bluuebunny/crossref_metadata_2025 huggingface dataset:
Following the ACES Standards on Preparation of Secondary School Counselors in Career Guidance
Authors: BRADLEY RICHARD W.
Published: December 2011

Standards for counselor training have been a topic of concern since the 1930s. More recent accomplishments toward quality in counselor education were the adoption of ACES standards at the 1967 Dallas convention and the special issue of Counselor Education and Supervision, “Up‐Grading Guidance Practices” (Hill & Munger 1968). This article concentrates on the career guidance and occupational information aspects of the 1967 ACES Standards. In this context, the degree to which some counselor education programs seem to emulate practices contained in the standards and some suggestions for facilitating such emulation are discussed.
Counselor Preferences of Senior High School Students
Authors: RICCIO ANTHONY C. , BARNES KEITH D.
Published: December 2011

This study is concerned with the extent to which senior high school students employ the constructs of race, subculture, and sex in establishing counselor preferences. The data suggests that these variables are of far more importance to black students than they are to northern white or to Appalachian white students. The data also supports the findings reported earlier by Stranges and Riccio.
The Meaning of Words: Teachers and Counselors
Authors: RIESE HARLAN C. , STONER WILLIAM G.
Published: December 2011

The semantic differential technique was used in this study for the purpose of discovering similarities and differences in the meaning of words between teachers in training and counselors in training. A number of differences were revealed which indicate that teachers in training and counselors in training are not in accord as to the connotations of certain concepts. These differences suggest that counselors and counselor educators must strive for a greater understanding of the counselor's role in the school setting on the part of other education professionals.
Preparation of the Elementary School Counselor: 1972
Authors: HILL GEORGE E.
Published: December 2011

This is the fourth in a series of quadrennial surveys begun in 1960 to determine the extent and nature of counselor preparation at the master's and doctoral levels in the field of elementary school guidance and counseling. Nearly 90 percent (325) of the 367 counselor education departments in the U.S. responded to this survey. The main finding is the great acceleration of programs which provide specialization since 1968. Generic programs (n = 132), however, are still common. Major emphasis in specialized programs rests in laboratory and practicum experiences. Counselor educators in elementary school guidance and counseling are still mainly people who have not taken their advanced work in the field of elementary school guidance and counseling.
Relationship of Rehabilitation Counselor Characteristics to Supervisors' Ratings
Authors: RICHARDSON BILL K. , OBERMANN C. ESCO
Published: December 2011

A stepwise multiple regression procedure was employed to develop a series of equations composed of subsets of predictor variables which indicated the highest prediction accuracy for each of six counselor job performance criteria developed on a sample of 216 employed rehabilitation counselors and a subsequent randomly selected developmental sample of 166. Using cross‐validation procedures, assessment was made of the predictive effectiveness of the regression equations when applied to a randomly selected independent sample derived from the same experience pool. Highest prediction accuracy in both developmental groups was demonstrated for the criterion self‐initiative in increasing professional knowledge and skill. Significant predictors associated with this criterion for the total sample included: educational level, knowledge of professional subject matter in rehabilitation counseling, Personal Adjustment and Social Service scales of the Adjective Check List, and the Ability Utilization Scale of the Minnesota Importance Questionnaire. Significant multiple correlation coefficients obtained for the other five criteria ranged from .38 to .28. Results of cross‐validation showed that two criteria exhibited little shrinkage, with a substantial increase in prediction accuracy observed for a third criterion, self‐initiative in increasing professional knowledge and skill.
Effects of Principal Actor Time Structuring on Goal Attainment in Group Counseling
Authors: JESSELL JOHN C. , BUSH JOHN F.
Published: December 2011

The purposes of this study were to determine whether clients' individual goal attainment was influenced by the structuring of principal actor time in a series of group counseling experiences and to discover the effects of such structuring on the therapeutic climate in the groups. Subjects of the study consisted of a combination of 84 university and high school students. Data for the study was obtained from responses to a behavioral goal questionnaire and the Truax Relationship Inventory. A multivariate analysis procedure was used to test for differences in individual goal attainment between structured and unstructured groups and in the level of the therapeutic relationship achieved between groups. Structuring of group counseling through the use of principal actor time did not result in differential goal attainment between clients of structured or unstructured groups. Neither was any significant difference noted in the measured therapeutic relationship achieved between counselors and clients of the respective groups.
Analysis of Feedback among Group Practicum Members
Authors: GRAVES WILLIAM H. , GRAVES LARRY H.
Published: December 2011

