bluuebunny/crossref_metadata_2025 huggingface dataset:
The Impact of Performance Feedback on Counseling Self‐Efficacy and Counselor Anxiety
Authors: Daniels Jeffrey A. , Larson Lisa M.
Published: December 2011

Based on the Social Cognitive Model of Counselor Training (L. M. Larson, 1998), this study explored the effects of bogus performance feedback on counseling self‐efficacy and counselor anxiety. After a 10‐minute mock counseling session, 45 master's‐level trainees received either positive or negative bogus feedback regarding their performance. Results showed that (a) participants altered their counseling self‐efficacy depending on the performance feedback they received, and (b) participants reported changes in anxiety following performance feedback.
National Survey of School Counselor Supervision
Authors: Page Betsy J. , Pietrzak Dale R. , Sutton John M.
Published: December 2011

A sample of 267 American School Counseling Association members were surveyed regarding their current supervision, desire for clinical supervision, and rating of supervision goals. Although a small minority of respondents indicated that they were currently receiving supervision, a majority of respondents indicated a desire to receive supervision. Factor analysis of ratings of supervision goals resulted in 3 factors related to the foci or learning dimensions described in J. M. Bernard's (1997) Discrimination Model. Recommendations for counselor educators and school counselor supervisors are discussed.
Faculty and Student Perceptions of Dual Relationships Within Counselor Education: A Qualitative Analysis
Authors: Kolbert Jered B. , Morgan Barbara , Brendel Johnston M.
Published: December 2011

The authors undertook this study to identify how counselor education faculty and students determine the ethical appropriateness of dilemmas portraying dual relationships in friendships, mentoring, monetary interactions, and romantic‐sexual relationships. Faculty and student perceptions of scenarios that depict dual relationships between faculty and students were assessed and analyzed using qualitative methods. Results suggest that, unlike most students, faculty trust the ability of counselor educators to maintain objectivity and avoid student exploitation even sometimes while engaged in dual‐role relationships. Furthermore, faculty may be unaware of students' concerns regarding the fairness of such relationships and the impact they have on the student body.
Assessing the Cognitive Development of Counseling Students: Changes in Epistemological Assumptions
Authors: Granello Darcy Haag
Published: December 2011

The author investigated the cognitive development of counseling students at 3 points in their training. A cross‐sectional analysis of 205 counseling master's students at 13 colleges and universities showed a linear trend between the students' progression through the program and their cognitive development. Initial results of a longitudinal study of students in 2 counseling programs corresponded with the results of the cross‐sectional data. The results of the cross‐sectional and initial longitudinal studies lend initial support to the idea that it may be possible to capture the broad development of counselor education students with a generalized model.
Do Formalized Gatekeeping Procedures Increase Programs' Follow‐Up With Deficient Trainees?
Authors: Gaubatz Michael D. , Vera Elizabeth M.
Published: December 2011

The authors investigated whether formalized gatekeeping procedures and program‐level characteristics influence the rates at which deficient trainees are graduated from counseling programs. One hundred eighteen faculty members reported that counselor educators face diverse pressures to avoid investigating potentially deficient students, including concerns about being sued and concerns about receiving compromised teaching evaluations. However, faculty members in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs and faculty members in programs with more formalized gatekeeping procedures seemed to more effectively follow through with concerns they had about specific students. These findings support the implementation of both broad, program‐wide training standards and specific, formalized procedures to more effectively screen deficient trainees.
New Assistant Professors of Counselor Education: Their 1st Year
Authors: Magnuson Sandy
Published: December 2011

The author presents the results of an investigation of the experiences of new assistant professors of counselor education. Although most of the participants reported high degrees of stress and anxiety, positive relationships with veteran faculty members seemed to be a mediating factor that was correlated with satisfaction.
Developing Multicultural Counseling Competencies Through Experiential Learning
Authors: Arthur Nancy , Achenbach Kathleen
Published: December 2011

Counselor educators are challenged to prepare students for working with culturally diverse clients. The recent attention paid to multicultural counseling competencies has defined domains of learning; however, training methods to support the development of multicultural counseling competencies have received less emphasis. This article focuses on experiential learning as a teaching and learning methodology to increase students' multicultural counseling competencies. The authors outline ethical and practical suggestions for using experiential learning in multicultural counseling curriculum.
Skills‐Based Training and Counseling Self‐Efficacy
Authors: Urbani Steve , Smith Michael Robert , Maddux Cleborne D. , Smaby Marlowe H. , Torres‐Rivera Edil , Crews Judith
Published: December 2011

