bluuebunny/crossref_metadata_2025 huggingface dataset:
Counselor Preparation: A Semantic Differential Evaluation
Authors: BARTLETT WILLIS E. , THOMPSON CHARLES L.
Published: December 2011

Counselors and superintendents from Tennessee and Indiana were administered a semantic differential to compare their perceptions of counselor programs as reflected by counselor performance in 11 skill areas. Counselors rated their training programs higher than did the superintendents but did agree with the superintendents that the best counselor preparation was in educational counseling, pupil appraisal, public relations, and guidance program coordination. Counselors also agreed with the superintendents that better counselor preparation was needed in parental consulting, vocational counseling, and research. Primary disagreement between counselors and superintendents centered on personal‐social counseling, an area in which counselors feel well prepared.
The Use of Human Relations Techniques in the Training of Counselors: A Course Evaluation
Authors: WHITTLESEY RICHARD R. , OSBORN MICHAEL E. , HIPPLE JOHN L. , VANDERWELL ALLEN R.
Published: December 2011

This article describes incorporation of the goals of personal growth, knowledge of group process, and application of process groups in professional settings into a course designed and taught by doctoral students under faculty supervision. Evaluation of the course was accomplished through measures of authoritarianism, self‐perception and nature of interaction with others, and comparison with other graduate courses. It was concluded that the goals were appropriate and achievable. Evidence that students participating in the course tended to respond more freely and openly to each other, in addition to self‐reports of personal and professional growth, justified the continuation of similar courses in the curriculum.
Behavioral Goals in Systematic Counselor Education
Authors: HORAN JOHN J.
Published: December 2011

The ultimate criterion of counselor competence is generally recognized as the ability to effect adaptive changes in the cognitive, affective, motor, and/or somatic behavior of clients. Counselor preparation programs, therefore, ought to be organized to facilitate and insure the acquisition of this capacity. Systems analysis offers a useful approach for the redirection of counselor education. The formulation of high fidelity training objectives stated in terms of what the counselor candidate will be doing as a result of instruction is an intrinsic part of the systems approach.
APGA Members' Ethical Discriminatory Ability
Authors: SHERTZER BRUCE , MORRIS KENNETH
Published: December 2011

APGA members' ethical discriminatory ability was investigated to determine if it were related to certain demographic variables. A critical‐incident questionnaire was sent to 1,238 APGA members, and 729 (58.9 percent) usable questionnaires were returned. Single‐classification analysis of variance and Scheffé post hoc analysis were used to determine significance. Religious preferences, the amount of education, and the method of academic exposure to professional ethics were found to be related to ethical discriminatory ability.
Conceptualizing Counseling Theories: A Content Analysis of Process and Goal Statements
Authors: FREY DAVID H.
Published: December 2011

This research effort presents (a) a model for viewing counseling theories and (b) data regarding the similarities and differences among selected counseling theorists on two dimensions: a process dimension and a goal dimension. Two instruments were used to tap the process and goal statements of selected theorists. Thirty‐seven graduate students in two counseling theory classes completed the instruments, and their statement ratings were used to plot the selected theorists on the proposed model. Analysis of variance procedures were used to test differences among the theorists. The F ratios for both the process and goal statements were found to be significant at or beyond the .05 level. Theorist clusters were obtained by a post hoc probing process where the process clusters are as follows: (a) Williamson, Wolpe, Krumboltz; (b) Ellis, Thorne, Dreikurs, and Dollard and Miller; (c) Frankl, Alexander; (d) Rogers. The goal clusters are: (a) Wolpe, Krumboltz; (b) Williamson, Dollard and Miller; (c) Dreikurs, Thorne, Ellis, Alexander; (d) Rogers; (e) Frankl.
Counseling and Counselor Education in Colombia, South America: A Case for Undergraduate Preparation
Authors: WITTMER JOE
Published: December 2011

It is the purpose of this article to discuss the undergraduate counselor education program at the Universidad del Valle, Cali, Colombia, South America, and the need for the new occupation of school counseling in Colombia. The positive aspects of undergraduate counselor training in the United States are also discussed.
Undergraduate Education for Counselors
Authors: HYLBERT KENNETH W.
Published: December 2011

This article describes an undergraduate preparation program in rehabilitation education that has both terminal and preprofessional characteristics. In an era of heightened concern for differentiated staffing and effective use of manpower in and out of the helping professions, such a curriculum provides a structure by which a career ladder in counselor and subcounselor roles can be created.
A Molar Model for the Training of Student Personnel Workers
Authors: CAPLE RICHARD B.
Published: December 2011

