in conjunction with the more globally accepted services and functions of the secondary school counselor. The multidimensional model places the competencies in three distinct domains: (a) 10 identifiable services provided by the secondary counselor; (b) the three functions performed by the counselor; and (c) the three types of program training components commonly used in counselor education programs. The three dimensions of the model are presented in a Guilford‐like cube for simplicity.
Accreditation of Counselor Education Programs
Authors: STEINHAUSER LARRY , BRADLEY RICHARD
Published: December 2011

Over the years there has been a vast array of efforts on the part of numerous individuals and professional organizations to upgrade and professionalize counselor training. These procedures include (a) the development of training standards for counselor education programs, and (b) the establishment of accreditation organizations. This article examines the ongoing process of professionalization in counselor education and will update readers on historical developments that have led to the present status of the Council for Accreditation of Counseling and Related Educational Programs. Discussion on present trends and future implications for AACD and its divisions are drawn.
Who's in Charge? School Counseling Supervision in North Carolina
Authors: SCHMIDT JOHN J. , BARRET ROBERT L.
Published: December 2011

Survey results of school counseling supervisors in North Carolina are summarized. Responses show that the majority of school counseling programs in the state are supervised by noncounseling personnel, usually supervisors of curriculum, instructional programs, or other educational areas. Supervisors' educational backgrounds, professional memberships, opinions about counselor certification issues, dominant supervisory functions, and staff development activities are described. The survey results give impetus to recommendations for future AACD and ACES directions regarding counseling supervision.
Integrating Counseling Theory and Practice: Searching for F.A.C.T.S. and C.R.A.C.K.S.
Authors: PRESBURY JACK H. , McKEE JOHN E. , MOORE HELEN B.
Published: December 2011

This article suggests a device that counselors may use as a reference for bridging the gap between counseling theory and technique. Cognitive development theory provides the basis for understanding a single transaction between counselor and client. The acronyms FACTS and CRACKS suggest the structural dynamics taking place within the client's cognitive field as the counselor performs in two different stages of the counseling process.
A Factor Analysis of the Counseling‐Orientation Preference Scale (COS)
Authors: WHITE ARDEN
Published: December 2011

As recommended by the authors of the Counseling‐Orientation Preference Scale (COS), a factor analysis study was conducted to investigate the construct validity of the device. Data were collected from 686 respondents in 11 higher education institutions in the U.S. Means and standard deviations from this group and from two previously studied groups were reported. As might be expected from an instrument of 35 items divided into 7 subscales of 5 items each, the results indicated that items were not identified cleanly with the a priori placements used in the original construction. Basically, two major cluster groupings were found. Overall, some support for the construct validity of the COS was found; however, subscale interpretations must be made with caution. The utility of the COS and similar devices is in the self‐study and reflection that is fostered in those who use them.
Practicum Supervision Roles: Effects on Supervisee Statements
Authors: STENACK RICHARD J. , DYE H. ALLAN
Published: December 2011

The practicum supervision model evaluated in this study utilized the three commonly accepted supervision roles of teacher, counselor, and consultant as methods of addressing specific supervisee issues. Supervisors performed the roles in structured supervision sessions, and supervisee statements were analyzed to determine if use of the roles influenced supervisee behaviors. Utilization of the roles was found to be a significantly effective means of influencing the content of supervisee verbalizations during practicum supervision sessions.
Current Trends in Practicum Supervision Research
Authors: KAPLAN DAVID M.
Published: December 2011

This article presents a conceptual framework and explores the results and implications of practicum research published from 1975–1982. Forty‐two studies were found pertaining directly to practicum supervision and were divided into two categories: maximizing effectiveness of the practicum experience and specific techniques in practicum supervision. Overall, practicum supervision was found to be a worthwhile and beneficial experience and a necessary part of counselor education programs. Focusing on the personality characteristics or value systems of supervisors or supervisees, however, produced mixed results in predicting training effectiveness. There was greater consistency in the examination of specific techniques in supervision with positive outcomes resulting from the utilization of microtraining, dual supervision, peer supervision, modeling, and IPR. The use of programmed instruction was not supported.
Knowledge Adequacies and Training Needs of Rehabilitation Educators
Authors: EMENER WILLIAM G. , RASCH JOHN D. , SPECTOR PAUL E.
Published: December 2011