The authors studied the effectiveness of the skilled counselor training model (SCTM). Counseling students who completed the SCTM demonstrated greater gains in skills acquisition and counseling self‐efficacy than counseling students who did not receive the training. At pretest, the counseling students in both groups, doing self‐appraisals, rated their performance of counseling skills significantly higher than trained raters assessed the students' performance of counseling skills. At posttest, members of the control group continued to overestimate their skills levels when compared with the ratings given by the trained raters, whereas, in comparison, students who received SCTM training underestimated their performance.
Survey of CACREP‐Accredited Programs: Training Counselors to Provide Treatment for Sexual Abuse
Authors: Kitzrow Martha Anne
Published: December 2011

The author discusses the importance of training counselors to provide adequate treatment for survivors of sexual abuse, presents the results of a survey of programs approved by the Council for Accreditation of Counseling and Related Educational Programs regarding current training practices, and offers recommendations and a model for developing a training component in sexual abuse counseling.
The Influence of Student Development Level on Improving Counselor Student Empathy
Authors: Lyons Christy , Hazier Richard J.
Published: December 2011

This cross‐sectional study explored the influence of student development and year‐in‐program on the improvement of affective/trait‐based empathy and cognitive/skill‐based empathy. Two 2 × 2 analyses of variance between 1st‐ and 2nd‐year counseling students revealed mixed findings on the relationship between cognitive development and empathy levels. Results demonstrated clearly, however, that students' affective and cognitive empathy increased from their 1st to 2nd year in a counseling program.
An Empirical Investigation of the Efficacy of Multimedia Instruction in Counseling Skill Development
Authors: Hayes B. Grant , Taub Gordon E. , Robinson Edward H. , Sivo Stephen A.
Published: December 2011

The purpose of this study was to examine the effects of multimedia instruction on students' counseling skill development. The participants were 73 beginning‐level counselor education students (20 men and 53 women, ages ranging from 24 to 47 years). Ratings of students' pre‐ and posttest video counseling tapes were used to assess the effects of the multimedia approach. The results found that there was no statistically significant difference among the levels of students' counseling skill development across the 3 (high‐tech multimedia, low‐tech multimedia, and traditional instruction) treatment groups.
Influence Strategies in the Supervisory Dyad: An Investigation Into the Effects of Gender and Age
Authors: Granello Darcy Haag
Published: December 2011

A content analysis of audiotapes from 42 counseling supervisory dyads examined the effects of supervisor and supervisee gender on the influence strategies used in the session. Gender of the supervisor was not related to influence strategy. Supervisors of both genders were significantly more likely to accept or build upon the ideas generated by female supervisees and asked for more opinions from male supervisees. Male supervisees gave significantly more suggestions than did female supervisees, and female supervisees praised their supervisors more often than did male supervisees. Also, age differences between supervisor and supervisee interacted with gender to affect influence strategies used in the supervisory dyad.
Counselor Education and Supervision: Implementing Online Manuscript Submissions
Authors: Smaby Marlowe H. , Maddux Cleborne D. , Cates Jennifer , Little Cassandra , Smith Michael
Published: December 2011

The authors present results of a study of the effectiveness of the online submission process for the Counselor Education and Supervision journal. Results indicate that submitters (a) preferred submitting manuscripts via e‐mail attachment, (b) judged the submission process as highly effective, (c) considered that they had good Internet submission skills, and (d) evaluated the tutorial for submitting manuscripts as commensurate with their skill level. It is concluded that this journal has implemented an online article submission and editing process that other professional counseling journals could consider.
Using Greek Mythology as a Metaphor to Enhance Supervision
Authors: Sommer Carol A. , Cox Jane A.
Published: December 2011

The authors review some uses of myths and stories in counselor education and supervision. They note that collaborative supervision is especially relevant to the exploration of alternative views of supervisee growth that may be mirrored in myths and stories and in their multiple interpretations. The interpretation of the Greek myth of Psyche is examined as a possible vehicle for enhancing counselor growth in supervision.
Professional Counselor Identity Development: A Qualitative Study of Hispanic Student Interns
Authors: Nelson Kaye W. , Jackson Shelley A.
Published: December 2011

In this qualitative study, 8 Hispanic counseling student interns who were enrolled in a regional university told the story of their professional identity development. Qualitative analysis of the transcripts of audiotaped semistructured interviews revealed 7 general themes: (a) knowledge, (b) personal growth, (c) experience, (d) relationships, (e) accomplishment, (f) costs, and (g) perceptions of the counseling profession. Results may provide counselor educators with direction in facilitating the socialization of Hispanic graduate counseling students into the counseling profession.
Engaging Reflection: A Training Exercise Using Conversation and Discourse Analysis
Authors: Strong Tom
Published: December 2011

The author describes an exercise for counselor trainees that promotes counselor reflection on the counseling process. The exercise, which also supports a social constructionist view of counseling, was introduced before, or concurrent with, skill development and required students to combine conversation and discourse analysis of their interactions with “clients.” Methods of analysis are presented, along with specific instructions for the exercise, trainees' comments, and the author's reflections regarding the exercise.