This article describes a molar model for the preparation of professional student personnel workers. Five propositions are presented as a theoretical model. Although full formalization is not claimed, it is hoped that this model will spur further thought and experimentation.
Counselor Candidate Personal Change and the Communication of Facilitative Dimensions
Authors: PASSONS WILLIAM R. , DEY GLEN R.
Published: December 2011

This study related counselor candidates' propensity for personal change prior to training and personal change assessed during training with the level of facilitative dimensions communicated by the candidates after training. As hypothesized, the results showed that candidates who provided higher levels of facilitative dimensions subsequent to training had been more open to personal change prior to training and had experienced more personal change during training than did students who communicated low levels of facilitative dimensions. Explanations of the findings and implications for counselor education are discussed.
A Long Distance Approach to Evaluating Counselor Communication
Authors: DILLEY JOSIAH , BOWERS IMOGEN C.
Published: December 2011

This article describes an instrument, Recorded Counselee Narratives, used to collect counselor responses over the telephone and an instrument, Counselor Preference Survey, developed to evaluate such responses. Data is presented to show that nonprofessional, untrained raters can achieve sufficient reliability to make the instruments useful in studying nonprofessional evaluations of counselors. Possible uses of the instruments in evaluation of applicants for graduate counselor education programs, lay counselors, and telephone counselors are described.
Altering Counselor Expectancies of Young Entry Level Workers
Authors: COLLISON BROOKE B. , DEY GLEN R.
Published: December 2011

A training model designed to involve practicing counselors in a reexamination of their views of entry level workers is described. A brief presentation of the rationale, procedure, and effect of the experience on participants is provided as one response to a neglected area of counselor education—involvement with and training experiences for employed counselors.
Counselors and Client Confidentiality
Authors: BOYD ROBERT E. , TENNYSON W. WESLEY , ERICKSON REYNOLD
Published: December 2011

The school counselors of one state were surveyed about the methods they employed in releasing pupil personnel information to requesting sources. Results indicated that while the methods used to release such data varied by type of information and requesting agency, complete confidentiality was rarely, if ever, extended to school‐age clients. Information concerning the educational progress and vocational development of the client was most readily shared with others. While most requested information was released in some form, other school personnel were most likely to receive unabridged data.
Counseling Attitudes of American and Welsh Counselor Education Students
Authors: ROCHESTER DEAN E.
Published: December 2011

The purpose of this study was to look at the attitudes of those students entering a new counselor education program in Wales to see if changes in counselor attitudes took place as a result of a year‐long program. Minimal change appeared to have taken place. The second portion of this investigation compared these students with a sample of United States students. There were significant differences between the two groups at both the beginning and the end of the programs.
The Effectiveness of Prepackaged Instructions for the Inservice Training of Rehabilitation Counselors
Authors: DICKERSON LARRY R. , ROBERTS RALPH R.
Published: December 2011

The effectiveness of an innovative prepackaged learning approach for inservice training of employed rehabilitation counselors is analyzed. Thirty learning units consisting of tape recordings and supplementary reading material which could be used at the counselors' convenience constituted the learning package. Changes in counselor knowledge were measured by an information test developed for the study. The results, as indicated by a Type I analysis of variance of the overall program effects and an analysis of covariance of the individual learning units effects, suggest that a voluntary packaged instructional approach to the conceptual training of rehabilitation counselors appears promising, but greater effort is needed in developing the training materials if the program is to be effective.
Expectations and Perceptions of the Role of the Guidance Counselor as Described by Students and Parents
Authors: MASON EMANUEL J. , ARNOLD DANIEL S. , HYMAN IRWIN A.
Published: December 2011

This study compared the students' and parents' views with respect to both the perceived and the ideal role of the secondary school counselor. It was found that parents assigned higher ratings to both perceptions and expectations of counselors than did students, and both parents and students held higher expectations than perceptions of counselors. Apparently irreconcilable conflicts among idealized roles were found, which suggested implications for counselor training programs.
Effect of Simulation on Counselor Training
Authors: STONE GERALD L.
Published: December 2011

The major purpose of this investigation was to develop a program for teaching a specific counselor verbal skill and to examine the effect of simulation methods within the program. The program consisted of model, practice, and test phases. High and low fidelity methods were used within each phase. Sixty‐four counselor trainees were randomly assigned to the 16 treatment groups. The low fidelity composite treatment was the least effective. Results are discussed in terms of training and future research.
Counseling and Counselor Education: A Developmental Approach
Authors: KOHLBERG LAWRENCE
Published: December 2011

The article reviews the need for a developmental conception as the aim of educational intervention. The rationale is presented and compared to the mental health treatment approach. A case is made for the importance of a primary prevention, an ego and moral development focus for the psychological education of pupils and young adults.
Issues and Criteria in Developing Psychological Education Programs for Elementary Schools
Authors: AUBREY ROGER F.
Published: December 2011

