bluuebunny/crossref_metadata_2025 huggingface dataset:
Effects of Covert Modeling and Written Material on the Acquisition of a Counseling Strategy
Authors: SCOTT ALBERT J. , CORMIER WILLIAM L. , CORMIER L. SHERILYN
Published: December 2011

This study investigated the efficacy of covert other modeling, covert self‐modeling, and written material on the acquisition of a counseling strategy that involved developing goals. Thirty‐six student counselors were assigned randomly to the following four treatment conditions: covert other model, covert self‐model, written material, and delayed‐treatment control. Written pretest, posttest, retention test measures, and role‐play pre‐ and posttest measures were obtained. A repeated measures ANOVA revealed that performance on the written measures for the three treatment groups increased significantly from pre‐ to post‐ testing and from pre‐ to retention testing. On the role‐play measure, the performance of the three treatment groups also increased significantly from pre‐ to posttesting. The performance of the control group on pre‐ and posttesting for the written and role‐play measures did not increase significantly.
A Model to Systematize Competencies in Counselor Education
Authors: CHIKO CARL H. , TOLSMA ROBERT J. , KAHN SHARON E. , MARKS STEPHEN E.
Published: December 2011

A domain of 2,186 competency statements was collected from a survey of counseling professionals, liteature, and counselor education programs. An examination of these statements revealed they were written at various levels of specificity and often the areas of knowledge, skills, and personal characteristics were confounded within a single statement. A concept analysis showed that competency statements have not been written for all of the duties performed by counselors. This article presents a model to rewrite existing competency statements in a standardized format; eliminating the problems of nonspecific, confounded, and missing competencies. Examples of the application of the model are given.
Some Curriculum Ideas for Training Public Offender Counselors
Authors: PAGE RICHARD C. , SHEARER ROBERT A.
Published: December 2011

Counselor education programs that train counselors for work in corrections need to supplement their curriculum in critical content and issue areas. Correctional counselors need specialized coursework in addition to training in traditional counseling techniques. This article reviews the current curriculum areas of many counselor education master's programs that are relevant to correctional counselors, and also suggests some ideas for additional content that might expand these curriculums to better meet the needs of correctional counselors.
Counseling‐Orientation Preferences: American and Australian Comparative Data
Authors: KHAN JANET A. , CROSS DARRYL G.
Published: December 2011

This study investigated counseling‐orientation preferences of samples of counselor trainees in the United States and Australia using the Counseling‐Orientation Scale. The authors compare the preferences in theoretical orientations and discuss the two major findings primarily in terms of the cultural characteristics of the two nations.
Contracting in Consultation: Training Guidelines and Examples
Authors: COCHRAN DONALD J.
Published: December 2011

Proposals for expansion of the role of the counselor to that of behavioral scientist, deliverer of indirect service, and consultant are cited as precedents for this discussion. The need for training materials related to specific consulting skills is suggested. Contracting, a specific skill component of consultation, is operationally defined. Guidelines for conceptualizing contracts along with case examples are offered as a basis for training modules for counselor education courses in consultation.
Health Counseling: An Emergent Specialization
Authors: SOUTHERN STEPHEN , HANNAFORD CHARLES
Published: December 2011

Health counseling is a legitimate specialization that focuses on the development of skills and resources for optimal psychophysiological functioning (i.e., wellness). This emerging specialization, however, lacks the formal recognition required to advance within the developing interdisciplinary field of behavioral medicine. The authors address the problem and promise of professional recognition for health counseling.
Doctoral Level Internships in Counseling: Should APGA Accredit Them?
Authors: DORN FRED J.
Published: December 2011

If one accepts the assumption that accreditation indicates at least minimum standards of training and competency, then it seems appropriate for APGA to begin accrediting internship training sites. This article argues in favor of such accreditation.
Effects of Different Strategies within a Microtraining Situation
Authors: STONE GERALD L.
Published: December 2011

The purposes of this study were to determine whether teaching and supervision had an impact on reflective‐communication development. The experimental strategy included an analytic approach in which various components were systematically varied among four groups of undergraduate students. Evaluation was through multiple measures representing three sources: counselor behavior and client participation and evaluation.
A Workshop Model for Developing Awareness of Sex‐Role Bias in Counseling Students
Authors: MOORE HELEN BOWMAN , NELSON EILEEN S.
Published: December 2011

There is a demonstrated need for counselors in training to develop an awareness of their own dynamics and to explore biases and stereotypes that may obscure objectivity and predetermine counseling outcomes. This article describes a workshop consisting of videotaped vignettes, minilecture, and discussion that was developed by one counselor education program in response to that need.
A Two‐Study Comparison of Written and Video Modeling and of Written and Oral Assessment
Authors: ROBINSON SHARON E. , KURPIUS DeWAYNE J. , FROEHLE THOMAS C.
Published: December 2011