We are seeking to complete and be completed … not to understand and be understood cognitively, not to get it right.
Preparing School Counselors to Work With Students With Disabilities
Authors: Milsom Amy , Akos Patrick
Published: December 2011

Recent literature has demonstrated increasing roles for school counselors who work with students with disabilities, but it has also suggested that school counselors are not being adequately prepared to work with these students. In this research study, the authors investigated current courses and experiences focusing on disabilities offered in school counselor education programs. Results from the 137 participants suggest that school counselor education programs are incorporating more disability content into their training programs than they were in the past. Some disability content areas are included significantly more frequently in disability courses than in counseling program courses. Conclusions and implications are discussed.
Prepracticum Service‐Learning: Examining the Relationship With Counselor Self‐Efficacy and Anxiety
Authors: Barbee Phillip W. , Scherer David , Combs Don C.
Published: December 2011

Prepracticum service‐learning is an integral part of the curriculum for counselor education students at a large southwestern university. Service‐learning is accomplished by placing novice students in school or community agency settings to acquire early, practical, field‐based experience. Activities are more structured and supervised than in an internship or practicum. Analysis indicated that prepracticum service‐learning had a positive significant relationship with counselor self‐efficacy and a significant negative relationship with student anxiety. However, substantial counseling course work and experience with counseling‐related work both had a stronger influence than did prepracticum service‐learning, indicating that the latter is more appropriate for novice students.
White Privilege, Oppression, and Racial Identity Development: Implications for Supervision
Authors: Hays Danica G. , Chang Catherine Y.
Published: December 2011

Although the U.S. population is becoming increasingly diverse, the race of individuals entering the counseling profession remains predominantly White (S. P. Pack‐Brown, 1999). The authors define and explore the connection between White privilege and oppression and encourage the use of racial identity models to address these constructs with counselor trainees in supervision.
African American Counselor Educators: Their Experiences, Challenges, and Recommendations
Authors: Bradley Carla , Holcomb‐McCoy Cheryl
Published: December 2011

This study examined tie career experiences of African American counselor educators in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results indicated that African American counselor educators perceived publishing, colleagues' racism, and lack of mentoring as major barriers to the attainment of promotion and tenure. Implications for future research are presented.
Perceived Benefit of CACREP (2001) Core Curriculum Standards
Authors: McGlothlin Jason M. , Davis Thomas E.
Published: December 2011

The purpose of this study was to evaluate the perceived benefit of the core curriculum standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 2001). A total of 641 individuals, whose names were obtained from a 6% proportional randomized sample of members from the American Mental Health Counselors Association, American School Counselor Association, and Association for Counselor Education and Supervision, responded to this study. Results suggest various perceptions both within and between groups regarding the 8 CACREP core curriculum standards.
Helping Students Help Themselves: Strategies for Successful Mentoring Relationships
Authors: Black Linda L. , Suarez Elisabeth C. , Medina Sondra
Published: December 2011

Mentoring has long been heralded as a method of training and socializing the next generation of professional counselors and counselor educators. Yet, there appears to be a disparity between the promotion and the practice of mentoring in counselor education. The authors attempted to reconcile this disparity by suggesting a set of strategies that mentors and apprentices may use as they establish and maintain successful mentoring relationships. Implications for counselors and counselor educators are discussed.
The Relationship of Supervisory Styles to Satisfaction With Supervision and the Perceived Self‐Efficacy of Master's‐Level Counseling Students
Authors: Fernando Delini M. , Hulse‐Killacky Diana
Published: December 2011

The purpose of this study was to determine whether supervisors' supervisory styles are related to master's‐level counseling students' satisfaction with supervision and their perceived self‐efficacy. Multiple regression analyses of data obtained for 82 participants indicated that particular supervisory styles were significant predictors of supervisees' satisfaction with supervision and perceived self‐efficacy. Findings can be used to enhance the training of supervisors.
Use of Criminal Background Checks in Counselor Education
Authors: Erwin Wesley J. , Toomey Maria Enerson
Published: December 2011

To conduct an initial investigation into the use of criminal background checks and related issues in counselor education programs, surveys were sent to the contacts from 50 programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (2001). The results of this pilot study highlight the need for more research, discussion, and discourse about the benefits and disadvantages of using criminal background checks.
A Model of School Counseling Supervision: The Goals, Functions, Roles, and Systems Model
Authors: Wood Chris , Rayle Andrea Dixon
Published: December 2011