This article describes results of a national survey of rehabilitation educators concerning their perceptions of their knowledge adequacies and training needs. Twelve vital instructional areas were identified and respondents were asked to rate each area for their adequacy of knowledge, need for inservice training, and willingness to attend inservice training. Findings showed that educators rated their knowledge adequacy high and their need for inservice training low. Although there was a significant inverse relationship between knowledge adequacy and need for inservice training, there was no significant relationship between willingness to attend inservice training and knowledge adequacy, or between willingness to attend inservice training and need for inservice training.
Counselor Education and Supervision: Reader Perceptions
Authors: WEST JOHN D. , HOSIE THOMAS W.
Published: December 2011

This study reports the perceptions of ACES members concerning CES. Demographic characteristics of respondents, opinions on article types, strengths and weaknesses, and inclusion of brief reports and special Issues are presented. Results indicate that research articles are of adequate quality and the types of articles included in the journal are adequate. These and other results are discussed.
Counselor Education and the Psychology of More
Authors: PIPES RANDOLPH B. , BUCKHALT JOSEPH A. , MERRILL H. DONALD
Published: December 2011

Counselor educators have called for more and more training in a variety of areas. Taken individually, most of these areas are important and legitimate training domains. The implicit assumption, however, seems to be that academic programs represent an ever‐expanding economy of time and resources.
The Use of Research Teams to Enhance Competence in Counseling Research
Authors: STOCKTON REX , HULSE DIANA
Published: December 2011

This article notes the problems involved in traditional efforts to induct graduate students into the research process. A collaborative apprenticeship method that can be incorporated into programmatic research with benefits for both students and mentors is presented.
Living Systems and Counseling: Concepts, Goals, Strategies
Authors: AMERIKANERxy MARTIN
Published: December 2011

This article explores the relationship between a general theory of living systems and the conceptualization and practice of counseling. Emphasis is placed on applicability to the individual, because previous systems writing in the counseling field has emphasized families and other multiple‐person levels. After providing a rationale for adopting a systems perspective, specific system dimensions are discussed. The relationship of these dimensions to current counseling theories is developed, with an emphasis on the utility of concepts and techniques from a wide array of theories as understood within the context of living system theory.
Wanted: A Comprehensive Approach to Ethics Research and Education
Authors: WELFEL ELIZABETH REYNOLDS , LIPSITZ NEAL E.
Published: December 2011

This article examines the literature on counselor and therapist ethics and the research on ethics education. It identifies strengths and gaps in this literature and presents guidelines for future research. The authors argue that the profession's interest in ethics has not been translated into systematic study of the underlying dynamics of unethical behavior, and that until the profession makes a commitment to scientific research of the phenomenon, its efforts at remediation have limited potential for success.
Trainees' Expectations for the Supervisory Process: Testing a Developmental Model
Authors: FRIEDLANDER MYRNA L. , SNYDER JILISA
Published: December 2011

Based on Stoltenberg's developmental theory and the literature on supervision as a social influence process, a prediction model of trainees' general expectations for the supervisory process was tested. Beginning and advanced practicum students and interns completed a self‐efficacy inventory and indicated their outcome expectancies for supervision with respect to their own and their clients' development. Dependent variables were expectations for supervisors' attributes (expertness, attractiveness, trustworthiness) and role (evaluation, support). All of these process dimensions were significantly predicted from trainees' self‐efficacy and outcome expectancies, while level of training was of minimal predictive value. In general, trainees expected supervisors to be significantly more trustworthy than expert, more expert than attractive, and more evaluative than supportive.
A Survey of Accredited Counselor Education Programs
Authors: STICKLE FRED E. , SCHNACKE STEPHEN B.
Published: December 2011

The Council for Accreditation of Counseling and Related Programs (CACREP) is a new accrediting agency (September of 1981). The purpose of this study was to survey the accredited programs of CACREP. Department heads from these programs were asked to respond to a number of questions concerning the characteristics of their faculty, students, program, and admission criteria. The majority of departments reported that the accreditation procedure had a significant positive impact on their program. Descriptive data and general comments from the accredited departments are reported.
Cotherapy from the Trainee's Standpoint: Suggestions for Supervision
Authors: REYNOLDS EMILY , McWHIRTER J. JEFFRIES
Published: December 2011

Cotherapy continues to be used as a treatment modality and as a counselor training procedure. Considerable research and writing have highlighted the value of cotherapy as a treatment modality, but there has been little discussion of the training aspects of cotherapy. This article presents an educational rationale for cotherapy and addresses some of the advantages and problems with the approach. Suggestions are also provided for implementing and supervising a cotherapy model.
Training Native Americans to Deliver Mental Health Services to Their Own People
Authors: RUNION KEITH , GREGORY HIRAM
Published: December 2011