Feedback among practicum members, a neglected variable in practicum research, was assessed. Practicum members cited as giving meaningful feedback at or above the group median were recalled as producing significantly more verbal, more positive, and more owned feedback than practicum members cited as giving less meaningful feedback than the group median number of citations. The two groups did not differ significantly on the Myers‐Briggs Type Indicator, Carkhuff's Communication Index, or tape ratings. Implications of the results are discussed.
Preservice Occupational Information and Vocational Guidance Curriculum: An Evaluation
Authors: BRADLEY RICHARD W.
Published: December 2011

This study was designed to identify the areas of strength and weakness in the occupational information and vocational guidance preservice counselor education curriculum. Interviews were conducted with 197 counselors and 21 counselor educators concerning the extent of coverage actually and ideally devoted to 22 content areas. Arranging the ratings for the 22 content areas from highest to lowest suggests a hierarchial emphasis for these topics in curriculum planning. In addition, within group and between group comparisons provide bases for discerning the types of curriculum that are seen as most advantageous by both counseling practitioners and counseling professors.
Systematic Human Relations Training: Appraisal and Status
Authors: CALIA VINCENT F.
Published: December 2011

The immense impact of the Systematic Human Relations Training (SHRT) model on the contemporary helping scene is underscored and verified. The rudiments of the model and its historical antecedents are described and various technical and philosophical issues are identified. The model's uncertain theoretical status, questionable and conflicting developmental elements, the merits and hazards of graded structure, the meaning and permanency of client change, the relationship of process and outcomes, the dangers of universalizing and venerating the model's attributes, and the paradox of training for transcendence are all discussed.
Three Counselor Training Models: A Comparative Study
Authors: CORMIER L. SHERILYN , HACKNEY HAROLD , SEGRIST ALLEN
Published: December 2011

This study investigated the effects of three prepracticum counselor training approaches on counselor performance: T group, behavioral skills, and discussion control. Pre‐ and postmeasures consisting of 30‐minute video‐recorded counseling interviews were administered to all subjects. Counselor performance was evaluated by client completion of the Counseling Evaluation Inventory (CEI) and by three trained judges' ratings of four five‐minute interview segments using the Counseling Strategies Checklist (CSC). Data from each instrument were subjected to a 3 × 2 factorial analysis of variance. A significant group × time interaction occurred for the CEI. Significant time effects occurred on four of the seven dependent variables of the CSC. The results of the study have implications for both the length and type of training approach used in effective counselor education practices.
The Counselor Evaluation Rating Scale: A Valid Criterion of Counselor Effectiveness?
Authors: JONES LAWRENCE K.
Published: December 2011

Should the Counselor Evaluation Rating Scale (CERS) be used as a criterion measure of counselor effectiveness in studies attempting to identify correlates of counselor effectiveness? The validity of recent recommendations regarding the use of certain factors of the 16 Personality Factor Questionnaire (16PF) to select persons for counselor training programs, where the CERS was the criterion measure, is challenged. Relationships between the three scales of the CERS and levels of empathy, respect, and empathy offered in a counseling relationship were investigated; only one of the hypothesized relationships was found (p < .05).
ACES' Members Attitudes toward Women and Work
Authors: BINGHAM WILLIAM C. , HOUSE ELAINE W.
Published: December 2011

A 50‐item questionnaire designed to assess information on attitudes about women and work was mailed to a sample of ACES members. Responses from 128 males and 64 females were analyzed. On the basis of an earlier survey of school counselors, it was expected that females would be better informed and express more positive attitudes than males. It was also expected that younger members would express more positive attitudes than older ones. It was found that, in general, ACES members are well informed and express positive attitudes. However, substantial numbers of members made incorrect or unfavorable responses to at least 25 percent of the items. Such responses appeared as likely to occur for either sex and irrespective of age, but men appeared to be misinformed about more fundamental matters than women.
Group Leader Preparation
Authors: OHLSEN MERLE M.
Published: December 2011

This article describes a 10‐week workshop for experienced counselors who are interested in learning to do group counseling. It describes the treatment process, the selection of enrollees, the laboratory experiences provided for both personal and professional development, and the supervision provided. Follow‐up evaluation of the workshop with participants revealed that they achieved most of their personal and professional goals. The author believes that three primary elements contributed to the success of the workshop: (a) carefully selected, committed, competent students, (b) committed, competent staff, and (c) the allocation of adequate staff time to provide quality supervision.
Counselor Competency and the Revised ACES Standards
Authors: DASH EDWARD F.
Published: December 2011

This article examines the relationship of competency‐based counselor education and the revised Standards for the Preparation of Counselors and Other Personnel Specialists of the American Personnel and Guidance Association. The point of view presented stresses the similarities between the two approaches to improving the skills of helpers. The two are viewed as complimentary concepts that should lead to a re‐examination and redefinition of counselor education.
A Competency‐Based Approach to Adult Counseling and Guidance
Authors: HARTWIG JOHN E.
Published: December 2011