The authors outline the Goals, Functions, Roles, and Systems Model (GFRS), a school counseling—specific model for supervising school counselors‐in‐training (SCITs). The GFRS was created as a guide for assisting in supervising and preparing SCITs for the multifaceted tasks they will undertake in their internships and careers. The components of this model are described within the context of the systems influencing supervision of SCITs. The GFRS is detailed to illustrate how it meets the specific needs of school counseling supervision. Examples are included of the GFRS when applied in supervision.
Leadership and the Profession of Counseling: Beliefs and Practices
Authors: West John D. , Bubenzer Donald L. , Osborn Cynthia J. , Paez Susan B. , Desmond Kimberly J.
Published: December 2011

Thirty‐one individuals who have provided leadership to the counseling profession completed 3 Q‐sorts. These individuals sorted 39 statements about leadership according to 3 phases: when a leadership effort is getting started, when work is progressing, and when a leadership effort is coming to a close. The authors present perspectives on leadership that emerged from the study, during each of the 3 phases, and attempt to present their findings in a way that honors multiple voices about leadership.
Becoming a Supervisor: Doctoral Student Perceptions of the Training Experience
Authors: Nelson Kaye W. , Oliver Marvarene , Capps Fred
Published: December 2011

Thirteen doctoral students, 7 Caucasians and 6 Hispanics, participated over 3 semesters of practicum/internship in a qualitative research project exploring the experience of becoming supervisors. A follow‐up study with 5 different doctoral students confirmed and refined findings 1½ years later. The research team of 2 female faculty members and 1 male research assistant (the authors) identified 6 themes emerging from individual and group interviews with supervisors‐in‐training regarding the process of becoming a supervisor: (a) learning, (b) supervisee growth, (c) individual uniqueness, (d) reflection, (e) connections, and (f) putting it all together.
Trainee Competence in Master's‐Level Counseling Programs: A Comparison of Counselor Educators' and Students' Views
Authors: Gaubatz Michael D. , Vera Elizabeth M.
Published: December 2011

Forty‐five counselor educators and 62 master's‐level counseling students were surveyed to compare faculty members' perceptions of trainee competence with students' own views. As anticipated, students reported higher deficiency rates than did their faculty. Combined with the intervention rates reported by corresponding faculty, students' reports suggested that as many as 21% of their peers may be professionally deficient and that the majority of these may progress through their training without remediation. Together with students' anticipated reactions to their own identification for remediation or dismissal, these findings underscore the importance of implementing effective procedures for reviewing the professional fitness of counselors‐in‐training.
Teaching Family Systems Theory Through Service‐Learning
Authors: Murray Christine E. , Lampinen Autumn , Kelley‐Soderholm Erin L.
Published: December 2011

The authors present a rationale for incorporating service‐learning projects into courses that teach family systems theory. A model program is presented to provide an example of the objectives, practical considerations, and student responses to such a project. Recommendations for counselor educators are made based on experience with the model program and student feedback.
Peer Supervision for the Professional Development of School Counselors: Toward an Understanding of Terms and Findings
Authors: Wilkerson Kevin
Published: December 2011

Current literature indicates a discrepancy between school counselors' reported desires for clinical supervision and their actual participation. To bridge this gap, peer supervision has been suggested as a viable alternative. However, a lack of definitional clarity makes it difficult to distinguish this activity from both clinical supervision and peer consultation. In this article, a definition of peer supervision is synthesized. Existing models that fit the offered definition are presented, followed by an overview of the outcomes research in this area. Recommendations for future research are also presented.
Fostering Counseling Students' Career Information Literacy Through a Comprehensive Career Web Site
Authors: Zalaquett Carlos P. , Osborn Debra S.
Published: December 2011

Counseling students need to become knowledgeable about existing online career development tools to provide effective career development services today. The authors describe the characteristics of a Web site developed to foster career information literacy among students taking graduate career courses and examine its academic usefulness. Student evaluations suggest that the Web site is useful in promoting career information literacy and knowledge. Students who used the Web site showed a significant gain in perceived self‐knowledge as well as in actual knowledge of career information. Ways of using the career Web site to improve students' knowledge of online career resources are explored.
Group Coleadership: A Critical Review
Authors: Luke Melissa , Hackney Harold
Published: December 2011

A review of group literature, much of which is anecdotal or theoretical, revealed that coleadership has been a common practice in training and therapeutic settings for well over 50 years. Careful examination of group practice reveals a surprisingly small amount of empirical evidence to support what apparently is a widely practiced method for the training of group leaders. However, the anecdotal support of group coleader practice is impressive if not convincing. That scholarly work is summarized in this article, and research implications for coleader practice are discussed as they relate to counselor preparation.
Computer‐Based Counselor‐in‐Training Supervision: Ethical and Practical Implications for Counselor Educators and Supervisors
Authors: Vaccaro Nicole , Lambie Glenn W.
Published: December 2011