The inclusion of elementary school guidance and counseling within the current structure of American education is questioned by an examination of the ACES / ASCA joint policy statement on the role and responsibilities of the elementary school counselor. It is suggested that the vagueness and abstruseness of most definitions of elementary guidance and counseling are largely attributable to a lack of conceptual roots in a subject‐matter discipline, developmental psychology, and the process of education. The notion of development as the central focus of guidance and counseling is then explored with particular emphasis on development as primary prevention.
Promoting Psychological Growth in a High School Class
Authors: RUSTAD KEN , ROGERS CHARLOTTE
Published: December 2011

This article describes a curriculum and presents the research results of a primary prevention model which was designed to promote the personal growth of high school students and was unlike most high school remedial counseling models. The intervention served as an operational translation of cognitive‐development theory. Using a practicum‐seminar format, students learned and practiced the basic counseling skills of active listening‐empathic responding. The development of role taking was seen as the essential variable in the promotion of personal growth and development.
Systems Techniques Applied to Teaching Listening Skills
Authors: CANADA RICHARD M. , LYNCH MICHAEL L.
Published: December 2011

The application of systems techniques to counselor education is explored as one means of improving the efficiency and effectiveness of counselor education. The application of systems technology to counselor education is demonstrated by the use of the systems approach in the teaching of a basic counseling technique—the open‐end lead. The “Open‐end Lead Training Package” is presented to demonstrate the necessary developmental steps involved in the application of systems techniques to the teaching of a counseling skill. The developmental steps are (a) determine the training objective, (b) identify the tasks that will best meet the objective, (c) arrange the tasks in the most efficient and effective order, and (d) collect data that will verify or question the success of the training decisions that have been made. The strengths and weaknesses of systems techniques as applied to counselor education are discussed.
Counseling for Pain Control
Authors: ESPIN OLIVA M. , GANIKOS MARY L.
Published: December 2011

New techniques are being developed that enhance the effectiveness of psychological forces in controlling bodily reactions. Old oriental techniques of the same kind are being rediscovered by the Western world. All of them are powerful tools for the psychological control of pain. This article reviews such techniques and addresses itself to the contributions that counselors—as behavioral scientists and human relations experts—can make to alleviate physical pain, be it of organic or psychogenic origin
Nonverbalized Feelings and Perceptions of the Counseling Relationship
Authors: LOESCH LARRY C.
Published: December 2011

The relationships between nonverbalized feelings and perceptions of the counseling relationship were investigated through the use of inprocess instrumentation. Fifteen clients used pushbutton handsets to record nonverbalized feelings of negativeness, positiveness, anxiousness, and frustration. Fifteen counselors used similar handsets to record perceptions of client responses in those categories. The Barrett‐Lennard Relationship Inventory was used to assess participant perceptions of the counseling relationship. Frequencies of clients' nonverbalized feelings and counselors' perceptions of them were generally unrelated to the participants' perceptions of the counseling relationship.
The School Counselor's Role in Special Education
Authors: LEBSOCK MARJEAN S. , DEBLASSIE RICHARD R.
Published: December 2011

The purpose of this study was (a) to survey school counselor preparation and perceived and projected role in serving special education students in the southwestern region of the United States; and (b) to determine the status of counselor education programs throughout the nation in preparing counselors to effectively serve exceptional students. The results indicated that 50 percent of the school counselor sample advocated additional involvement with exceptional students, 43 percent felt inadequately prepared to deal effectively with exceptional students, and 60 percent would be more willing to serve exceptional students if their training in special education had been more extensive.
Issues and Problems in the Group Supervision of Beginning Group Problems
Authors: SMITH ELSIE J.
Published: December 2011

This article explores the process of supervising prospective group counselors in terms of the problems and the issues counseling students present during group practicum. In it, group counselors express concerns about (a) establishing a trust relationship with both their supervisors and their peers, (b) assuming a group leadership position, (c) establishing a satisfactory co‐leadership relationship, (d) knowing when and how to disclose information about themselves to their counseling groups, and (e) integrating theory and practice. It is suggested that the process of supervision take into consideration the common set of issues that beginning group counselors face and that supervision be an active rather than a reactive process. The article also presents methods for conceptualizing and conducting the practicum for group counselors.
Developing and Implementing Self‐Instructional Modules for Counselor Training
Authors: CORMIER LOUISE SHERILYN , CORMIER WILLIAM H.
Published: December 2011

This article proposes the development of self‐instructional modules as one way to individualize counselor training. The advantages and constraints of self‐instructional modules are discussed and the three basic components of a self‐contained module are illustrated. Learning outcomes may be affected not only by adequate construction of a module but also by the personal variables of the individual learner. In order to provide choices for individual differences, the development of alternate learning activities is recommended. Suggestions are included for implementing a self‐instructional module as an individual instructional unit or as part of a course or a workshop.
The Effects of Modeling and Ambiguity Tolerance on Interview Behavior
Authors: CHASNOFF SELINA SUE
Published: December 2011