This article describes the Adult Career Education Counseling Project, a special demonstration project funded by the United States Office of Education, Division of Occupational and Adult Education. The major goal of the project is to develop a competency‐based individualized instructional training system for guidance personnel wanting to work in adult education settings. The article explains the rationale, development, and process used in identification of conceptual areas that were developed into modules currently being pilot tested prior to final revision. Once the total training system has been developed, adult education and counseling and guidance programs may use these materials to design a counseling and guidance program unique to local program or institutional goals and objectives.
Group Counseling Instruction: Objectives Established by Experts
Authors: LECHOWICZ JOSEPH S. , GAZDA GEORGE M.
Published: December 2011

This study represents a systematic method of arriving at the cognitive and experiential training needs of the group counselor. Proposed behavioral objectives were rated and added to by experts in group counseling through a method of successive questionnaires—a modified Delphi technique. The ratings of the second questionnaire were used to analyze the value of the objectives and the agreement of the experts. The most highly rated cognitive and experiential objectives are presented in tabular form.
Elementary School Students' and their Parents' Preferences for Counselors
Authors: PINCHOT NANCY , RICCIO ANTHONY C. , PETERS HERMAN J.
Published: December 2011

This is the fourth in a series of studies underway at Ohio State University exploring the importance of race, sex, and ethnic origin in the expression of counselor preference. This study emphasizes the importance of these variables for elementary school students and their parents and discusses the implications of these findings for counselor preparation.
Evaluating Counseling Practicum Students
Authors: BORMAN CHRISTOPHER A. , RAMIREZ CARLOS
Published: December 2011

The purpose of this study was to determine significant differences in the self‐ratings of counseling practicum students, their supervisor, and practicum assistants using the Counselor Evaluation Rating Scale (CERS). Subjects of the study were 25 master's degree students enrolled in practicum over three successive semesters at a southwestern university. A series of one‐way analyses of variance of responses to the rating scale were used to determine significant differences in the mean ratings among the three groups. Findings indicated significant differences for 9 of the 27 items on the instrument, with most of the differences attributed to the students' higher ratings and differences in ratings between students and practicum assistants.
Equalizing Opportunity: Training Indigenous Personnel as Mental Health Counselors
Authors: QUATRANO LOUIS A. , SILVERMAN HAROLD , BERGLAND BRUCE , HALL PERRY
Published: December 2011

Traditional counseling and clinical programs have been reluctant to train lay counselors. The innovative program described in this article was designed to assist disadvantaged adults in obtaining credentials to qualify for a professional position. Unlike traditional students, TIP (Training Indigenous Persons) students were admitted to graduate level courses in mental health counseling on criteria other than their past academic record. Results supported the recent focus on variables related to candidates' success as counselors, rather than on their previous academic performances.
Effects of Feedback on Beginning Counseling Students
Authors: BORGERS SHERRY B.
Published: December 2011

This study investigated the effects of feedback on the discrepancy between real and ideal self‐concepts of 28 beginning counseling students. Subjects in the experimental group had three sessions with a counselor and received feedback concerning their personal characteristics and how these might relate to a counseling career; the goal of this feedback was to increase counseling students' awareness of their feelings about themselves and to encourage them to look at themselves. An analysis of covariance indicated that the experimental group showed a significantly greater change toward more congruence in perception of self and ideal self than did the control group. Implications for counselor preparation programs are discussed.
An Integrative Competency‐Based Counselor Education Model
Authors: BERNSTEIN BIANCA L. , LECOMTE CONRAD
Published: December 2011

In the proposed integrative competence‐based counselor education model, the four major areas of counselor training are defined as theory education, skills training, experiential activity, and practicum experience. For each area we suggest specific objectives, possible courses, appropriate methodologies, and directions for evaluation. The formulation of behavioral curriculum goals and the construction of performance criteria for each aspect of the program are essential for the effective implementation of the model. The distinctive contribution of the model lies in its provision of (a) a series of conceptual definitions and objectives, (b) a sound framework for integrating traditionally conflicting counselor education approaches and for systematizing the student's educational experience, (c) a built‐in means for the transfer of training to professional placements, and (d) stimulation of research in the many problem areas to be found in counselor education.
Competency‐Based Evaluation for Selecting a Counselor Educator
Authors: WEITZ LAWRENCE J. , ANCHOR KENNETH N. , PERCY RICHARD L.
Published: December 2011

