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1.
This study tested the proposition that national similarity between counselor and client results in improved counseling outcome.
Using a repeated-measures, quasi-experimental design, eight female counselors (four Turkish, four American) saw 16 volunteer,
expatriate female American clients for single, individual counseling sessions. Results indicated no differences on (a) clients’
and counselors’ ratings of working alliance and of progress on goals, or (b) clients’ ratings of utilization intent as a function
of counselor nationality. Irrespective of nationality, clients’ ratings of working alliance were higher than their counselors.
These results echo a trend suggesting that clients’ preferences for cultural/ethnic similarity dissipate as the research methodology
approximates actual counseling sessions. Additionally, local mental health service providers may be a viable resource for
expatriate Americans. 相似文献
2.
《Journal of College Student Psychotherapy》2013,27(1):3-15
Fifty-three counselors at a university counseling center and a university practicum clinic were surveyed using the Working Alliance Inventory–Short Form to examine the effect of acknowledging and discussing racial differences between counselor and client on the working alliance formed during the counseling sessions. Based on the counselor's perspective, a significant relationship between counselor-client discussion of racial difference and the working alliance was found. 相似文献
3.
Brad M. Wolgast Jill Rader Deborah Roche C. Patricia Thompson F. Christian von Zuben Allan Goldberg 《Journal of College Counseling》2005,8(2):140-152
The authors investigated the number of sessions necessary for college counseling center clients of different levels of severity of distress at intake to achieve clinically significant change (CS) in therapy. The Outcome Questionnaire‐45 (M. J. Lambert, N. B. Hansen, et al., 1996) was used to categorize 914 clients by severity of distress. Analyses of outcome indicated that clients with less and more severe distress needed 14 and 20 sessions, respectively, for 50% in each group to achieve CS. Implications are discussed. 相似文献
4.
Victoria Giegerich Alicia K. Hall Jenny L. Cureton Jamie McCartney Kathy Geething 《Counselor Education & Supervision》2020,59(3):172-186
We conducted an interpretative phenomenological analysis of five counseling students' experiences collaborating with American Sign Language–interpreting students during counseling practice sessions. Themes were identified in developmental domains of counselor self-awareness, counseling relationship, and advocacy interventions. Interdisciplinary collaboration led students to address cultural deficiency models and increase multicultural competency and efforts in social justice. 相似文献
5.
《The Journal of educational research》2012,105(10):461-463
AbstractAn Investigation was conducted of the relevance of the perceptions of the counseling relationship to the change In self-concept of secondary school students participating in multiple counseling. Fifty students, six groups, met for 12 counseling sessions held In their own schools. The results Indicate that (a) students' perception of the relationships are Important to their growth in real-ideal self-concept congruence, (b) if a negative relationship is perceived, students’ self-concept congruence will remain the same or decrease, and (c) students, expecting a positive relationship, make more gain in self-concept congruence than those expecting a negative relationship. 相似文献
6.
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. 相似文献
7.
This article discusses innovative methods for incorporating both live and videotaped counseling sessions conducted by faculty into a graduate counseling program. 相似文献
8.
Gregory Hatchett 《International journal for the advancement of counseling》2011,33(3):206-215
Most clients attend only a few sessions before dropping out of counseling and, consequently, never traverse the series of
stages delineated in many counseling process models. There is frequently a mismatch between the counseling process as portrayed
in many counseling textbooks with the counseling process students are likely to experience when they begin practicum and internship
placements. Based on the counseling duration and premature termination literature, this article considers several models that
counselor educators could adopt to better prepare students to work with the large proportion of clients who will often attend
only a few sessions before terminating contact. 相似文献
9.
SHERRY B. BORGERS 《Counselor Education & Supervision》1975,15(2):114-118
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. 相似文献
10.