Computer‐based clinical supervision of counselors‐in‐training is becoming more prevalent (M. Reisch & L. Jarman‐Rohde, 2000); however, its use is still in its infancy, and ethical standards have not been established regarding its practice. There exists a dearth of literature focusing on the ethical practice and development of supervisees when using computer‐based supervision. This article (a) explores ethical practice when using technology to facilitate counselor supervision, (b) reviews specific types of computer‐based applications, (c) presents potential advantages and disadvantages of computer‐based supervision, and (d) offers implications for counselor educators and supervisors.
Multicultural Training Experiences as Predictors of Multicultural Competencies: Students' Perspectives
Authors: Dickson Ginger L. , Jepsen David A.
Published: December 2011

The authors surveyed a national sample of master's‐level counseling students regarding their multicultural training experiences and their multicultural counseling competencies. A series of hierarchical regression models tested the prediction of inventoried competencies from measures of selected training experiences: (a) program cultural ambience or learning environment, (b) multicultural instructional strategies, and (c) multicultural clinical experiences. Perceptions of program cultural ambience or learning environment predicted all multicultural competencies: knowledge, skills, awareness, and relationship. Additional findings support the importance of clinical training experiences in the context of effective multicultural training.
A Model for Collaborative Teaching Teams in Counselor Education
Authors: Orr Jonathan J. , Hall Stephanie F. , Hulse‐Killacky Diana
Published: December 2011

Teaching's importance has increased for faculty members and is reflected in the selection criteria for new faculty, particularly those in counselor education. Thus, graduate programs need to provide students with opportunities to obtain teaching experience and enhance their pedagogical training. The collaborative teaching teams model is intended to assist counselor educators in preparing doctoral‐level counseling students for careers in academia. Recommendations for model implementation are provided and specific examples are presented to demonstrate the use of this model in a counselor education and supervision doctoral program accredited by the Council for Accreditation of Counseling and Related Educational Programs.
Developing and Submitting Credible Qualitative Manuscripts
Authors: Kline William B.
Published: December 2011

The standards used to evaluate qualitative research have been a recurring theme in qualitative research literature for more than 20 years. Included in the discussion of these standards are the qualities of trustworthiness (Y. Lincoln & E. Guba, 1985). More recently, methodological and analytic rigor and coherence have also been emphasized (e.g., M. Poggenpoel & C. P. H. Myburgh, 2005). These factors are discussed and conceptualized as presentational rigor. Implications of presentational rigor for designing and conducting qualitative research and preparing manuscripts that are more likely to be published in Counselor Education and Supervision are discussed.
Emotional Intelligence and Implications for Counseling Self‐Efficacy: Phase II
Authors: Easton Crystal , Martin William E. , Wilson Sheilah
Published: December 2011

The authors present Phase II of a 9‐month study of the relationship between emotional intelligence and counseling self‐efficacy. One‐hundred eighteen counselors‐in‐training and professional counselors completed the Counseling Self‐Estimate Inventory (COSE) and Emotional Judgment Inventory (EJI). There was a significant correlation between 2 of the EJI scales (Identifying Own Emotions and Identifying Others' Emotions) and 4 of the 5 COSE scales. Students' perceived counseling self‐efficacy showed a significant gain when compared with that of professional counselors over the 9‐month period. Results support findings of Phase I (W. E. Martin, C. Easton, S. Wilson, M. Takemoto, & S. Sullivan, 2004), which indicated that emotional intelligence may be a unique construct inherent in persons who are preparing for careers as professional counselors.
Crash: Using a Popular Film as an Experiential Learning Activity in a Multicultural Counseling Course
Authors: Villalba José A. , Redmond Rachelle E.
Published: December 2011

Crash (P. Haggis, 2004) depicts the intersection of race, ethnicity, religion, and social class in a culturally and politically charged environment. The result is a film that places the viewer in situations that are void of simple right and wrong solutions. The authors describe an experiential learning activity that is based on using Crash to stimulate student awareness and reflection as a part of their affective development. Reactions from students to the use of Crash as a teaching tool are shared. Implications for counselor educators and supervisors electing to use this film to address multicultural counseling competence are presented.
Using Personal Growth Groups in Multicultural Counseling Courses to Foster Students' Ethnic Identity Development
Authors: Rowell P. Clay , Benshoff James M.
Published: December 2011

This study was designed to examine the relationship between personal growth group (PGG) experiences in multicultural counseling courses and counseling students' ethnic identity development. Differences in ethnic identity development were compared between counseling students who participated in a PGG experience as part of a multicultural counseling course and those who did not. Group session impacts were also examined. Results indicated that counseling students who participated in PGGs as part of a multicultural counseling course experienced significantly greater ethnic identity development than did counseling students not participating in such groups. Recommendations for further research are provided.
Triadic Supervision and its Impact on the Role of the Supervisor: A Qualitative Examination of Supervisors' Perspectives
Authors: Hein Serge , Lawson Gerard
Published: December 2011