This article describes an approach to faculty selection in a competency‐based human development counseling program, the development of which enabled candidates to demonstrate their actual level of mastery for a wide range of skills associated with professional effectiveness. Candidates invited to participate in this evaluation procedure were advised in advance of the following five areas in which they would be evaluated: counseling and psychotherapy, teaching, supervision, research methodology, and program development. Candidates prepared 30‐ to 60‐minute presentations characteristic of their best efforts for each area of evaluation. Both faculty and students completed professional effectiveness scale ratings for each of the activities engaged in by job candidates. This article reports the successes and setbacks of this model and presents critical recommendations of persons who participated as job candidates and of those who participated in the candidate evaluation sessions.
An Empirical Investigation of the Construct Validity of Empathic Understanding Ratings
Authors: AVERY ARTHUR W. , D'AUGELLI ANTHONY R. , DANISH STEVEN J.
Published: December 2011

This study examined the effect of different amounts of client‐therapist interaction data on empathy ratings. Audiotaped therapist‐client interactions including client statement, therapist response, and subsequent client response were rated for therapist empathy by high‐functioning, experienced raters. Raters made significantly different judgments about levels of therapist empathy depending on the amount of therapist‐client interaction data available. The raters tended to give therapist responses higher empathy ratings when they did not hear the client's preceding statement.
Further Exploration of the 16‐PF and Counselor Effectiveness
Authors: FORSTER JERALD R. , HAMBURG RONALD L.
Published: December 2011

This study reexamines the relationship between the Sixteen‐Personality Factor (16‐PF) Questionnaire and counselor performance ratings. The 16‐PF was administered to 30 full‐time counselor trainees. Supervisor ratings of counseling effectiveness in practicums were correlated with raw scores of counselors on the 16‐PF. Data revealed that the pattern of relationships indicated by significant correlations is not consistent across this and three other studies using the 16‐PF. The results of this study and the reanalysis of previous studies indicate that it would not be advisable at this time for counselor educators to identify or predict effective counselors on the basis of the 16‐PF.
Effects of Counselor Supervision on Group Counseling: Client's Perceived Outcomes
Authors: BIASCO FRANK , REDFERING DAVID L.
Published: December 2011

Two hundred and fifty Neighborhood Youth Corps participants experienced group counseling over a 10‐week period. Approximately half of the groups were conducted by five counselors who were supervised by a practicum instructor, and the remainder of the groups were led by unsupervised counselors. The participants in the supervised counseling groups were more positive toward their experiences than were those in the unsupervised counseling groups. The need for continuing supervisions or consultation of counselors is emphasized.
Facilitation in Supervision as Related to Facilitation in Therapy
Authors: KARR JEFFREY T. , GEIST GLEN O.
Published: December 2011

Little research has focused on the actual supervision session and its relationship to trainee functioning. Nineteen supervision dyads were selected to study this relationship. Tapes of supervision sessions and trainee therapy sessions were collected at three time intervals and rated by independent judges using the Carkhuff scales. Data were collected over a 15‐week semester at the first, eighth, and fifteenth weeks. Supervisor dimensions of genuinesness, respect, and concreteness were significantly related to trainee level of functioning on these same dimensions for all time intervals, except for respect at T, and concreteness at T2. There was no significant relationship between supervisors' empathy level in supervision and trainees' empathy level in therapy. Trainee perceptions of supervisor offered conditions, as measured by the Barrett‐Lennard Relationship Inventory, were not significantly related to their own level of functioning in therapy. The type of supervision offered (didactic or experiential) was not significantly related to higher levels of trainee genuineness and empathy at T3.
Relationship of a Group Counseling Course, Hours in Counselor Education, and Sex to Empathic Understanding of Counselor Trainees
Authors: WALKER R. BRUCE , LATHAM WILLIAM L.
Published: December 2011

This study investigated the relationship of a graduate course in group counseling, the number of hours completed in counselor education, and sex to the empathic understanding of trainees in a counselor education program. The trainees were taped in similar counseling sessions, and their responses were rated independently by three counselor educators, who used Carkhuff's empathic understanding scale. A three‐way analysis of variance determined only one significant difference. The trainees who had completed a course in group counseling were significantly higher (p <.05) than those who had not. The level of empathic understanding of the higher group, however, was less than the level considered to be the minimum for effective counseling.
Modeling, Praise, and Criticism in Teaching Empathic Responding
Authors: GULANICK NANCY , SCHMECK RONALD R.
Published: December 2011

This study employs a factorial design to investigate the efficacy of all possible combinations of modeling, praise, and criticism as a means of teaching empathic responding to counselor trainees. Measures of empathy were taken on 64 female introductory psychology students at the beginning of an experimental session and following each of two training segments. Results indicate a significant effect for modeling and stage of training. There was a significant interaction between modeling and stage of training such that subjects in the modeling conditions were rated higher in empathy than those in the no‐modeling condition at the mid‐ and postmeasure but not at the premeasure. Results are in agreement with one previously published study but are inconsistent with two others.