This article presents the findings from two research studies. In Study I, 21 counseling students were given either a written standard model, written serial model, or a videotape model of how to ask tacting questions. While there were no differences between the written and video models, significant multivariate differences were found between the two forms of the written models. In Study II, 24 counseling students received either the written or video model and then were assessed either by orally responding or by writing reflections of feeling responses to a series of client vignettes. Once again, no differences were found for mode of model presentation. Students who responded in writing, however, outperformed those who responded orally. The discussion focuses on the implications these two studies have for counselor education.
Selection and Training for Human Rights Counseling
Authors: ATKINSON DONALD R.
Published: December 2011

Human rights counseling is needed today as much as or more than it was in the 1960s. Counselor educators can help meet societal needs for human rights counselors by selecting counselor trainees sensitive to human rights issues and by preparing them to work with problems resulting from oppression. This article examines the shortcomings of traditional selection and training procedures and presents suggestions for improving them vis‐á‐vis human rights counseling.
Clinical Practice in Master's Level Rehabilitation Counselor Education
Authors: ATKINS BOBBIE J.
Published: December 2011

Clinical practice in rehabilitation education represents an essential component in the graduate student's course of study and serves as a transition between the didactic learning of the classroom and the employment of the student as a professional counselor. Although the value of clinical practice is well established in master's level rehabilitation education, a number of potential problems currently exist. The author examines several issues related to supervision in clinical practice and provides suggestions for clarification.
Roles for Counselor Education Departments in Marriage and Family Counseling: Current Status and Projections
Authors: MEADOWS MARK E. , HETRICK HELEN H.
Published: December 2011

Preparation of counselors for marriage and family counseling roles is an increasingly important aspect of counselor education. This study sought to determine current level and projected involvement of a nationwide sample of counselor education departments in marriage and family counselor training and to assess the extent to which counselor educators in the sample agreed with 30 marriage and family counseling competencies.
Counselor Trainees' Attitudes Toward Mainstreaming the Handicapped
Authors: FILER PEGGY SOMMERS
Published: December 2011

This study reports the results of a questionnaire on attitudes toward mainstreaming handicapped students administered to graduate counseling students at a Midwestern university. Implications for counselor education programs are suggested.
Characteristics of the Field Practicum: A National Survey
Authors: HOLLOWAY ELIZABETH L.
Published: December 2011

A national survey of counselor education field practicum programs was conducted. Current and ideal characteristics of practicum activities, trainee evaluation, and supervisory requirements were reported by 287 counselor education programs.
The Protestant Work Ethic, Disability, and the Rehabilitation Student
Authors: THOMAS KENNETH R. , CARTER SUE A. , BRITTON JEAN O.
Published: December 2011

Fifty graduate students in rehabilitation counseling were surveyed regarding their attitudes toward the Protestant Work Ethic (PWE) using the original and a modified form of the Bowling Green University Survey of Work Values. Results indicated that the students were more likely to endorse those aspects of the PWE reflecting the intrinsic value of work than those dealing with earnings, social status, and advancement. In addition, the students were found to generally hold the same PWE orientation for themselves as they did for disabled persons.
Humanism as Repression: Counselors Training Police
Authors: ADAMS HAROLD J. , SPICER CATHY A.
Published: December 2011

Passage of the Omnibus Crime Control and Safe Streets Act of 1968 has led to both increased expenditure on police technology and humanistically oriented police training programs. While those two outcomes may seem contradictory, both aid police in their attempt to achieve social control. Advocates of humanistic police training programs have generally ignored the role of police in maintaining societal inequalities, repressing assent and social change, and diffusing legitimate protest. Seen in the light of those larger social issues, human relations skills in the hands of the police can become effective tools with which to achieve social control while avoiding the resistance generated by more coercive methods. As such, they function not as progressive, humanistic measures, but rather as a means for perpetuating human oppression.
Minority Populations and Traditional Counseling Programs: Some Alternatives
Authors: COPELAND ELAINE J.
Published: December 2011

Racial and ethnic minority group members are now recognizing the need for relevant counseling services. Many counselor education programs, however, have not addressed this issue. While some counselor educators support the need for innovative counselor training programs for those who expect to work in pluralistic settings, others believe that traditional programs can meet the needs of all populations. This article describes why counselor training incorporating the needs of racial and ethnic minorities is needed and provides four models: (a) the separate course model; (b) the area of concentration model; (c) the interdisciplinary model; and (d) the integration model, which may be used in program development and implementation.
Disability and Counselor Education
Authors: LOFARO GREGORY A.
Published: December 2011

Mainstreaming legislation is an impetus for social change in relation to treatment of individuals with disabilities. This change requires that counselor educators include content areas related to aspects of disability to prepare counselors to serve clients with disabilities. The author makes recommendations for curricular change for experiential and didactic training to increase a counselor trainee's sensitivity, skills, and knowledge regarding disability. Also, counselor educators are urged to team trainees from school and rehabilitation counseling training programs so that these professionals can work cooperatively for the benefit of the client with a disability.
Age Discrimination in Employment: Counselor Responsibilities
Authors: SANDER DARYL
Published: December 2011

