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The counseling practicum is generally accepted as an essential part of a counselor-training program. Likewise, the training of future counselor educators necessitates experiences in supervision of counseling-practicum students. The dual supervision model described in this article is an approach that simultaneously meets the training needs of future counselors and counselor educators. The rationale for the dual supervision model, the results of an exploratory study of the counselor trainees' attitudes toward the dual supervision process, and the counseling-practicum supervisors' reactions to the model are described. Both the students enrolled in their second quarter of counseling practicum and the supervisors had very positive reactions to the dual supervision model. 相似文献
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The authors reviewed 114 articles regarding counselor education and supervision published in professional counseling journals during 2018. The articles represented a range of methodologies, providing insight into current supervision, teaching and training, stakeholder experiences, and professional issues. Implications include a need for research regarding online teaching and learning as well as exploring supervision’s influence on counseling skill and effectiveness. 相似文献
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Sixteen counselor educators and counselors-in-training participated in a content analysis study that investigated supervisors' nonverbal behaviors in the supervision process. The investigation displays the high-to-low frequency of 21 identified nonverbal behaviors of supervisors and indicates a statistically significant association and consistency among the supervisors' nonverbal behaviors. It implies the applicability of these behaviors to counselor supervision and training, provides a methodological approach for the further investigation of nonverbal behavior in actual supervision and counseling situations, and suggests that counselor educators should not overlook these variables in systematic research or their influence in the supervision process with novice counselors. 相似文献
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Computers are now part and parcel of the instructional process in many elementary schools. In addition to Computer Assisted Instruction, it is possible to utilize the school computer for other educational purposes such as data storage and information retrieval which can conceivably increase the efficiency and effectiveness of the counseling process. The model described in this paper was built so as to provide the school counselor with an instrument which, although based on traditional counseling methods, is immeasurably more accurate in the provision of updated information for diagnostic and other counseling activities and thus contributes to greater counseling efficiency. 相似文献
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Kristin L. Barnes 《Counselor Education & Supervision》2004,44(1):56-69
Counseling self‐efficacy, an individual's perception of his or her competence to conduct counseling, is an important component of understanding how counselor trainees subjectively construct their counseling and training experiences and subsequently develop into competent counseling professionals. The author describes 2 approaches to using self‐efficacy theory to develop and implement counselor training and supervision interventions: the self‐efficacy enhancement approach and the self‐efficacy in context approach. Suggestions for tailoring counseling self‐efficacy assessment to the accompanying approach are included. 相似文献
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Huan-Tang Lu Yuchun Zhou Yegan Pillay 《International journal for the advancement of counseling》2017,39(4):322-332
In the past two decades there has been an increase in the number of studies that have examined the psychological effects on counselors who provide counseling to clients with trauma experiences. However, little is known about the experiences of counselor trainees who provide counseling to their clients seeking counseling because of trauma. This qualitative study explored the experience of eight doctoral students in a counseling program who completed their master’s-level training in the United States. Three themes emerged from the inductive data analysis process, namely: (1) immediate reactions, (2) information processing, and (3) post-exposure development. Implications for counselors, counselor educators, and clinical supervisors are examined and recommendations to enhance counseling and supervision services are offered. 相似文献
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David Donald Malcolm 《Counselor Education & Supervision》1971,10(2):171-179
If school counseling is to be a career commitment, not a temporary or occasional assignment, the school counselor must possess some special expertise that enables him to make a unique contribution to the school. It follows that counselor educators should identify this special expertise as precisely as possible and then offer an instructional program designed to develop it. Since such special expertise is not likely to be acquired without extensive and intensive training, the instructional program will ordinarily require a minimum of two years of full-time study. This position paper elaborates the rationale for the above beliefs and attempts to suggest directions in which they may lead. 相似文献
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FREDERICK G. LOPEZ 《Counselor Education & Supervision》1985,24(3):307-316
Early counselor training has traditionally stressed acquisition of basic listening skills while underemphasizing instruction in specific problem-solving competencies. This bias may be partly responsible for such frequently observed supervision issues as counselor anxiety, inefficient counselor management of interview time, inadequate problem clarification, and premature intervention. Models for conducting brief, problem-focused counseling seem well-suited for teaching trainees the verbal skills and structuring methods that promote efficient problem clarification and resolution. The purposes of this article are to present one such model, to identify its skills requirements, and to discuss the advantages of using this model in practicum training. 相似文献
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This study investigated the effectiveness of large group supervision, small group supervision, and combined group and individual supervision with counseling students. Sixty‐four participants in a master's‐level practicum were divided into 3 treatment groups that received supervision over 10 weeks. Using a pretest/posttest method, counselors were rated on growth in effectiveness and development according to self‐report, supervisor, client, and objective rater responses. Analyses of covariance revealed that all supervision formats resulted in similar progress in counselor effectiveness and counselor development. Large group supervision produced a significant result on the factor Autonomy/Dependency. However, participants showed a marked preference for individual feedback and supervision. 相似文献