Discussion focuses on the critical elements of effective feedback techniques.
Evaluating the Evaluations: A Factor Analysis of Student Ratings
Authors: MAZER GIL E.
Published: December 2011

Student evaluation of instruction and instructor performance in higher education are being accorded an increasingly prominent role in decisions concerned with faculty promotion and tenure, as well as with advisement on teaching strategies. In this context a number of factor analyses have been imposed upon student rating‐instruments in order to facilitate meaningful interpretation of student judgments. The present paper reports the resul ts of a factor analysis of the rating scales used by graduate students enrolled in counselor education programs at Western Michigan University to evaluate perceived quality of instruction. A principal components factor analysis yielded three interpretable factors that were labeled Responsiveness‐Rapport, Evaluation Process, and Instructional Merit. Implications of the factor structure for counselor educators are discussed.
The Effects of Professional Counselor Training on Empathy: Continued Cause for Concern
Authors: BATH KENT E. , CALHOUN ROBERT O.
Published: December 2011

The evidence reviewed, especially that from the most methodologically sound studies, indicates that professional training in counseling generally fails to increase trainees' empathy. Further, professional status may establish social distance between counselor and client, and posttraining experience in counseling cannot be counted on to have uniformly positive, empathy‐enhancing effects. The review points to the needs for: (a) the incorporation into professional programs of brief, effective empathy‐skills training, (b) supplementing intellectual program selection methods with more counseling‐relevant measures, (c) defining and upgrading of acceptable posttraining empathy levels and retention of training effects, and (d) research into differences between professional programs that do and do not enhance empathy.
The Fakability of the Personality Orientation Inventory
Authors: PRESCOTT MARY R. , CAVATTA JERRY C. , ROLLINS KENNETH D.
Published: December 2011

Attempts to fake a good impression on the POI typically result in lower scores for subjects unknowledgeable in self‐actualization, and in higher scores for knowledgable subjects. POI fakahility during counselor selection procedures was investigated through two test administrations with a group of 21 new graduate students in counseling. Subjects were not given self‐actualization information. Scores under counselor selection fake‐set procedures were significantly higher (p <. 05) on 4 of the 12 scales than scores obtained under standard testing instructions. The results imply new counseling students have sufficient information about self‐actualization to dissimulate POI scores.
Attitudes Toward Homosexuality among Graduate Counseling Students
Authors: THOMPSON GEORGE H. , FISHBURN WILLIAM R.
Published: December 2011

The authors surveyed graduate counseling students regarding their attitudes toward homosexuality: its etiology; the mental health of homosexuals; the role of the mental health professional in treating homosexual clients; and myths and fallacies surrounding homosexuality. The results indicate that counseling students feel ill‐prepared to deal with homosexual clients, are unsure about the etiology of homosexuality, and that female students respond differently from male students regarding many aspects of homosexuality.
Developing Video Models for Counselor Education
Authors: BROWN JOE H.
Published: December 2011

Three factors, attention, retention, and action, are considered in developing good video models. A discussion of each factor and specific techniques counselors can use to develop good effects of each factor are provided.
A Course on Counseling Ethnic Minorities: A Model
Authors: McDAVIS RODERICK J. , PARKER MAX
Published: December 2011

There is a need for content courses and practicum experiences in the area of counseling ethnic minorities in counselor education departments across the country. Generally, the only preparation that counselor trainees and others receive in this important area is provided through workshops and conferences, since few such formal courses exist today.
The Evaluation of Filmed Excerpts of Rogers, Perls, and Ellis by Beginning Counselor Trainees
Authors: KELLY F. DONALD , BYRNE THOMAS P.
Published: December 2011

This study investigated the perceptions of beginning counselor trainees regarding the therapeutic effectiveness of Carl Rogers, Fritz Perls, and Albert Ellis. Twenty‐nine students viewed three stimulus films and rated the therapeutic effectiveness of the therapists. The students were subsequently rank‐ordered by their prepracticum course instructors on the basis of skill development and assigned to one of three groups (high, middle, or low.) The results of a two‐way analysis of variance revealed an overall higher evaluation for Rogers as compared to either Perls or Ellis. Further analysis revealed that the top‐ranked group of counselor trainees rated Perls significantly higher than the other two and that the bottom‐ranked group ranked Ellis higher than Perls or Rogers. Several conclusions concerning the use of stimulus films for demonstration and training purposes in counselor education are drawn.
The Effects of Modeling, Feedback, and Experiential Methods on Counselor Empathy
Authors: RONNESTAD MICHAEL HELGE
Published: December 2011