Ambiguity tolerance is a learner characteristic that can affect the processing of stimuli in a wide range of learning situations, including modeling. It has also been shown to be related to effective counselor interview behavior. This study investigated the influence of differences in ambiguity tolerance and the effects of exposure to a videotape model on the interview behavior of counselor trainees. A two‐way analysis of variance gave limited support to the hypothesis that counselor trainees would exhibit significantly more effective interview behaviors as a result of the interaction of high ambiguity tolerance and exposure to a model. It may be that video models can be used to diminish differences in counseling performance among high and low ambiguity tolerant counselors. The potential of creating a variety of learning strategies, such as video modeling, to override the detrimental effects of certain personality characteristics is discussed.
Perceived and Measured Needs Levels of Counselor Education Students
Authors: LOESCH LARRY C. , WEIKEL WILLIAM J.
Published: December 2011

Because the counseling profession places high value on counselors possessing accurate self‐awareness, this study investigated the differences and relationships between counselor education students' self‐perceived and measured needs levels. A sample of 107 counselor students estimated their needs levels and then completed the Personality Research Form (PRF). Significant differences between their perceived and measured needs levels were found for 10 of the 14 PRF scales. Wide variations were evident in both perceived and measured needs levels. Significant correlations between perceived and measured needs levels percentiles for all 14 scales indicated consistency in over or under estimation of needs levels. Age and number of quarter hours completed were generally unrelated to accuracy of needs level estimation.
A Counselor Education Program for Intern Physicians
Authors: Brady Robert P.
Published: December 2011

In recent years it has been estimated that from 30 percent to 50 percent of the medical complaints brought to the family or general practice physician are functional in nature and may be psychosocial in origin (Harmon, Masuda & Holmes 1970). While chemotherapy may be appropriate for the patient with acute situational anxiety and psychiatric consultation may be appropriate for the severely neurotic or psychotic patient, the family practice physician has few remedies for the patient with chronic aches and pains, housewife syndrome, middle‐age depression, businessman's fatigue, and a host of other quasimedical complaints.
Recent Licensure Developments: Implications for Counselor Education
Authors: COTTINGHAM HAROLD F. , SWANSON CARL D.
Published: December 2011

This article describes several current developments in the licensing of helping professionals, and it identifies problems in the definition and preparation of qualified behavioral science practitioners. It also lists implications for certain aspects of counselor education, including educational orientation, advisement practices, curriculum development, and professional leadership. Specific concerns are noted in each of the four areas.
Systematic Group Counselor Training: A Mastery Model
Authors: LECHOWICZ JOSEPH S. , GAZDA GEORGE M.
Published: December 2011

We had previously identified specific cognitive and experiential group counselor training objectives; this study represents a systematic attempt to plan, develop, and evaluate a training model using those objectives. The mastery learning model was identified as best suited for carrying out the training. At the beginning of the training (carried out as two concurrent graduate courses in group counseling), the students were presented with the objectives, a time plan, and evaluation criteria. The training model consisted of 15 graduate students, 11 at the doctoral and 4 at the master's level. Evaluations of course content and course objectives by experimental and comparison groups of trainees indicated the overall success of this exploratory study.
Effects of Supervised Counseling on Dominance
Authors: OSTRAND JANET L.
Published: December 2011

To ascertain the effects of supervised counselor experience on measures of dominance, graduate students were drawn from three departments at the University of Illinois, Urbana, and given the dominance and self‐acceptance scales of the California Psychological Inventory and the California Fascism Scale. In the analysis of variance, the experimental group scored significantly higher (p <.05) on dominance than did the control group from pretest to posttest, and the correlation between dominance and self‐acceptance was. 66 (p<. 01). The correlation between dominance and fascism was not significantly different from zero. When the effects of participants' additional counselor (or teacher) experience were partialed out of posttest dominance scores, the results were not significantly changed. The results implied that a supervised counseling practicum effected more of an increase in participants' feelings of well‐being than did other counselor (or teacher) experience.
Correlates of Counselor Self‐Actualization and Client‐Perceived Facilitativeness
Authors: SELFRIDGE FRED F. , KOLK CHARLES VANDER
Published: December 2011

Client ratings of the abilities of 33 school counselors to communicate the core facilitative conditions of empathy, regard, congruence, and trust were compared to the counselors' scores on a measure of self‐actualization. The results supported the contention that there exists a strong relationship between self‐actualization and counselor effectiveness as perceived by clients. The potential usefulness of the Personal Orientation Inventory (POl) in the screening and selection of counselor candidates is indicated.
Effective Physical Functioning: A Precondition for the Helping Process
Authors: COLLINGWOOD THOMAS R.
Published: December 2011