Discrimination against older persons in the United States had been a well‐documented social blight until the enactment of the Age Discrimination in Employment Act. Legal redress is now available, but popular stereotypes about older persons remain and pose a challenge to counselors in many settings.
Working With Minority Counselor Education Students
Authors: GUTIERREZ FERNANDO J.
Published: December 2011

This article addresses three major issues in the training of minority counselor education students: sensitivity to client; cultural differences in counseling; and relationships between the counselor trainee and his or her clients, professors, classmates, and agency–placement supervisors.
The Counselor's Role Communication Skills, or The Roles Counselors Play: A Conceptual Model
Authors: DOYLE ROBERT E.
Published: December 2011

This article presents a two‐dimensional conceptual model called the “Role Communication Skill Model,” which outlines a comprehensive approach to the issue of skill‐oriented training.
The Effect of Response and Presentation Modes on Trainees' Responding
Authors: WILMARTH RICHARD R. , MORACCO JOHN C. , VALINE WARREN J.
Published: December 2011

Sixty undergraduate students enrolled in human relations training were randomly assigned to one of six treatment groups and asked to respond either orally or in written form. Mode of response was shown to have a significant effect on participants' level of responding, perceptions of their helpfulness, and length of response.
Ethnic Minority Representation in Counselor Education
Authors: ATKINSON DONALD R.
Published: December 2011

Chairpersons of the counselor education programs listed in Counselor Preparation, 1980 were surveyed to determine ethnic minority representation among students and faculty. Compared to population statistics, Asian Americans were found to be underrepresented as faculty and Blacks and Hispanics were found to be underrepresented as both students and faculty. Compared to nonminorities in counselor education, minorities (particularly Blacks and Hispanics) are more likely to be enrolled in part‐time and master's degree programs and less likely to be enrolled in full‐time and doctoral degree programs. Minority faculty are more likely to hold nonacademic, nontenured, and part‐time appointments than are nonminority faculty. For the most part, minority faculty are distributed regionally in the same proportion as are minority students. The difficulty in achieving parity on counselor education faculties in a period of no growth is discussed.
Counselor Training Via Computer
Authors: PHILLIPS SUSAN D.
Published: December 2011

Findings from a decade of research on using computers in counseling have suggested that the computer may be considered not only as an informational support system and an adjunct to counseling, but also that it may have applications in counselor training. This article (a) outlines the capacities and characteristics currently available in computer technology as they relate to the tasks and methods of counselor education and (b) reviews available computer system models and limitations in terms of implications for use in training efforts.
Training Counselors to Work with Disabled Clients: Cognitive and Affective Components
Authors: STROHMER DOUGLAS C. , BIGGS DONALD A. , HAASE RICHARD F. , PURCELL MICHAEL J.
Published: December 2011

This study examines the relationship of cognitive complexity, counselor anxiety, and client disability condition to accurate empathy on the part of students in training. A sample (n = 28) of students in a graduate counseling program observed a series of eight vignettes of counseling interviews (four clients with disabilities and four without disabilities) and reported a verbal counseling response to a client statement. A significant main effect was found for the cognitive complexity variable only (p < .05). A significant interaction among cognitive complexity, anxiety, and client disability condition (p < .01) indicated that all three factors interact to influence empathy. Implications for research and the training of counselors are discussed.
Assessing Primary Representational System (PRS) Preference for Neurolinguistic Programming (NLP) Using Three Methods
Authors: DORN FRED J.
Published: December 2011

Neurolinguistic Programming (NLP) theory suggests that each person has a preference for one of the three primary senses: visual, auditory, or kinesthetic. This preference is referred to in NLP as a primary representational system (PRS). It is necessary for a client's primary representational system (PRS) preference to be identified correctly if NLP is to be used as a therapeutic modality. Research on identifying PRS preference has been inconsistent. Three methods for identifying PRS were considered in this study.
Enhancing the Effects of Modeling Through Role‐Play Practice
Authors: FROEHLE THOMAS C. , ROBINSON SHARON E. , DE KURPIUS WAYNE J.
Published: December 2011

The effects of yoking role‐play practice to modeling treatments designed to teach the rudimentary counseling skill of reflection of feeling were investigated. Twenty‐eight novice counselors‐in‐training were randomly assigned to one of the four treatment conditions: written model, videotape model, written model plus role‐play practice, and videotape model plus role‐play practice. Effectiveness was measured by ratings of students' oral responses to 16 videotaped client vignettes. The multivariate analyses revealed that although there were no significant differences between the two modeling conditions without role‐play practice, there were significant differences between students who received an opportunity to role‐play practice and those who did not. From the results of the analyses, it was concluded that role‐play practice significantly enhanced the effectiveness of the written model but not the video model. These results are discussed in terms of counselor skills training.
Effects of Helping Skills on Attitudes Toward Psychological Counseling
Authors: STONE GERALD L. , KELLY KEVIN R.
Published: December 2011