Although triadic supervision has been the subject of little empirical research, perspectives of supervisors in this form of supervision have received even less attention. This qualitative study examined 6 doctoral student supervisors' experiences of triadic supervision and the demands it placed on them in their role as supervisors. Data collection involved use of in‐depth, open‐ended interviews, and a whole‐text analysis resulted in 2 major categories. These categories address various ways in which triadic supervision increases or decreases the demands placed on the supervisor. Implications of the findings for supervisory practices and future research are also addressed.
Multiple Perspectives in Supervision: Using a Peer Consultation Model to Enhance Supervisor Development
Authors: Granello Darcy Haag , Kindsvatter Aaron , Granello Paul F. , Underfer‐Babalis Jean , Moorhead Holly J. Hartwig
Published: December 2011

Research and literature in the profession of counselor supervision primarily focus on the development of the trainee and what supervision and supervisors can do to help foster that development. Considerably less attention has been paid to the developmental path of the supervisor or how specific training or experiences in supervision can be used in intentional ways to help influence the development of the supervisor. This article reviews what is known about supervisor development and discusses a specific intervention, the use of a peer consultation model with an intentionally diverse group of supervisors, to enhance supervisor cognitive development.
Promoting Research as a Core Value in Master's‐Level Counselor Education
Authors: Huber Charles H. , Savage Todd A.
Published: December 2011

Theory, practice, and research are all espoused to be core values within counselor education. The authors assert that research needs to become directly associated with theory and practice for it to be a concurrent core value. Action research is most simply defined as a form of research that is practitioner based. The authors propose infusing action research throughout master's‐level curricula as a means of promoting research as a core value concurrent with theory and practice. A case illustration of an action research investigation in a Professional and Ethical Issues in Mental Health Counseling course is described.
Predictors of Success on the Counselor Preparation Comprehensive Examination
Authors: Schmidt E. A. , Homeyer Linda E. , Walker John L.
Published: December 2011

This study examined the relationship between 403 counseling graduate students' scores on the Counselor Preparation Comprehensive Examination (CPCE; Center for Credentialing and Education, n.d.) and 3 admissions requirements used as predictor variables: undergraduate grade point average (UGPA), Graduate Record Examinations (GRE) General Test Verbal Reasoning (GRE‐V) score, and GRE General Test Quantitative Reasoning (GRE‐Q) score. Multiple regression analyses revealed that all predictor variables accounted for somewhat limited, yet significant variations in the CPCE‐Total scores (R2 = .21). Results indicated that UGPAs, GRE‐V scores, and GRE‐Q scores are valid criteria for determining counseling graduate student success on the CPCE.
Mindfulness and Counseling Self‐Efficacy: The Mediating Role of Attention and Empathy
Authors: Greason Paige Bentley , Cashwell Craig S.
Published: December 2011

This study examined the predictive relationship between mindfulness and counseling self‐efficacy and the potential mediating effects of attention and empathy. Master's‐level counseling interns and doctoral counseling students (N= 179) were surveyed to determine levels of mindfulness, attention, empathy, and counseling self‐efficacy. Pearson product‐moment correlation coefficients revealed significant pairwise relationships between the 4 variables of interest. A multiple‐mediator path analysis supported the hypotheses that mindfulness is a significant predictor of counseling self‐efficacy and that attention is a mediator of that relationship. Results suggest that mindfulness may be an important variable in the development of key counselor preparation outcomes.
The 2000 Cohort of New Assistant Professors of Counselor Education: Reflecting at the Culmination of Six Years
Authors: Magnuson Sandy , Norem Ken , Lonneman‐Doroff Thomas
Published: December 2011

This article features the final phase of a 6‐year inquiry focused on counselor educators who assumed their first full‐time faculty position in the fall 2000 academic term. Through in‐depth interviews and questionnaires, the participants described their experiences addressing (a) work environment, (b) sources of satisfaction and pleasure, (c) the interplay between professional and personal domains, and (d) change and transformation. References to tenure and promotion became frequent and prominent across all themes. Recommendations for counselor‐educators‐in‐training, candidates, new counselor educators, and veteran counselor educators are provided.
Counselor Cognitions: General and Domain‐Specific Complexity
Authors: Welfare Laura E. , Borders L. DiAnne
Published: December 2011

Counselor cognitive complexity is an important factor in counseling efficacy. The Counselor Cognitions Questionnaire (L. E. Welfare, 2006) and the Washington University Sentence Completion Test (J. Loevinger & R. Wessler, 1970) were used to explore the nature of general and domain‐specific cognitive complexity. Counseling experience, supervisory experience, counselor education experience, and highest counseling degree completed were identified as significant predictors of counselor cognitive complexity. Implications for counselor education are discussed.
Integrating Implicit Bias Into Counselor Education
Authors: Boysen Guy A.
Published: December 2011