Within the human resource development model, there is an emphasis on operationalizing and developing the counselor's physical, intellectual, and emotional skills necessary to deliver an effective helping process. Until recently, there has been little discussion of physical functioning. However, within this model physical fitness is viewed as a key factor of counselor functioning. A review of the literature reveals that fitness is related to several physical, intellectual, and emotional factors that can have a bearing on counselor and client functioning. The review also relates the development of fitness to the development of other intellectual and emotional factors. Implications for the training of counselors on fitness and for the importance of physical programs as they relate to the helping process are explored.
The Counselor Trainee Portfolio
Authors: ATKINSON DONALD R. , ZIMMER JULES M.
Published: December 2011

Problems with both sides of the “skills versus personal growth” dispute are presented as evidence that a third counselor education paradigm is needed. The portfolio concept is introduced as a means of assessing counselor trainees' competence against their own integrated theory of counseling. The portfolio approach, as currently implemented in one counselor education program. is presented. The future of the portfolio system is explored.
The Effect of Research Report Characteristics on Counselor Receptivity to Research Material
Authors: MURPHY STEPHEN T. , KAUPPI DWIGHT R.
Published: December 2011

The effect of research article length, format, and technical quality upon practicing counselors' receptivity to research material was examined. A group of 160 school and rehabilitation counselors were selected by a stratified sampling procedure and assigned at random to one of eight treatment conditions. Each of these treatments represented a combination of predictor variables. Subject ratings of the research articles were analyzed using a least squares analysis of variance procedure. Contrary to much of the available literature, it was found that none of the predictor variables significantly affected scores of counselor receptivity in any consistent direction or between articles of different content.
Skill Training: Cautions and Recommendations
Authors: MAHON BRUCE R. , ALTMANN HAL A.
Published: December 2011

This article describes several cautions and recommendations in regard to the use of skill‐training programs. Whether the value of skill training is being overestimated is explored through a discussion of the process of skill training, skills vs. self as instrument, and perceptual psychology.
The Extern Program: An Approach to Counselor Renewal
Authors: LUNDQUIST GERALD , BERGLAND BRUCE , MARZANO ROBERT
Published: December 2011

Counselor education programs must respond to the need for inservice education for practicing, school counselors. The Extern Program described here is designed to provide inservice education through didactic, experiential learning activities implemented on a one weekend per month schedule for nine months. The weekend training involves new developments in the field of counseling, problem solving with a focus on concerns brought to the sessions by the counselors, and new developments in the behavioral sciences outside education. Each weekend is divided into eight phases as follows: (1) didactic input with the topic related to the field of counseling; (2) synthesis and discussion of didactic input with small‐group interaction; (3) participant problem solving with small‐group interaction; (4) group problem solving with large‐group discussion and synthesis; (5) didactic input with the topic relevant to counselor education; (6) synthesis and discussion of didactic input with small group interaction; (7) didactic input with the topic being behavioral science developments outside education; and (8) synthesis and discussion of didactic input with small‐group interaction. An evaluation plan is also discussed.
Relationship and Growth Theories and Agency Counseling
Authors: WARNATH CHARLES F.
Published: December 2011

In general, counselor educators have borrowed heavily from psychotherapeutic theories in conceptualizing service delivery models. These models have in common an assumption that the goal of counseling is the personal growth and development of the client that results from the relationship between the participants in the helping process. The adoption of psychotherapeutic and growth experience models by counselor educators leads to at least two problems for counselors who work in agency settings: (1) the high turnover, transitory nature of the caseload does not lend itself to the type of interactions where relationships can be central to the goals of counseling. And (2) the problems presented by the majority of agency clients are not amenable to solution through the self‐exploration methods of the psychotherapeutic and growth experience models because of various constraints of agency practice.
The Effects of Leaderless Encounter Group Experiences on Helping Skills Training
Authors: D'AUGELLI ANTHONY R. , MEYER ROBERT J. , CONTER KEVIN R.
Published: December 2011

The effects of an audiotaped leaderless encounter group on training in basic helping skills were examined. Trainees undergoing the Danish and Hauer (1973) training program were assigned to a weekly encounter group or to a didactic lecture‐discussion group. No changes in trainees' self‐actualization, trait or state anxiety, or rated verbal helping behavior were found due to participation in the encounter group. Significant positive changes in verbal helping behavior were found for all trainees. The importance of evaluating training experiences for helpers‐in‐training is noted.
A Competency‐Based Staff Development Approach for Improving Counselor Education
Authors: JONES G. BRIAN , DAYTON CHARLES W.
Published: December 2011