This study was undertaken to examine the relationship between acquisition of counseling skills and trainee attitude towards psychological counseling. Results are discussed within the context of a mediational approach to counselor development.
Counselor Education and Supervision: 21 Years and a Few Surprises
Authors: WHITE ARDEN
Published: December 2011

In 21 years, CES has appeared 87 times, has had 7 editors, and has had 85 pople serving on the editorial board. A total of 1, 103 articles on various topics has appeared, including 983 substantive articles, authored by 997 people alone or as multiple authors. Topical changes are analyzed and discussed, along with changes in authorship and some related trends. Comparisons are made with other journals for which similar analyses have been done.
A Response to “Counselor Education and the Psychology of More”
Authors: WITTMER JOE , SWEENEY THOMAS A.
Published: December 2011

Joe Wittmer and Thomas Sweeney, Executive Director and Chairperson, respectively, of the APGA Council for Accreditation of Counseling and Related Educational Programs, respond to the article, “Counselor Education and the Psychology of More” (Pipes, Buckhold, & Merrill, 1983), found elsewhere in this issue. The authors agree that Pipes et al. challenged the profession to examine the state of the art in counselor education, but that they seemed unaware of the rapidly moving changes occurring within the profession today.
Training Counselor Trainees to Talk to Themselves: A Method of Focusing Attention
Authors: KLINE WILLIAM B.
Published: December 2011

Literature regarding counselor trainee anxiety is discussed and it is concluded that this anxiety has a cognitive or a self‐talk component. This self‐talk component has the effect of increasing the counselor's focus on self‐evaluative thinking. A method based on cognitive behavior modification literature is presented. This method is intended to reduce trainee anxiety, to increase the trainee's concentration on client verbalization, and to aid in skill acquisition.
Assumptions and Interpretations of the SOMPA in Estimating Learning Potential
Authors: BROOKS BENJAMIN L. , HOSIE THOMAS W.
Published: December 2011

Public Law 94–142 mandates that the assessment of handicapped students not be racially or culturally biased. A recent attempt to create a system of nondiscriminatory evaluation is the System of Multicultural Pluralistic Assessment (SOMPA). Some constructs and aspects of this system, however, are highly controversial. This article focuses on one such construct, the Estimated Learning Potential (ELP). Implications for counselors' interpretation are discussed.
Effects of Cross‐Cultural Training on Helper Response
Authors: CHRISTENSEN CAROLE PIGLER
Published: December 2011

This study investigated the effects of cross‐cultural training on participants' empathic response, attending behavior, and anxiety during interviews with a culturally dissimilar Black client. Thirty‐one White graduate trainees in counseling were randomly assigned to treatment/no‐treatment conditions; the treatment group was exposed to cross‐cultural training. Trained judges rated videotaped excerpts of trainee performance on empathy and attending behavior variables; a self‐report measure of anxiety was used. The overall results of the multivariate analysis of variance indicated no significant difference between treatment and control group trainees on the three dependent variables. The findings are examined and implications for cross‐cultural training and research are discussed.
Evaluation of Counselor Training in Gestalt Methods
Authors: GREENBERG LESLIE S. , SARKISSIAN MARGARET GREIG
Published: December 2011

This study evaluated the effectiveness of a Gestalt skill‐training group. Results indicated that after training, counselors responded to a client statement of conflict significantly more often with a two‐chair dialogue intervention, and used significantly more of the advanced skills of direct guidance, open question, and nonverbal referent than they did before training.
Moment‐to‐Moment Counseling Process Feedback Using a Dual‐Channel Audiotape Recording
Authors: SMITH H. DAN
Published: December 2011

A survey of 28 counseling practicum students revealed that although their most time‐intensive training activity was listening to postsession audiotapes, it ranked fifth on perceived effectiveness, with supervisor feedback ranking first. This study outlines a method of combining the time‐intensity of audiotape playback with direct supervisor feedback using dual‐channel (stereophonic) tape recorders in the counseling laboratory. Posttreatment assessment indicated strong student support for this method.
A Multimodal Approach to Counselor Supervision
Authors: PONTEROTTO JOSEPH G. , ZANDER TONI A.
Published: December 2011

This article represents an initial effort to apply Lazarus's multimodal approach to a model of counselor supervision. The supervision model emphasizes the importance of considering the trainee's total counseling experience. As a means of accessing the trainee's total experience, the supervisory process includes continuously monitoring the trainee's Behavior, Affect, Sensations, Images, Cognitions, Interpersonal functioning, and when appropriate, Biological functioning (Diet and Drugs). The multimodal model of supervision is presented as supervisee‐specific; and the multimodal supervisor is seen as flexible, adaptable, and technically eclectic. Key multimodal supervision procedures, such as establishing a trainee modality profile and tracking the modality firing order, are presented and discussed via a case example.
Citation Patterns in Recent Issues of Counselor Education and Supervision
Authors: LEONARD PATRICIA Y.
Published: December 2011