Oksana Yakushko M. Meghan Davidson Tiffany C. Sanford‐Martens 《Journal of College Counseling》2008,11(1):6-18
This archival study examined the use of a university counseling center's services by international students during a 5‐year period. Variables analyzed included clients' presenting concerns, students' demographic characteristics, number of counseling sessions attended, and reasons for termination. Implications for counselor training, outreach activities, and counseling services on college campuses are discussed. 相似文献
11.
《Journal of College Student Psychotherapy》2013,27(2):15-29
Abstract Most college counseling centers have adopted session limits for their psychotherapy clients though little evidence exists to support such cutoff points. In the past eight years, a few studies have been published using survival analysis statistics for investigating the speed of recovery in psychotherapy. The outcome of clients at a university counseling center was studied to assess change across time, on a session-by-session basis. The analysis of these data showed that 14 sessions of psychotherapy were required for 51% of clients to meet criteria for clinically significant change. Results were interpreted as suggesting that limiting psychotherapy at college counseling centers may result in improvements that are not clinically meaningful for the majority of clients receiving services. 相似文献
12.
Arpita Ghosh Sara Rieder Bennett Juanita K. Martin 《Journal of College Student Psychotherapy》2018,32(2):151-162
The purpose of this initial, exploratory study was to examine the utility of the Counseling Center Assessment of Psychological Symptoms-62 (CCAPS-62) as a repeated measure tool at one university counseling center. This study investigated whether clients engaged in individual counseling changed in symptomology while in treatment and when (e.g., session) changes in symptomology occurred. To answer these research questions, reliable change indexes (RCIs) were calculated for each subscale of the CCAPS-62. Results indicated that all eight of the CCAPS-62 subscales demonstrated reliable changes from initial to subsequent administrations, and that changes occurred between sessions 3 and 6 at this specific university counseling center. Findings suggest the importance of incorporating CCAPS-62 information into counseling sessions to inform treatment and assessment. 相似文献
13.
The current study examined a mediating effect of empathic accuracy on the relationship between counselor experience level and counseling outcome. Data were collected from 48 counselor?Cclient dyads in real-life counseling settings. Empathic accuracy and counseling outcome were assessed by using client perceptions of the first three audiotaped counseling sessions. Ickes?? standard empathic accuracy assessment procedure was used with modifications to assess empathic accuracy. The procedure to assess empathic evaluation included three steps: (a) clients recognize and write down their thoughts and feelings while listening to the audiotapes, (b) counselors infer their client??s thoughts and feelings, (c) The third raters rate the statements of counselors?? empathic accuracy. Correlational analysis revealed that counselor experience level, empathic accuracy, and counseling outcome were positively related to one another. A path analysis was used to test the model that counselor experience level affects counseling outcome through the effect of empathic accuracy. Both paths from counselor experience level to empathic accuracy and from empathic accuracy to counseling outcome were significant, along with a significant mediating effect of empathic accuracy. These results show enhancing empathic accuracy is critical for counseling outcome. Limitations of the current study and suggestions for future research were discussed. 相似文献
14.
《Journal of College Student Psychotherapy》2013,27(3):5-28
Although it is commonly believed that college counseling positively affects student retention and further, that there are convincing data and evidence to support such a belief, an extensive literature search found no objective evidence at all on the relationship of a counseling center's conventional one-to-one counseling and therapy activities with short-term student retention. Two program evaluations which attempt to relate one-to-one individual counseling and psychotherapy to student retention rates at an urban regional state university are discussed. Changes in attendance rates, such as dropping out or retuning between quarters are the criteria used to evaluate program effects for both studies. The first study searched for discernible statistically significant effects. Three-quarters of comparisons of upperclassmen found conceivable retention advantages of students receiving counseling center services over a base-rate group. Yet the freshmen results suggest that counseling may be associates with student attrition, not retention. The second study investigated the relationship between retention and possibly relevant presenting problems and demographic variables of students undergoing individual counseling. No attendance differences among counseled students were found due to age, gender, or presenting problem. Following a discussion of the results, suggentions for future research are presented. A longitudinal, quasi-experimental controlled study of the impact counseling on student retention is clearly needed. 相似文献
15.