While there is a substantial and in many ways encouraging trend toward competency‐based methods for training counseling personnel today, this movement faces three obstacles: 1) lack of evidence of the effectiveness of this approach; 2) difficulty in identifying desired competencies on which the training should focus; and 3) limited sets of materials useful for developing needed competencies. After discussing these problems, the authors report on the development and field testing of two sets of competency‐based training materials. Brief descriptions of these materials and their field test results are presented.
An Affective Sexual Awareness Program for Counselors
Authors: CHRISTENSEN EDWARD W. , NORTON JOSEPH L. , SALISCH MARC , GULL SANDRA
Published: December 2011

Most counseling students and counselor educators lack adequate preparation for working with clients who have sexual problems. The authors developed a program to facilitate increased awareness of one's own sexuality as a basis for aiding others in that area. The program emphasizes small group participation in order to provide security to explore sexuality and its effects on interpersonal relationships. The program uses brief videotape vignettes of affective‐sexual behaviors of individuals and pairs (heterosexual and same‐sexed pairs), followed by group discussion. Interpersonal interaction exercises are used to aid participants in relating to their own sexuality. Overall response to the six presentations reported here has been favorable.
Counselor Trainee Effectiveness: More Puzzle Pieces?
Authors: LOESCH LARRY C. , CRANE BEVERLY B. , RUCKER BARBARA B.
Published: December 2011

This study continues the search for meaningful relationships between counselor trainee characteristics and effectiveness. Self‐disclosure, dogmatism, locus of control, Machiavellianism, academic aptitude, and sex of counselor trainees were investigated for their relationships to effectiveness during practicum or internship. The nature of these relationships as well as their implications for the counseling profession are discussed.
Counselor‐in‐Training Response to a Male and Female Client: An Analogue Study Exploring Sex‐Role Stereotyping
Authors: BURLIN FRANCES‐DEE , PEARSON RICHARD
Published: December 2011

This analogue study investigated the similarities and differences of response by male and female counselors‐in‐training to clients of their own sex and clients of the opposite sex. The Counseling Response Instrument (CRI) was administered to the 127 participants. The CRI includes a description of a client seeking assistance with a personal‐educational choice conflict and asks the respondents for their personal view of the most appropriate action for the client (opinion measure), as well as the counseling strategy that they would use were they actually working with the client (strategy measure). We developed two forms of the CRI that were identical except that in one the client was presented as a male (Jim) and in the other as a female (Donna). Although different response patterns were found between male and female counselors, the results were not in the direction of traditional sex‐role stereotyping. On the strategy measure both male and female counselors most often chose the facilitative option.
The Relationship of Facilitative Functioning to Effective Peer Supervision
Authors: SELIGMAN LINDA
Published: December 2011

This study was conducted to investigate the process of peer supervision. The criterion used was counselor trainees' growth in facilitative functioning. The study sought to ascertain whether the facilitative counselor trainee was also the effective peer supervisor, to provide information on evaluating the peer‐supervisory experience, and to shed light on the most effective techniques of supervision. Peer supervisors were found to be effective in improving the performance of counselor trainees in the core dimensions of empathy, respect, genuineness, and concreteness. A significant positive correlation was found between peer supervisors' level of empathy in the counseling relationship and the trainees' ratings of supervisors on the relationship questionnaire. No significant correlation was found, however, between the trainees' ratings of their supervisors and the improvement demonstrated by the trainees in the core conditions. In addition, no significant correlation was found between the extent of the trainees' improvement and the supervisors' level of functioning as counselors. The relationship between trainees' responses to the supervisor role‐analysis form and their improvement in counseling skills suggested that the most effective supervisors were structured, didactic, and more technique oriented.
A Scale for Assessing Counseling‐Orientation Preferences
Authors: LOESCH LARRY C. , McDAVIS RODERICK J.
Published: December 2011

This article discusses the development, field test, and uses of the counseling‐orientation scale (COS), a scale for assessing relative preferences for seven major counseling orientations. The procedures used to develop and validate the COS are presented. The COS field test and technical information such as reliability and normative data are then described. Finally, the field test results and uses of the COS are discussed.
A Theory of Imperfection
Authors: BERGANTINO LEN
Published: December 2011

In most counseling classes, entering students are very eager to learn techniques and theories of counseling. It is as if the students believe that these techniques will then enable them to be good counselors. If students were to succeed at their initial intention—the mastery of counseling theory and technique—all they would have are tools to distance them from their clients. In essence, the students would have the tools to work on clients and not with them.