This study compares the citation patterns of Counselor Education and Supervision with those of the Personnel and Guidance Journal, the Journal of Counseling Psychology, and the Counseling Psychologist. Citations from Counselor Education and Supervision for 1979 and 1980 were analyzed in terms of the most frequently cited authors and works published prior to and after 1958. The findings reveal that although there is some overlap between the works and authors cited in Counselor Education and Supervision and those cited in the counseling psychology journals, there is a sizable and unique body of literature and pool of authors cited in Counselor Education and Supervision. The impact of multiple authorship, the dependence function (within‐journal citation) and other issues in counseling citation research are discussed.
Counselor Educators: Comparing NDEA and Non‐NDEA Participants
Authors: LANNING WAYNE , FORREST DONALD , CAREY JAY
Published: December 2011

This study examines the impact of National Defense Education Act (NDEA)‐sponsored programs on current counselor educators. Questionnaires were sent to half of all counselor educators listed as teaching three‐fourths time or more in a counselor education program. NDEA‐ and non‐NDEA‐sponsored respondents are compared in terms of demographic variables, professional productivity leadership measures, and perception of NDEA impact.
Training Counselors to Interpret Psychoeducational Evaluations: A Course Model
Authors: CHEW ALEX L.
Published: December 2011

Evidence from the literature and from reported practice indicates that school counselors are increasingly expected to be competent in the interpretation of individually administered psychoeducational tests and reports. Systematic training in these competencies, however, is often not included as an integral part of counselor education programs. This article describes one counselor education program's response to the need for training in these interdisciplinary skills. The course model presented has been positively received by students and counseling internship supervisors.
Investigating the Effects of Computerized Approaches to Counselor Training
Authors: CAIRO PETER C. , KANNER MERYL S.
Published: December 2011

This article begins with a discussion of issues related to evaluating the acceptance and effectiveness of computerized approaches to counselor training. In view of the paucity of research on the use of computers in counselor training, the discussion focuses on the relationship between what is known about computer‐assisted counseling systems and comparable uses envisioned in counselor training. After discussing the need to evaluate the extent to which both students and educators accept the use of computers in training, the article examines computerized approaches in light of what Loganbill, Hardy, and Delworth (1982) indicate are three fundamental tasks of counselor training; to help students (a) to obtain pertinent knowledge and factual information, (b) to increase their self‐awareness, and (c) to develop skills. The article concludes with a discussion of several research opportunities that are made possible by computer applications to counselor training.
Research on client perceptions and expectations: Client Perceptions of Counselors' Nonverbal Behavior: A Reevaluation
Authors: ROLL STEPHEN A. , CROWLEY MAUREEN A. , RAPPL LAWRENCE E.
Published: December 2011

The purpose of this audiovisual counseling study was to determine if variations in counselor nonverbal behavior result in enhanced or debilitated perceptions of counselor expertness, attractiveness, trustworthiness, and helpfulness. Three groups of participants rated the perceived expertness, attractiveness, trustworthiness, and helpfulness of a counselor emitting nonverbal behavior at a high, moderate, or low frequency. In addition, a fourth group rated the perceived expertness, attractiveness, trustworthiness, and helpfulness of the counselor role. Results indicate that: (a) low frequency counselor nonverbal behavior results in debilitated perceptions of counselors; (b) the counselor role is perceived as moderately expert, attractive, trustworthy, and helpful; and (c) compared with the counselor role, high frequency counselor nonverbal behavior does not enhance the perceived expertness, attractiveness, trustworthiness, and helpfulness of counselors. Implications for counseling practice, theory, and research are discussed.
Survey research: Interpersonal Skill‐Training Research: A 12‐Year Review and Analysis
Authors: KURTZ P. DAVID , MARSHALL ELDON K. , BANSPACH STEPHEN W.
Published: December 2011

This article is a comprehensive survey of research published over a 12‐year period on skill‐training programs used to enhance the interpersonal effectiveness of counselors. It descibes, analyzes, and synthesizes significant patterns in the content and format of training programs and highlights the strengths and limitations in research methodology employed. The investigations reviewed were analyzed in relation to purpose, training models, training duration, training methods, interpersonal skill focus, and research design issues. Implications for counselor training are explored, and directions for future research are discussed.
The Deans' Views of Counselor Education: Report of a National Survey
Authors: MAPLES MARY F.
Published: December 2011