This study compares the effects of three supervisory techniques—modeling, feedback, and experiential intervention—in teaching counseling students to communicate empathic understanding. The students participated in three simulated counseling interviews during which their responses to standard clients were rated on the degree of empathic understanding conveyed. After each of the first two interviews students in the experimental groups were given one of the three supervisory treatments; students in the control group received no supervision. The ratings indicated that the modeling method of supervision was more effective than the feedback method and the feedback method was more effective than the experiential method in helping the counselors communicate empathy. No significant differences were found between students receiving experiential supervision and those in the control group. The interaction between method and sex was significant in that male students responded better than female students to the feedback method.
Comparative Perceptions of Practicum Counselor Behavior
Authors: BARAK AZY , LACROSSE MICHAEL B.
Published: December 2011

Nineteen counseling interviews were rated by the respective clients, counselors, and supervisors on the Counselor Rating Form; these ratings of perceived counselor expertness, attractiveness, and trustworthiness were compared in a repeated measures analysis of variance. Results indicated that all three sources of perceptions were similar, although counselors rated their own behavior as significantly less expert than their clients. The article discusses the results in terms of their relevance to counselor supervision and training.
An Evaluation Model for Accreditation
Authors: BERVEN NORMAN L. , WRIGHT GEORGE N.
Published: December 2011

The traditional evaluation model used in accrediting professional‐education programs is discussed and the field of psychology is used as an example. The evaluation model followed in the recently implemented accreditation mechanism for rehabilitation‐counselor education (RCE) programs is also discussed. The evaluation model makes some significant departures from the traditional model. A survey‐research approach is used to substitute in part for the traditional site visit, and more comprehensive program‐evaluation data, going beyond the traditional reliance on faculty and students, are collected. Further, data on the competence of graduates are employed in the evaluation process. Possible implications of the RCE model are discussed as they relate to the currently evolving accreditation procedure for counselor‐education programs, as well as the accreditation procedures in other professions.
Written Indicators of Empathy in Human‐Relations Training: A Validational Study
Authors: THERRIEN MARK , FISCHER JOEL
Published: December 2011

This study was conducted to determine if empathic level of functioning as assessed by written measures is predictive of oral functioning. Forty participants, run in four groups with counterbalanced order, responded in writing and orally to stimulus statements.

Correlations between oral and written scores were very high and statistically significant for the total sample and the high‐ and low‐functioning subgroups. Only very small differences were found between written and oral group means. Thus, we concluded that written measures can yield a reliable estimate of empathic level of oral functioning, making it possible to obtain a quick, economical, and reliable estimate of level of functioning without the time‐consuming and cumbersome process of taping. This finding has particular relevance for training‐program evaluations and comparisons in which large numbers of people need to be tested.
Paradoxical Double Binds in Human‐Relations Training
Authors: BECVAR RAPHAEL J.
Published: December 2011

Paradoxical double binds are discussed relative to their efficacy in helping systematic human‐relations trainees integrate the skills more quickly and with less pain and frustration. An explanation and examples of paradoxical double binds used in human‐relations training are presented. The results of a pilot study suggest that this method has potential for facilitating skill acquisition.
Death Education and Counseling: A Survey
Authors: ROSENTHAL NINA RIBAK , TERKELSON CARE
Published: December 2011

A survey of counselors and counselor educators was conducted to assess information and attitudes with regard to death education, training in death and dying, and the appropriateness of dealing with death in the schools. Results showed that an overwhelming majority of both the responding counselors and the counselor educators felt that school counselors should work in this area (both counseling and death education). Although both these groups recognize the need for training in death and dying, little is presently being done to help counselors acquire the necessary skills and awareness to work in the area of death and grief. Recommendations for changes are included.
Estimating Role Fidelity and Consistency in Coached‐Client Performance
Authors: Larrabee Marva J. , Froehle Thomas C.
Published: December 2011

This article discusses the effects that the training of raters has on estimates of role fidelity and performance consistency of coached clients. The data support the contention that failure to measure and report indexes of role fidelity and performance consistency seriously jeopardizes the high levels of internal validity that the coached‐client analogue research model permits. It also precludes research replication. The findings also suggest that the training of raters in role‐component observation greatly enhances the reliability of the verification procedures proposed by Whiteley and Jakubowski (1969).
Inference and Intuition as Components of Empathy
Authors: GOODYEAR RODNEY K.
Published: December 2011

This article develops the premise that empathic responses have cognitive as well as affective aspects and that the cognitive aspect can be represented by inference or intuition. Helpers process interpersonal data inferentially or intuitively in developing their empathic responses. Effective helpers have access to both cognitive modes. The training of counselors, however, is skewed more heavily to the development of inferential skills. This article suggests that counselor educators give more training attention to intuition and presents some preliminary guidelines for providing that training.
Counselor Training in a School Center
Authors: TOLSMA ROBERT J. , MARKS STEPHEN E.
Published: December 2011