This article comments on the paradoxical nature of the teaching of counseling theory. The article demonstrates that what is correct are people and not the image people have of themselves. What is correct are the counselor's feelings between his or her clients and him or her. All counselors need do is pay attention to the correctness of their own responses to each client. They can only take a client as far along the road as they have traveled. All counselors really need to know is themselves. At this point their imperfections may be viewed as perfect and they need not depend on theories of counseling.
Helping Counselors Minimize Client Reluctance
Authors: RIORDAN RICHARD J. , MATHENY KENNETH B. , HARRIS CHET W.
Published: December 2011

A review of work settings in which counselors are employed suggests that almost all counselors work with a number of reluctant clients. Counselor education, however, is largely directed toward preparing counselors to work with voluntary clients. This article reviews some of the bases of client reluctance, certain motivational principles appropriate to counselor practice, myths associated with counselor preparation, and some suggestions of existing techniques that may be helpful with reluctant clients.
Concerns of Beginning Counselor Trainees
Authors: LITTRELL JOHN M.
Published: December 2011

The concerns of beginning counselor trainees were factor analyzed. The analysis yielded five distinct variables about which trainees expressed concerns: whether clients liked the counselor, counselor adequacy, counselor role, counseling techniques, and client needs. The relative importance of the concern variables, the specific items that trainees rated of greatest concern, and the implications of these findings for counselor educators are presented.
Interdisciplinary PPS Training Team
Authors: LOCKE DON C. , BAZEMORE CLAUDIA E. , CLARKE ELEANORE M.
Published: December 2011

A cooperative student‐intern program, referred to as the Pupil Personnel Services Team, has been implemented by North Carolina State University in cooperation with the Wake County public school system. The roots of the team concept originated in North Carolina State's Departments of Counselor Education, Psychology, and Teacher Education from the School of Education. The social‐work program is included from the School of Humanities and Social Sciences.
Counselor‐Education Curricula and Professional Identity
Authors: REMER RORY , OMVIG CLAYTON , WATSON JOHN J.
Published: December 2011

Satisfaction with present emphasis on various components of curricula and the desire for changes in those same components were assessed as they related to two major opposing perspectives influencing professional identity, strict preparation in classical psychology, and broad, general, experiential preparation. A questionnaire asking counselor educators to rate 25 curriculum areas of their programs with respect to satisfaction and amount of change desired was sent to a modified, stratified random sample of 108 institutions. The responses on the 60 returns were analyzed by using Hotelling's T2 and subsequent dependent samples' t tests for indications of discrepancies between present and desired emphases. Significant discrepancies were examined for trends. Overall, there was an expressed desire for increased emphasis in every area. Grouping components logically produced a ranking according to desire for change as follows: career counseling, statistics‐research and counseling experience, counseling theory and psychological background, and assessment. Implications of the findings for counselor preparation are discussed in relation to trends found regarding program size and available resources.
Continuing Professional Development: Outlook for Counselor Educators and Supervisors
Authors: HART GORDON M.
Published: December 2011

This discussion of continuing professional development for counselor educators and supervisors is based on a study of six professional organizations and their programs of continuing professional development. The study was conducted by ACES's Commission on Professional Development. The commission concluded that most organizations have established offices and committees of members at the national level that administer programs; provide activities directly or sponsor activities conducted by other groups, such as private institutes, universities, and professional organizations; and in some cases offer awards for meeting specific criteria. Recommendations for ACES are to continue conducting specific workshops on selected topics and offer Continuing Education Units for participants, determine the impact of these activities on participants, develop criteria for the ACES Recognition Award in consultation with other organizations that have a similar award, consider sponsoring activities conducted by other groups, and survey the difficulties that a continuing‐professional‐development program may cause for persons with multiple membership in professional organizations.
Renewal in Career Guidance and Counseling: Rationale and Programs
Authors: HOHENSHIL THOMAS H.
Published: December 2011

This article provides a strong rationale for renewal programs in career guidance and counseling. The rationale is based on the expressed needs of counselors, counselor educators, and supervisors, and the needs of clients, as well as on major position papers of APGA, ACES, and NVGA. The APGA Counselor Renewal and Development Professional Preparation and Standards Committee has clearly stated that counselor renewal is a professional imperative for those who seek to remain effective helpers. The ACES position paper, “Counselor Preparation for Career Development/Career Education”, also clearly points out the need for renewal in career guidance and counseling. In addition to the rationale, the article describes several career‐counseling‐oriented renewal programs that are currently available for counselors and counselor educators and supervisors who would like to upgrade their skills in this area.
The Doctoral Comprehensive Examination in Counselor Education
Authors: THOMASON TIMOTHY C. , PARKS JAMES C. , BLOOM JOHN W.
Published: December 2011

According to recent survey results, the doctoral comprehensive examination is still the most often used method of evaluating doctoral students for candidacy. Widespread dissatisfaction, however, on the part of both professors and students continues. This article gives suggestions for improving the written portion of the doctoral comprehensive examination.
Professional Identity: A Classic Case of Avoidance
Authors: PEER GARY G.
Published: December 2011