The results of a national survey of college (school) deans of education are presented. The purpose of the survey, which was conducted in the spring of 1983, was to assess the views of these individuals towards the counselor education program in their institutions.
A Survey of Psychiatric Rehabilitation Counseling Training Needs
Authors: McCUE MICHAEL , KATZ‐GARRIS LYNDA
Published: December 2011

A total of 580 vocational rehabilitation counseling professionals from Rehabilitation Services Administration Region III responded to a 40‐item, forced‐choice questionnaire regarding perceived needs for training in the area of psychiatric rehabilitation. Although it was identified as least available, opportunity for continuing education was rated as the optimal vehicle for training rather than formal academic course work or agency in‐service programs. Translating psychiatric diagnoses into functional behavioral terminology was ranked foremost as a specific training need; training in career counseling and realistic goal planning and job‐seeking skills and job placement needs of the psychiatrically disabled client ranked second and third.
History and Systems of Counseling: A Course Whose Time Has Come
Authors: GLADDING SAMUEL T.
Published: December 2011

In this article I advocate that a history and systems of counseling course be established in counselor education programs. Potential advantages are identified. Five main areas are examined that need to be addressed in a course of this nature.
Group Supervision: Widely Practiced But Poorly Understood
Authors: HOLLOWAY ELIZABETH L. , JOHNSTON REBECCA
Published: December 2011

The group supervision literature in counselor training from 1960 to 1983 was reviewed. Only those articles pertaining to supervised groups of counselor trainees participating in individual counseling practica were included. Descriptions of group supervision included elements of case presentation, didactic information, and interpersonal process. Because of the paucity of research in group supervision, practices are based on intuitive common sense approaches.
Relationship Between Client‐Learning Style and Preference for Counselor Approach
Authors: MARSHALL E. ANNE
Published: December 2011

A client‐counselor matching model based on Kolb's experiential learning theory was examined. A questionnaire, which included Kolb's Learning Style Inventory (LSI) and four counselor approach profiles, was completed by 205 counseling clients. The clients indicated which counselor they preferred. The following four preference patterns were predicted: concrete learners—experiential approach, abstract learners—rational approach, active learners— behavioral approach, and reflective learners—client‐centered approach. The results did not confirm the hypothesized four‐way model, although limited support for the matching concept was evident when only two counselor approaches were considered. Clients who preferred directive counselors were more abstract learners. Clients preferring nondirective counselors were more concrete learners. Overall, clients preferred the rational counselor approach. A nonclient comparison group (n = 75) preferred the client‐centered approach.
Reliability of Videotape‐Assisted Recall in Counseling Process Research
Authors: YOUNG DELTON W.
Published: December 2011

The demand for naturalistic, fine‐grained methods in counselor training and counseling process research has supported use of the videotape‐assisted recall (VAR) method. By reviewing videotapes of counseling sessions, clients can, for example, provide ratings of specific counselor behaviors or of their own moment‐to‐moment experience. The reliability of ratings made with VAR is not well established. This article includes reliability data from a test‐retest procedure. Twelve participants met individually with a counselor for 20 minutes each to discuss a “minor but real personal concern,” and the interviews were videotaped. The videotape recall was conducted twice. Participants made ratings of two types of recalled affect at times of occurrence of each of six counselor nonverbal gestures. Stimulus order was disguised from the first recall to the second. Reliabilities of ratings ranged from .508 to .822.
Effects of Counselor's Ordinal Position When Involved in Role Play Practice in Triads
Authors: ROBINSON SHARON E. , CABIANCA WILLIAM A.
Published: December 2011

To investigate the effects of the order of being the counselor when involved in role‐play practice, 36 novice trainees were assigned to counseling triads and then to the levels of ordinal position—counselor first, second, or third. Each participant also served as a client and as an observer within the triad. No difference among the three ordinal positions was found in the trainees' abilities to produce reflection of feeling responses. Similarly, there were no differences between those trainees who functioned as as observers before being the role‐play counselor. There was a significant positive linear trend, however, for ordinal position (i.e., the accuracy of the trainees' reflection of feeling responses steadily improved from first counselor role play to third counselor role play). These results are discussed from a social‐learning theory perspective.
The Value of Therapy: A Review of Zilbergeld's The Shrinking of America: Myths of Psychological Change
Authors: SCHUELE MARY K.
Published: December 2011

This article reviews a recent book by Bernie Zilbergeld (The Shrinking of America: Myths of Psychological Change), which charges that therapy is oversold in this country and that it is largely ineffective. Premises of the book include the belief that a number of myths pervade our understanding of therapy, among them the idea that there is one therapy that is the best, that therapy works equally well for all problems, and that only specially trained experts can help people change. The relative merits of Zilbergeld's major allegations are commented on and implications for graduate training are discussed.
President's Message
Authors: Sheeley Vernon Lee
Published: December 2011