The author reviews the empirical and theoretical literature on implicit bias as it relates to counselor education. Counselor educators can integrate implicit bias into the concepts of multicultural knowledge, awareness, and skill. Knowledge about implicit bias includes its theoretical explanation, measurement, and impact on counseling. Awareness of implicit bias requires specialized assessment independent of self‐reported bias. Skills related to implicit bias include intentionality in thought and behavior and long‐term commitment to changing biased thought patterns.
Social Justice: A National Imperative for Counselor Education and Supervision
Authors: Chang Catherine Y. , Crethar Hugh C. , Ratts Manivong J. , Editors Guest
Published: December 2011

In this introduction to the special issue of the Counselor Education and Supervision journal, the guest editors provide a brief history of the social justice movement within the Association for Counselor Education and Supervision and discuss the importance of addressing social justice issues in counselor education and supervision. The authors challenge all counselors to make social justice an integral part of their work.
A Discourse Analysis of School Counseling Supervisory E‐Mail
Authors: Luke Melissa , Gordon Cynthia
Published: December 2011

This article is a discourse analysis of weekly computer‐mediated communications between 8 school counseling interns and their e‐mail supervisor over a 16‐week semester. Course‐required e‐mail supervision was provided as an adjunct to traditional face‐to‐face individual and group supervision. School counselor supervisees and supervisor enacted 3 discursive strategies (repetition, labeling, and plural pronoun usage), which were observed to contribute to supervisee professional identity development. Findings are discussed in light of both the counselor education and discourse analysis literatures. Implications for practice and future research are provided.
School Counselor Supervisors' Perceptions of the Discrimination Model of Supervision
Authors: Luke Melissa , Ellis Michael V. , Bernard Janine M.
Published: December 2011

The authors examined 38 school counselor supervisors' perceptions of the Discrimination Model (DM; Bernard, 1979, 1997) of supervision, replicating and extending Ellis and Dell's (1986) investigation of the DM with mental health counselor supervisors. Participants judged the dissimilarity of each unique combination of roles and foci of the DM. The authors conducted a confirmatory multidimensional scaling analysis to compare the implicit dimensions and constructs that school counselor and mental health counselor supervisors used to make decisions. Results suggested partial similarities in the conceptual maps of school counselor and mental health counselor supervisors. Implications and suggestions for future research are discussed.
A Response to the Proposed Paradigm: Freedom Runs Through It
Authors: Ottens Allen J.
Published: December 2011

Freedom, conceived as self‐determination, control, and agency, has been put forth as the central purpose of a paradigm to bring together the specialties of the counseling profession, integrate the many theories, and usher in a wave of potentially powerful techniques from Asian psychologies. It remains to be seen how the foci of the specialties would change, if at all, in this paradigm; however, the unique contributions of each theory may be better appreciated. Research should be undertaken to better understand the efficacy of these new but ancient techniques.
Career Planning Connections: Using the Computer to Match Students With Professionals in the Field
Authors: BACKES PAMELA S. , FORREST LINDA
Published: December 2011

This article describes a computerized career resource network designed to assist in matching students, efficiently and cost‐effectively, with professionals in their career fields of interest.
Gender Differences in Career Helping Relationships
Authors: Stonewater Barbara B. , Eveslage Sonja A. , Dingerson Michael R.
Published: December 2011

This study explored differences regarding the way in which male and female faculty members described relationships with those whom they identified as “career helpers.” Data for this naturalistic study were transcripts of interviews with 27 male and 27 female faculty members at three different institutions. Qualitative analysis of the interviews indicated gender differences on two themes: sense of professional self as related to career helpers and the nature of assistance received from them. Implications of these results for career development practice and research are described.
A Comparison of Burnout in Selected Occupational Fields
Authors: MATTHEWS DORIS B.
Published: December 2011

This study showed that employees in social welfare tended to experience more burnout than some persons in areas such as education, health services, banking, industry, and the postal service.
Adult Vocational Trajectory
Authors: Riverin‐Simard Danielle
Published: December 2011

Few of the sequential models of adult vocational development have based their theories on investigations using large samples. On the basis of interviews carried out with 786 adults randomly assigned after stratifying according to nine age strata, three socioeconomic classes, two sexes, and three working sectors, this article proposes a “spatial‐temporal” model conceiving adult vocational development as a complex and constant readjustment in an always changing perception of personal space‐time. More precisely, based on results describing phases of occupational life, this article presents two propositions of this model: the continuous alternation between states of instability and the interaction of influences.
Using Multidimensional Career Decision Instruments to Assess Career Decidedness and Implementation
Authors: Chartrand Judy M. , Robbins Steven B.
Published: December 2011