Very little has been done to assist Native Americans in the procurement of mental health services. Cultural barriers and lack of understanding have limited the contact between Native Americans and the predominantly White mental health delivery system. The project described herein attempted to decrease and neutralize some of the impediments to Native Americans receiving services by training them to provide minimal mental health care for their own people and by training them to gain access to various state service agencies.
Surveying Graduating Students and Graduates of Counselor Education Programs: Instruments, Rationale, and Genesis
Authors: ENGELS DENNIS W. , WILBORN BOBBIE L.
Published: December 2011

The authors present a brief rationale for selected aspects of program evaluation in counselor education. A brief description of instrument development, evaluation program objectives, and instrument uses and additional evaluation program components concludes with the presentation of a graduate follow‐up instrument.
Academic Criteria, Experiential Background, and Personal Interviews as Predictors of Success in a Counselor Education Program
Authors: HOSFORD RAY E. , JOHNSON MARK E. , ATKINSON DONALD R.
Published: December 2011

A 4‐year evaluation was conducted of a counselor education trainee selection process that places approximately equal weight on three selection criteria: academic index, experiential background, and personal interviews. Mean faculty rankings were obtained for 77 trainees on three separate evaluative areas: (a) academic success in the program, (b) overall counseling competency in the program, and (c) anticipated success in the field. Results of Pearson product‐moment correlational analyses indicated that two selection criteria (Miller's Analogies Test and the Verbal portion of the Graduate Records Examination) were significantly related to faculty‐ranked academic success. No single criterion, however, was significantly related with faculty rankings of either counseling competency or anticipated success in the field. The correlation between the Miller's Analogy Test and a measure of “overall success in counselor education” was in the predicted direction but failed to reach the traditional levels of statistical significance (p < .09). Implications for future research and limitations of the study are discussed.
Neophyte Counselor Attire and College Student Perceptions of Expertness, Trustworthiness, and Attractiveness
Authors: ROLL STEPHEN A. , ROLL BONNIE M.
Published: December 2011

Strong (1968) proposed that counseling can be viewed as a two‐phase process. During the first phase, counselors use various techniques to enhance client perceptions of counselor expertness, trustworthiness, and attractiveness. These perceptions result in influence‐power and have an effect on outcome. According to Strong, clients use reputational, behavioral, and evidential cues to assess counselor credibility and attractiveness. Previous research has indicated, however, that counselor attire is not used as an evidential cue when counselors display expert verbal and nonverbal behavior. It was hypothesized that counselor attire is an evidential cue for expertness, trustworthiness, and attractiveness of the inexperienced neophyte counselor‐in‐training. To test this hypothesis college students participated in group counseling sessions with either a formally or informally attired neophyte counselor. It was found that the informally attired counselor was perceived as more expert, trustworthy, and helpful.
All‐Inclusive Conceptualization as a Dimension of Trainee Empathic Responding
Authors: BROWN PATRICK B. , SMITH H. DAN
Published: December 2011

Investigations into the personality characteristic all‐inclusive conceptualization (AIC) indicated that this variable was related to the ability to integrate facilitative interpersonal behaviors. A test of AIC was administered to 28 counseling practicum students who also submitted audiotapes of an initial, middle, and final counseling session. The sessions were rated, using a 5‐point Carkhuff scale, as to the level of empathic understanding present. Significant negative correlations were found between scores on the test and rated levels of empathic understanding in each counseling session. The correlations indicated that those trainees who scored higher on the test of AIC offered their clients lower levels of empathic understanding than did their lower scoring colleagues. Implications for this finding are discussed.
High Touch and High Technology: The Marriage that Must Succeed
Authors: HARRIS‐BOWLSBEY JOANN
Published: December 2011

Counselors should view the computer and its associated technology as partners in helping students and clients achieve their counseling goals. The extent to which this collaborative effort is feasible or considered desirable, however, is related to the theoretical perspective the counselor adopts. Affective theoretical positions, in which high touch is seen as a powerful remediating force, will view the computer as a much less welcome partner than will cognitive theoretical perspectives, in which systematic processes and learning goals can be defined. For the future survival of the profession, it is essential that the appropriate merger of high touch and high technology be accomplished and that counselors be trained to implement the synthesis.
Counselors, Confidentiality, and Life‐Endangering Clients
Authors: VANDECREEK LEON , KNAPP SAMUEL
Published: December 2011