Make no little plans; they have no magic to stir men's blood and probably themselves will not be realized. Make big plans; aim high in hope and work, remembering that a noble, logical diagram once recorded will never die, but long after we are gone will be a living thing, asserting itself with ever‐growing insistency. (Moore, 1921, p. 147)
The Duty to Warn: A Potential Issue of Litigation for the Counseling Supervisor
Authors: SNIDER PAUL D.
Published: December 2011

At a time when the courts are increasingly called on to settle disputes, the mental health profession finds itself vulnerable to litigation under legal doctrines that were previously limited to the medical establishment. The possibility of being sued by a client is not limited to individual practitioners. Counseling supervisors and administrators in counseling centers are likely to be named co‐defendents. This likelihood is reinforced by recent decisions that have held counselors, supervisors, counseling centers, and sponsoring institutions responsible for the public threat posed by clients. This article describes elementary principles of law involving supervisors and counselors and explores the ramifications of these doctrines in reference to “the duty to warn.” Suggestions for avoiding litigation are also offered.
President's Message
Authors: Sheeley Vernon Lee
Published: December 2011

Just as medicine often treats symptoms without concern for the whole system, schools break knowledge and experience into subjects, relentlessly turning wholes into parts, flowered into petals, history into events, without ever restoring continuity. (Ferguson, 1980, p. 282)
Perceptions of Counselor Expertness: The Effects of Interpretation Content, Discrepancy, and Type
Authors: STROHMER DOUGLAS C. , BIGGS DONALD A. , BRADSHAW CHARLES B.
Published: December 2011

This study addresses limitations of previous research examining the effects of the counselor's use of interpretation on participants' perceptions of counselor expertness. Three factors (interpretation content, degree of interpretation discrepancy, and interpretation type) were crossed in a 2×2×2 factorial design. A main effect for interpretation type (propositional versus semantic interpretation) and an interacton between degree of discrepancy and interpretation type were found. These findings suggest that the relationship between the use of interpretations and perceptions of counselor expertness may be more complex than indicated by earlier research.
Sex and Order of Counseling Effects on Paired Role‐Play Practice
Authors: ROBINSON SHARON E. , KINNIER RICHARD T.
Published: December 2011

In this study the effects of order of counseling and sex within counseling pairs were analyzed. A total of 51 graduate students, 35 women and 16 men, from introductory counseling classes were randomly assigned, according to their sex, to two levels of sex pairing and ordinal position. Multivariate analyses of variance and analyses of variance indicated that same sex or opposite sex pairing and ordinal position did not influence performances. Women, however, produced more reflection‐of‐feeling responses, and their responses tended to be more accurate than those of men. Also, women in ordinal Position 2 who had male partners in Position 1 outperformed women paired with women in Position 1. Results are discussed in reference to literature on modeling, sex differences, and role‐play practice.
Toward Accountability in Supervision: A Single‐Case Illustration
Authors: HOLAHAN WILLIAM , GALASSI JOHN P.
Published: December 2011

This article illustrates the potential of a single‐case research design as a method for demonstrating supervisor accountability. A supervisor in training employed a multiple baseline design to evaluate the effectiveness of a brief supervisory intervention. The targeted counselor behaviors were a decrease in the use of questions and an increase in reflections of feelings. The intervention consisted of counselor self‐monitoring and supervisor reinforcement. The data showed marked decreases in counselor questioning, accompanied by increases in reflections of feeling. Concomitant changes in client behavior included more active participation in the session and more frequent discussion of feelings. The decrease in counselor questions was stable over a follow‐up period. The process and decisions involved in using a single‐case design to evaluate supervisor effectiveness are discussed.
Dual‐Focus Supervision: A Nonapprenticeship Approach
Authors: McBRIDE MARTHA C. , MARTIN G. ERIC
Published: December 2011

This article provides a professional model for practicum supervision using supervisors with equal responsibility and status. The authors discuss the influence of preprofessional guilds on practicum supervision and cite the major tenets that distinguish a profession from a guild. A model that attempts to meet some of the deficiencies identified in the literature on practicum supervision is proposed. With this model we stress the use of professional knowledge in both the content and process of practicum supervision. Dual‐focus supervision is seen as the integration and application of two approaches to practicum supervision. Theory congruency is defined as the ability to translate espoused theory into practice. Interpersonal dynamics refers to the ability to recognize and attend to the impact of the counselor's and the client's behavior on each other. The application of the model is described, and examples from the use of the model are given. Student comments tended to support their satisfaction with the dual‐supervision model. The model was seen to produce changes in trainee behavior and in supervisor behavior.
The Collaborative Team as a Training and Therapeutic Tool
Authors: SPERLING MICHAEL B. , HANDEN BENJAMIN L. , MILLER DUSTY , SCHUMM PATRICIA , PIRROTTA SERGIO , LEE SIMONS ANN , LYSIAK GEORGE , TERRY LINDA
Published: December 2011