This article describes the creation of a partnership between a local school district and a university counselor education department to train counselors while providing counseling services using counselor trainees. The partnership resulted in a counseling center located in the school, which serves the school and community and is staffed by the university. The concept of a training center constructed by a school district and staffed by trainees and university faculty to serve students and people in the community is unique. This article explores the rationale for the community school‐based, training‐service center and the steps leading to its establishment. Also discussed are the physical structure and the operation of the center and the advantages and problems.
Professional Development in Counseling Older Persons
Authors: SINICK DANIEL
Published: December 2011

Because of belated attention to gerontology, most counselors concerned with older persons seem to require initial professional development rather than renewal. Development calls for enhancement of both knowledge and attitudes; interrelated areas delineated in this article. Knowledge needed includes stages and tasks encountered over the life span, recognition of individual variations on life‐span themes, and specific information on such significant phases as career change, retirement, and death and dying. Attitudes, composed of cognitive and affective elements, may require intensive efforts to supplant stereotypes with unbiased views and appreciative feelings. Consideration is given to the relative merits of coursework, fieldwork, and other experiences in effecting attitudinal change. Programs and courses presently available are indicated and future prospects proposed, toward improvement of professional development in counseling older persons.
Value System Similarity and the Supervisory Relationship
Authors: LEMONS STEPHEN , LANNING WAYNE E.
Published: December 2011

This study assesses the value systems held by supervisors and supervisees in the counseling practice. The relation between value system similarity and two dependent measures was examined; the level of communication within and the overall satisfaction with the relationship. Participants included 37 student supervisees and seven supervisors in a master's program. Correlation coefficients were computed to establish the relationships between the dependent measures and between value similarity measures and the dependent variables. The results did not indicate a meaningful relation between the similarity of value systems for supervisee and supervisor and either dependent measure. The results, however, did indicate a strong relationship between the supervisee's satisfaction with the supervisory relationship and the level of communication that was developed in supervision.
Effects of Tape‐Recording & Supervisory Evaluation on Counselor Trainee Anxiety Levels
Authors: BOWMAN JAMES T. , ROBERTS GAYLE T.
Published: December 2011

Fifty‐three in‐service employment and rehabilitation counselors, enrolled in supervised counseling practica, participated in a study to assess their subjective and physiological anxiety responses to counseling under different stimulus conditions. Participants were randomly assigned to one of four treatment conditions: a counseling session, a counseling session that was tape‐recorded, a counseling session that was tape‐recorded and evaluated by their supervisor, and a control condition in which participants read an article on counseling. Results of the 4 treatment conditions × 3 period analyses of variance for subjective (p <.001) and conductance data (p <.05) indicated that participants who counseled had higher anxiety levels than those who read the article. There was no treatment effect found for heart rate data. None of the counseling groups experienced significantly more anxiety than any of the others. It was concluded that tape‐recording and supervisory evaluation do not increase the anxiety levels of participants over the levels experienced while counseling without recording and/or evaluation.
The Effects of Assertive Training on Counselor Trainees
Authors: JANSEN MARY A. , LITWACK LAWRENCE
Published: December 2011

It has been suggested that the addition of assertive training as an integral part of counselor education programs would be desirable. Although this study indicates that assertive training is effective in reducing counselor discomfort and anxiety, such training has no significant effect upon client or supervisor ratings of counselor effectiveness. Therefore, the addition of such a training experience seems, at best, to be open to question.
The Relationship Between Client Reluctance and Counseling Effectiveness
Authors: PARADISE LOUIS V. , WILDER DAVID H.
Published: December 2011

The effect of client reluctance, resistance to professional assistance, has received little attention in the research on counseling effectiveness. In a short‐term college counseling situation, it was found that intake measures of client‐reluctance were: (a) negatively correlated with client‐perceived satisfaction and improvement, (b) negatively related to degree of congruence between perceived problem and perceived emphasis of the agency, and (c) positively correlated with premature termination in counseling. No differences were found between vocational and personal problem groups on measures of client reluctance, satisfaction, or improvement. Client reluctance was shown to be directly related to counseling outcome. Implications for these findings on counselor education and training are discussed.
Trends in Community Counselor Training
Authors: STADLER HOLLY A. , STAHL EARL
Published: December 2011

This article reports the major results of a survey of counselor education programs regarding the development of training for community/agency counselors. The data are reported under the headings of Program Demographics, Faculty, Curriculum, and Employability of Graduates. It is concluded that community/agency training programs need considerable attention and development. Also, it is recommended that ACES establish liaisons with other groups that train community/agency counselors.
Consultant Training in Counselor Education Programs
Authors: MILES JOHNNIE H. , HUMMEL DEAN L.
Published: December 2011