MICHAEL J. LAMBERT 《Counselor Education & Supervision》1974,14(1):54-60
This study compared the process of supervision with that of counseling by examining the behavior of five professional therapists in both situations. Counselors recorded their counseling sessions with 10 clients and their supervisory sessions with 10 trainees. A total of 180 three-minute samples were selected for study. The level of facultative conditions (empathy, respect, genuineness, and specificity) was assessed. The Hill Interaction Matrix was also used to compare the verbal interactions in both counseling and supervising situations. Results indicated that the level of respect and genuineness were equal in the two situations. Contrary to the assumptions made by researchers in the area, the levels of empathy and specificity were significantly lower in supervision than in counseling. When interactions were rated with the Hill Matrix, supervision was significantly less therapeutic than was counseling. The differences found were discussed in terms of their implications for the teaching and learning of psychotherapy, as it related to both the theoretical literature and in terms of its effect on trainees and clients. 相似文献
16.
The authors compared practicum supervisors and counseling students in training in terms of dominant cognitive style and related cognitive style of counselors in training to supervision process and outcome measures. A sample of 18 supervisors and 46 students completed the Myers-Briggs Type Indicator. After at least six supervision sessions, supervisors rated the counseling students on the Counselor Evaluation Rating Scale and the students rated the quality of the supervision relationship using the Barrett-Lennard Relationship Inventory. Supervisors had a stronger Thinking orientation and less variability on the Sensing-Intuiting orientation than did counselors in training. In contrast to previous research, a strong relationship between the cognitive style of counselors in training and supervision process and outcome measures was not detected in this study. 相似文献
17.
Tanya E. Surette 《Journal of College Student Psychotherapy》2017,31(2):112-131
This study empirically assessed the applicability of the common factors model to students accessing university-based counseling (n = 102). Participants rated symptoms of depression, anxiety, and somatization at intake and discharge. Therapists kept detailed session notes on client factors and therapy process variables. Data were analyzed utilizing structural equation modeling to assess what common factors significantly predicted outcome improvements. Authors found duration of therapy, positive life events, and intimate relationship supports positively influenced outcomes. Increases in the number of intervention approaches and sessions negatively influenced certain outcomes. The present findings have important implications for programming and treatment planning within on-campus counseling services. 相似文献
18.
RENEE ZIMMICK MARLOWE H. SMABY CLEBORNE D. MADDUX 《Counselor Education & Supervision》2000,39(4):284-295
This study tested the Skilled Group Counseling Training Model (SGCTM) and a related instrument, the Skilled Group Counseling Scale. Retraining of raters and later rescoring of data from a previous study resulted in an improvement of interrater reliability; a factor‐analytic study of the scale revealed a single, global factor; and students in a group counseling class who were trained in the model used at least 80% of the SGCTM skills during three videotaped, simulated group counseling sessions. During these sessions, the students adhered to one of three counseling theories (Person‐Centered, Gestalt, and Rational‐Emotive Behavioral Therapy). 相似文献
19.
This study was undertaken to examine the relationship between acquisition of counseling skills and trainee attitude towards psychological counseling. Results are discussed within the context of a mediational approach to counselor development. 相似文献
20.
《The Journal of educational research》2012,105(6):256-259
AbstractThe purpose of this study is to determine what effects social reinforcement counseling has on attitudes toward teaching and accuracy of teacher attitude self-estimation held by beginning education students. Teacher attitudes were assessed by the MTAI. Seventy-eight education students at the Ohio State University were randomly divided into three groups that received individual counseling, group counseling, and no counseling for four sessions with social reinforcement as the major technique. The results of the study lend support to conclusions which follow. First, social reinforcement counseling in individual or group setting is more effective for changing attitudes toward teaching, but not effective for increasing students' accuracy of self-estimated teacher attitudes. Second, social reinforcement counseling in groups is as effective as individual counseling for changing MTAI scores of beginning education students. 相似文献