A relationship is suggested between the national image of the American Personnel and Guidance Association (APGA) and its membership requirements of graduate counseling programs. Citing the total absence of APGA membership requirements in training programs of one state, growing professional problems for APGA are predicted if the national perspective includes similar absences. I propose that counselor educators initiate the integration of APGA membership criteria with accreditation of graduate programs to enhance APGA's status as a national professional organization.
Moral Development of Professional and Paraprofessional Counselors and Trainees
Authors: ZAHNER CARL J. , MCDAVIS RODERICK J.
Published: December 2011

This article discusses a study that compared the moral development of professional and paraprofessional counselors and trainees; measuring the effects training programs had on their cognitive moral development. The results revealed that the professional group has a higher level of moral development, and counselor training has no effect on moral development.
Human Sexuality: A Survey of What Counselors Need to Know
Authors: KIRKPATRICK J. STEPHEN
Published: December 2011

A nationwide sample of counselor educators and practicing counselors responded to a survey questionnaire containing 20 items about human sexuality. Their ratings of the items' importance to a new, master's degree counselor about to begin practicing led to conclusions about the sexual information that counselors may need to have and priorities for instruction in sex counseling.
An Investigation of Training for Sex‐Fair Counseling
Authors: SCOTT NANCY A. , MCMILLAN JANICE L.
Published: December 2011

This article presents the results of a survey of counselor education departments in the United States concerning the availability of coursework on sex‐fair counseling, the percentage of females and males on counselor education faculties, the amount of training counselor educators had received on sex‐fair counseling techniques, and the use of a handbook on sex equity that was developed by the ACES Commission on Sex Equality Concerns. The article makes recommendations for proactive efforts in the future.
Physical Dimensions of Counseling: Perspective for the Helping Professions
Authors: HILYER JAMES C. , JENKINS CHESTER W. , DEATON WILLIAM L. , DILLON CAROL , MEADOWS MARK E. , WILSON GEORGE D.
Published: December 2011

Fifteen graduate students in the helping professions registered in a course that teaches helpers to use physical fitness as a counseling medium. The enrolled graduate students were matched with controls in four relevant areas, and both groups were pretested on 7 physiological and 11 psychological variables. The experimental students were given a 10‐week treatment of physical fitness training, counseling in health habits, a life‐style of well‐being, and instruction in how to deliver these kinds of treatments to clients. For eight weeks the students used the skills in working with real clients. The experimental and control groups were posttested on the same variables; and multivariate and univariate analyses revealed significantly positive changes made by the experimental group. This article reports implications for graduate programs in the helping professions.
Teaching Consultation for Mental Health and Educational Settings
Authors: RANDOLPH DAN
Published: December 2011

A course in consultation is increasingly becoming part of the required graduate curriculum of counseling psychologists/counselors who are training for employment in mental health and educational settings. It seems that most textbooks on consultation are devoted to theory and practice, and most journal articles on the topic focus on research outcomes. There is also a paucity of literature regarding practices in methods of teaching consultants for mental health and educational settings. This article outlines a practical model for teaching consultation skills that includes didactic presentations, demonstrations, and simulation experiences.
Counselor Education: If It Isn't Fresh, We're Out of Business
Authors: SUNBURY JAMES F. , COCHRAN JOHN R.
Published: December 2011

Counselor education programs will be under increasing pressure from several sources in the next decade. Psychology licensing laws, the requirements of third party vendors and a changing job market will cause restructuring or elimination of current programs at many universities. Flight, fight, accommodation, and professionalization are considered as ways of coping with this threat. The authors offer recommendations for survival.
A Role for the Counselor Educator in Teacher Education
Authors: SEARS SUSAN J.
Published: December 2011

Teacher education can use the knowledge and skills counselor education takes for granted. This article outlines a role for counselor education in preservice teacher education by describing two programs in which a counselor education faculty has contributed to the improvement of teacher education. Both programs—one facilitating the career development of prospective teachers and the other, teaching human relation skills to prospective teachers—have been integrated into the teacher education curriculum.
Are You There, Supervisor? It's Me, Your Counselor!
Authors: BLOOM JOHN W. , THOMASON TIMOTHY C.
Published: December 2011

In recent years counselors have attempted to clarify their role for their employers and/or supervisors. These attempts although well‐intentioned, have achieved limited success because supervisors in community mental health centers, principals in schools, deans in community colleges and universities, and employers in governmental agencies continue to heap administrative and secretarial tasks upon counselors. This leads to a reduction in counselor‐client contact hours and an increase in counselor burnout. Suggestions are presented here to help counselors understand the employers' frame of reference—an important first step in initiating change.