Counselors value both the confidentiality of client information and the sanctity of human life. These values come into apparent conflict, however, when counselors work with life‐endangering clients in such situations as child abuse and homicidal and suicidal threats. Legal incursions into the activities of mental health professionals should not threaten counselors into abandoning good clinical judgment or into refraining from treating potentially dangerous clients. Ethical and legal standards guide counselors in their treatment of such clients. Breaching confidentiality is rarely necessary. Counselors should understand their ethical codes and their state statutes.
Computer‐Assisted Feedback in Counseling Supervision
Authors: FROEHLE THOMAS C.
Published: December 2011

This article outlines the capacity of the microcomputer to help provide process feedback to counselors‐in‐training. Discussion is focused upon low cost equipment, innovative adaptation, and interaction of standard equipment commonly found in counselor training laboratory facilities. Advantages, limitations, and desirable features of each system are briefly discussed. Finally, possible system usage in counselor training is considered in light of the new potentials made economically feasible by advances in microcomputer technology.
Computers In Counselor Education: An Ethical Perspective
Authors: ENGELS DENNIS W. , CAULUM DAVID , SAMPSON DONALD E.
Published: December 2011

This article contains considerations of ethical questions related to use of computers, computer based information systems, computer assisted instruction, and related concerns for counselor education and practice. Ethical questions and issues are discussed in the areas of human dignity, confidentiality, professional development, curriculum, measurement and evaluation, career guidance, research and publication, counselor accountability, and administration and fee setting. The article proceeds from attention to general questions, through general and pointed discussion of topics, to a brief summary. Although most of the narrative focuses on counselor preparation, where appropriate, effort is made throughout to attend to related issues and concerns in professional practice. Reference is made throughout the manuscript to various sections of the 1981 Ethical Standards of the American Association for Counseling and Development.

Massive advances in computer technology in general, and in computer‐based information and instruction programs for counselor preparation, in particular, have prompted the need for examining computer use in counselor preparation from an ethical perspective. Do existing ethical standards encompass sufficient principles or guidelines for appropriately incorporating and exploiting the advantages computers and computer software bring to counselor education? What are some new or refined areas of ethical concern related to computers and computerization? These are two major questions that warrant active and immediate attention.
Theory: Ego Development Theory and Its Implications for Supervision
Authors: CEBIK RONALD J.
Published: December 2011

This article discusses the implications of ego development theory and assessment for the supervision and education of counselors. Using Loevinger's theory as a model, current thinking and research on the relationship between ego development theory and counseling supervision are examined. The author proposes that the concept of matching methodology, counselor, and client through ego development assessment may also be applied to the supervision and education of counselors at all levels.
The Role and Function of the Counseling and Guidance Staff of State Departments of Education: A Descriptive Study
Authors: WANTZ RICHARD A. , CORVIN SUE ANN , HOLLIS JOSEPH W.
Published: December 2011

This study presents the results of a national survey of the counseling and guidance staff and its functions within state departments of education throughout the United States and four territories during the past decade. Counseling and guidance section directors in state departments of education in the U.S. received a letter describing the nature and purpose of the study and a request for cooperation by completing an enclosed questionnaire. Data collection resulted in an 83% return rate. The results of this study indicate specific trends and implications. These trends reflect economic changes and imply further diversification of services with fewer staff members. This article specifically addresses trends, implications, and the present impact on populations that counseling and guidance personnel serve.
Elementary and Secondary School Counselor Preparation Programs: How Different are They?
Authors: HOSIE THOMAS W. , MACKEY JAMES A.
Published: December 2011

There is a paucity of current information on training programs for elementary school counselors. Also, criticisms about roles and the need for specialized training for this group are contained in recent literature. This article presents the results of a national survey that focused on the differences in preparation programs for elementary and secondary school counselors. Data on specific courses and number of required courses for elementary and for secondary counselors are included.
An Integrative Approach to Teaching Consultation and Supervision
Authors: DRAPELA VICTOR J.
Published: December 2011

This article describes an approach to teaching consultation and supervision. The course treats the two helping processes as natural outgrowths of counseling within an integrated conceptual framework. The course is not meant to train specialists in consultation and supervision. Rather, it is designed to help future practitioners gain adequate understanding of the two helping functions and acquire attitudes and skills required for consulting and supervisory roles. The didactic component of the course is based on the Three‐Dimensional Intervention Model. It helps clarify the generic unity and specific differences of consultation and supervision vis‐à‐vis counseling. The course structure also provides students with opportunities to adapt counseling skills to situations typical in consulting and supervisory work.