Multidimensional measures of career indecision have been constructed to aid in the differential diagnosis of career problems. This study examined the relative efficacy of individual scale scores on the Career Factors Inventory (CFI) and two calculations of the Career Deciion Scale (CDS‐A and CDS‐B) in predicting career decidedness and career implementation. Results from separate simultaneous regression analyses indicated that different scales of the CFI and the CDS‐B made unique contributions to the prediction of career decidedness and implementation. On the other hand, only one predominant scale emerged in the CDS‐A regression analyses. Results supported the use of individual subscales to identify antecedents of career indecision.
Further Evidence for the Use of Career Subtypes in Defining Career Status
Authors: Newman Jody L. , Fuqua Dale R. , Minger Christina
Published: December 2011

Four groups of career‐decided students differentiated by the level of comfort they reported with their career choices (Uncomfortable, Somewhat Comfortable, Moderately Comfortable, Very Comfortable) and two groups of career‐undecided students differentiated by the level of the problem they perceived their indecision to be (Not Serious, Serious) were compared using three measures of career status and two measures of anxiety. Generally, the results seriously challenge the use of decided versus undecided groupings in defining career status and suggest that many career‐decided students may benefit from career intervention. Further investigation of career subtypes, examining both quantitative and qualitative dimensions of career status, is recommended.
Career Constraints of Observant Jews
Authors: Mael Fred A.
Published: December 2011

This article reviews factors operating to limit the employment and career progression of observant Jews. Specific religious practices that could hamper upward mobility, as well as mistaken perceptions of these practices by superiors and coworkers are discussed. Additional reasons for possible discrimination against observant Jews and supporting research are reviewed. The potential role of the career counselor and human resources professional in aiding the observant Jewish client is discussed.
Same‐Sex and Cross‐Sex Mentoring of Female Protégés: A Comparative Analysis
Authors: Gaskill LuAnn Ricketts
Published: December 2011

This article describes a study of mentoring relationships for female retail protégés in cross‐sex mentoring relationships and female retail protégés in same‐sex mentoring relationships. The results of the study indicated no significant differences between groups on mentor and protégé age differences, protégé career level at relationship onset, company affiliation, mentor characteristics, benefits derived, problems reported, duration of the relationship, terminating causes, resulting feelings or reported value of the mentoring relationship. This research suggests that female protégés can and are benefiting from both male and female mentors due to overriding similarities in same‐sex and cross‐sex relationships.
Assessing and Treating Barriers to Decision Making in Career Classes
Authors: McAuliffe Garrett J.
Published: December 2011

Career classes have become a common way of helping large numbers of college students with career planning. It is possible that some individuals with personal‐emotional barriers to decision making receive little help from standard, information‐oriented versions of such classes. The assessment and treatment of possible contributors to career problems are proposed. Three diagnostic instruments that are especially suited to counseling practice are described. Strategies for incorporating assessment information into practice in career classes are offered.
Annual Review: Practice and Research in Career Counseling and Development, 1990
Authors: Cook Ellen Piel
Published: December 2011

This review of the 1990 literature on career development and counseling emphasizes literature on career counseling approaches and interventions, and literature related to the general theme of “work within a life.” This theme addresses how work simultaneously expresses and influences how an individual functions as an integrated psychological being. The importance of the context of an individual's life is also emphasized throughout the review. Topics include race, sex, and multiple role issues, selected career choice issues and indecision, coping on the job, and job change and unemployment. Implications for career counseling are provided.
Career Development Attributes and Occupational Values of Asian American and White American College Students
Authors: Leong Frederick T. L.
Published: December 2011

This study examined differences in career development attributes and occupational values between Asian American and White American college students using (a) the Crites' (1978) Career Maturity Inventory; (b) Harren's (1978) Assessment of Career Decision Making: Styles Subscales; (c) Holland, Daiger, and Power's (1980) My Vocational Situation; and (d) Rosenberg's (1957) Occupations and Values Scale. Asian Americans were found to have greater preferences for Dependent decisionmaking styles and also a lower level of career maturity. No differences in vocational identity were found between the cultural groups. Asian Americans also placed greater emphasis on extrinsic and security occupational value clusters (e.g., making more money, having a stable, secure future) relative to White Americans. The counseling and research implications of the results are discussed.
African American Women's Self‐Concept: Implications for Career Decisions and Career Counseling
Authors: Gainor Kathy A. , Forrest Linda
Published: December 2011

The multiple self‐referent model (Brown‐Collins & Sussewell, 1986) provides a comprehensive framework for understanding the personal, social, and historical aspects of self‐concept formation in African American women and has important implications for understanding the complexity of career development issues for Black women. Excerpts from recorded interviews and autobiographical writings of four well‐known African American women provide examples of the basic components of this model. Suggested interventions for career counseling with Black female clients are discussed.