Within the field of systemic family therapy, the collaborative team is emerging as a powerful training approach as well as a valuable therapeutic tool. This article presents the collaborative team as a method of counselor supervision and training. Issues around the developing team process and potential pitfalls are elaborated. Finally, examples, which serve to integrate discussion of training and clinical applications, are presented.
Sex Role Orientation and Self‐Disclosure Flexibility in Counselor Training
Authors: FONG MARGARET L. , BORDERS L. DiANNE , NEIMEYER GREG J.
Published: December 2011

Several studies have suggested that counselor response effectiveness may not be merely a function of instruction in basic counseling skills. This study examined the impact of the sex role orientation and level of self‐disclosure flexibility of 44 counseling students on their ability to demonstrate counseling skills and their overall counseling response effectiveness during and after counseling skills training. Using a factorial analysis, sex role orientation and level of self‐disclosure flexibility accounted for approximately 30% of the variance in quality of counseling skills. These findings lend support to the importance of trainee perceptual, cognitive, and behavioral flexibility in the acquisition and use of counseling skills. Suggestions for altering counseling skills training and further research are provided.
Affective Sensitivity and Peer Selection of Counseling Potential
Authors: JACKSON EUGENE
Published: December 2011

A group of 83 undergraduates enrolled in interpersonal skills training groups were administered the Kagan Affective Sensitivity Scale—Form E‐80 (KASS‐E80). At the end of the semester they selected peers whom they believed would best be able to help another person deal with an emotional or interpersonal problem. First, the KASS‐E80 scores for those frequently chosen and those unchosen were compared with a group chosen with moderate frequency within the sample (middle comparison group). Analysis of variance (ANOVA) planned comparisons showed significantly lower scores for the unchosen group but not significantly higher scores for the frequently chosen group when both were compared to the middle comparison group. Second, when the two extreme groups were each compared to the population of KASS‐E80 examinees, one‐sample z tests showed that the frequently chosen group significantly outscored the population of KASS‐E80 examinees, whereas the unchosen group's scores were significantly lower. Implications for prediction and selection of counselor trainees were discussed.
Effectiveness Related to Personality and Demographic Characteristics of Secondary School Counselors
Authors: WIGGINS JAMES D. , WESLANDER DARRELL L.
Published: December 2011

In a study of 123 secondary school counselors in three states the authors found significant correlations among tested personality characteristics and supervisor‐rated job performance. Counselors rated as effective by supervisors expressed higher job satisfaction, tested higher in tolerance for ambiguity and in self‐esteem, and had more congruent personality‐environment Holland codes than did their ineffective counterparts. Sex, age, years of experience, certification status, and academic degrees held were not correlated with effectiveness ratings. Results were considered tentative and heuristic in nature because many aspects of effectiveness could not be tested.
School Counselor Certification and Supervision: Overlooked Professional Issues
Authors: BARRET ROBERT L. , SCHMIDT JOHN J.
Published: December 2011

Issues related to school counselor certification and supervision are explored. Actions are recommended to clarify the professional identity of school counselors and contribute to appropriate definitions and descriptions of counselor supervision.
Acquiring Cultural Knowledge for Counselors in Training: A Multifaceted Approach
Authors: PARKER WOODROW M. , VALLEY MICHELLE MARIE , GEARY CHARLOTTE A.
Published: December 2011

In the cross‐cultural counseling literature many writers have suggested that counselors and counselor trainees should acquire knowledge about ethnic minority populations. More concrete suggestions are needed, however, regarding specific structures through which such knowledge might be gained. In this article the authors describe a multifaceted approach to acquisition of cross‐cultural knowledge that is a culmination of experiences and activities the writers have used in a course titled Counseling Ethnic Minorities. This approach is based on the premise that knowledge and cultural sensitivity can be achieved through a combination of cognitive, affective, and behavioral procedures. The course includes assessment of cultural knowledge, reading ethnic literature, multicultural action planning, and small‐group presentations. Students taking this course have judged the multifaceted approach to be a valuable experience for acquiring cross‐cultural knowledge and for developing cross‐cultural sensitivity. Most participants viewed the course as an important beginning to a lifelong process of learning.
Cognitive Style in Counselor Education: A Comparison of Practicum Supervisors and Counselors in Training
Authors: CAREY JOHN C. , WILLIAMS KATHY S.
Published: December 2011

The authors compared practicum supervisors and counseling students in training in terms of dominant cognitive style and related cognitive style of counselors in training to supervision process and outcome measures. A sample of 18 supervisors and 46 students completed the Myers‐Briggs Type Indicator. After at least six supervision sessions, supervisors rated the counseling students on the Counselor Evaluation Rating Scale and the students rated the quality of the supervision relationship using the Barrett‐Lennard Relationship Inventory. Supervisors had a stronger Thinking orientation and less variability on the Sensing‐Intuiting orientation than did counselors in training. In contrast to previous research, a strong relationship between the cognitive style of counselors in training and supervision process and outcome measures was not detected in this study.