Although the role of consultant has received increasing professional attention recently, little has been reported regarding the emphasis in counselor education programs given to consultation in the preparation of counselors. This study involved a survey of 31% of the existing counselor training programs. Findings indicated that 44% of the programs offered formal courses in consultation; the counselor as consultant was ranked second only to counseling as a major counselor role. Consultant training was reported as mainly focusing toward work with individual consultees and small groups.
Supervisor Training: A Discrimination Model
Authors: BERNARD JANINE M.
Published: December 2011

The delivery of supervision skills to those who direct counselors through practicum is not well defined in the counseling literature. This article addresses that issue by presenting a model for identification and training of those skills, the roles in which the skills are demonstrated, and the types of choices or discriminations that are necessary to make in tutoring trainees through the counseling practicum. This model attempts to pair the training of supervisors with the training of counselors in a systematic fashion.
Self‐Critique Technique Training in a Competency‐Based Practicum
Authors: BERNSTEIN BIANCA L. , LECOMTE CONRAD
Published: December 2011

This article describes a framework for the effective supervision and systematic evaluation of practicum skills. The practicum format has been developed with the intent of applying competency‐based evaluation methods to practicum and promoting self‐critique skills among counselor trainees. A methodology for counselor self‐critique, based on selective editing and focused discussion of videotaped sessions, is presented and explored.
Self‐Instructional Modules: Comparison of Modeling and Feedback Media
Authors: ROBINSON SHARON E. , FROEHLE THOMAS C. , KURPIUS DEWAYNE J.
Published: December 2011

This study addressed the effectiveness and efficiency issues in a self‐instructional learning activity in counselor training. The study specifically examined three media (written, audio, and video) of model and of self‐generated performance feedback presentation. There were no differences in trainee production of counselor tacting response leads because of media of model or media of performance feedback presentation. Results, however, did indicate that learning is significantly enhanced when a written performance feedback component is added to a written modeling component. The same did not hold true for audio and video presentations. The implications of these cost‐ and labor‐efficient instructional packages are discussed.
A Comparison of Two Interview Styles in Simulated Crisis Situations
Authors: LAVELLE JUDITH K.
Published: December 2011

This study investigated the effects of an affective‐counselor and a behavioral‐counselor interview style on coached‐client, within‐interview behavior. The dependent variables were client precipitating event; coping; alternative related; self‐reference affect; and past‐, present‐, and future‐oriented statements. Eight female subjects presented two crisis roles—abortion and suicide—to two groups of female counselor‐experimenters. The behavioral style elicited significantly more alternative‐related and future‐tense statements and significantly fewer coping statements than the affective style. The abortion role produced significantly more alternative‐related and future‐tense statements and significantly fewer precipitating events and past‐oriented statements than the suicide role.
Peer Supervision: Toward More Effective Training
Authors: WAGNER CAROL A. , SMITH JAMES P.
Published: December 2011

This article discusses peer supervision as a vehicle for increasing student responsibility for self‐assessment and peer assessment, and increasing independence and interdependence among students for professional and personal growth. The article also explains a model currently in use in a master's degree program in counseling. Included are rationale, definition, implementation, evaluation, and recommendations for use.
Using the Workshop in Consultation Training
Authors: ZAFFRANN RONALD T.
Published: December 2011

Although graduate students should be trained in consulting as well as counseling skills, not all counselor education programs systematically teach such consultation skills. Counselor trainees need to practice and implement those skills in laboratory as well as field settings. Workshops have been used successfully to teach oral delivery consultation skills in a counselor training program. In this article, the workshop is offered as a training tool in consultation skills. The use and purposes of workshops are presented, and procedures are demonstrated regarding the use of workshops within counselor education courses. Benefits to counselor trainees are discussed.
The History of Supervision: A Critical Review
Authors: LEDDICK GEORGE R. , BERNARD JANINE M.
Published: December 2011

Leddick and Bernard review the counseling literature and describe the historical evolution of the practice of supervision from a polarized state to its current trend toward collaboration. The authors analyze several therapy models, and describe direct and indirect supervision activities. This article concludes by calling attention to assumptions in the counseling and supervision literature that have yet to receive the benefit of evaluation and research.
Categories of Nonverbal Behavior: Implications for Supervision
Authors: WILBUR MICHAEL P. , WILBUR JANICE ROBERTS
Published: December 2011

The purpose of this article is twofold, to provide a review of applicable literature, information, and research in nonverbal behavior categories, and to encourage counselor educators and supervisors to consider additional research and investigations on the nonverbal behaviors of counselors and clients, supervisors, and trainees in actual counseling and supervisory sessions and situations. A brief model is provided to illustrate counselor educators' and supervisors' application and use of this information with novice counselors and its implications.