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Jonathan J. Orr Stephanie F. Hall Diana Hulse‐Killacky 《Counselor Education & Supervision》2008,47(3):146-163
Teaching's importance has increased for faculty members and is reflected in the selection criteria for new faculty, particularly those in counselor education. Thus, graduate programs need to provide students with opportunities to obtain teaching experience and enhance their pedagogical training. The collaborative teaching teams model is intended to assist counselor educators in preparing doctoral‐level counseling students for careers in academia. Recommendations for model implementation are provided and specific examples are presented to demonstrate the use of this model in a counselor education and supervision doctoral program accredited by the Council for Accreditation of Counseling and Related Educational Programs. 相似文献
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MICHAEL DUFFY 《Counselor Education & Supervision》1992,32(1):61-69
Nursing homes are an increasingly important setting for gerontological counseling. This article portrays a multimethod approach to counselor training and supervision in nursing homes. 相似文献
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Survey results of school counseling supervisors in North Carolina are summarized. Responses show that the majority of school counseling programs in the state are supervised by noncounseling personnel, usually supervisors of curriculum, instructional programs, or other educational areas. Supervisors' educational backgrounds, professional memberships, opinions about counselor certification issues, dominant supervisory functions, and staff development activities are described. The survey results give impetus to recommendations for future AACD and ACES directions regarding counseling supervision. 相似文献
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JOHN J. ZARSKI DONALD L. BUBENZER DONALD A. WALTER 《Counselor Education & Supervision》1980,20(1):15-21
This study addresses the importance of client satisfaction as an index of counseling effectiveness and also examines the relationship between trainee personality characteristics and supervisor ratings of trainee performance. Results indicated that a significant inverse relationship existed between trainee levels of self-acceptance and client's ratings of counseling satisfaction. Supervisor's ratings of the trainee's performance and progress in supervision were also inversely related to trainee levels of self-acceptance. Agreement was found between supervisor's ratings of trainee performance and client satisfaction with counseling. Implications of these results are discussed in terms of counselor training programs and future research designs. 相似文献
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The emergence of counseling as a recognized helping profession has led to the introduction of higher standards for counselor education. Emphasis has been placed on a balance between theoretical erudition and practical training. Some counseling practitioners, however, minimize the value of theoretical knowledge and doubt its importance for professional effectiveness. This article challenges such views and points out that counselors cannot remain true professionals unless they undergird their work by adequate theoretical insights. Theories help counselors understand the dynamics of human behavior and choose therapeutic approaches appropriate to specific clients and situations. Psychological theories come alive in the counselor's mind if they are seen as extensions of life experiences of various theorists. To document this reality, the article presents several examples of well-known psycholoical theorists. Counseling practitioners are then encouraged to form, on the basis of existing theories, an operational framework consistent with their own experiences and values. 相似文献
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Amanda C. La Guardia 《Counselor Education & Supervision》2021,60(1):2-21
A total of 139 articles on counselor education and supervision published in professional counseling journals during 2019 were reviewed. A variety of methods were used, providing perspectives on current supervision issues, the training of counselors, curriculum developments, and associated professional issues. Implications include a need for continued research on online teaching and school counselor supervision and exploration of inclusion and advocacy efforts. 相似文献
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College counseling centers play an important role in the training and supervision of counselor trainees. This article addresses the importance of communication between college counselors and academic counseling program faculty when college counselors supervise graduate students from academic counseling programs. As the authors discuss, effective communication contributes to positive and productive training experiences for graduate student trainees. Suggestions are offered for successful communication between counseling center staff and program faculty. 相似文献
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MARGARET L. FONG L. DiANNE BORDERS GREG J. NEIMEYER 《Counselor Education & Supervision》1986,25(3):210-221
Several studies have suggested that counselor response effectiveness may not be merely a function of instruction in basic counseling skills. This study examined the impact of the sex role orientation and level of self-disclosure flexibility of 44 counseling students on their ability to demonstrate counseling skills and their overall counseling response effectiveness during and after counseling skills training. Using a factorial analysis, sex role orientation and level of self-disclosure flexibility accounted for approximately 30% of the variance in quality of counseling skills. These findings lend support to the importance of trainee perceptual, cognitive, and behavioral flexibility in the acquisition and use of counseling skills. Suggestions for altering counseling skills training and further research are provided. 相似文献
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Mehmet Nurullah Akkurt Kok-Mun Ng Jered Kolbert 《International journal for the advancement of counseling》2018,40(4):455-468
International students’ needs and experiences in counseling training and supervision has been an area of interest for several decades; however, there is a lack of research regarding effective approaches for supervising international students. Previous studies concerning the international counseling student population have mainly utilized bivariate analysis, and inconsistent results have been observed among studies examining the same relations, which makes applied implications questionable. More complex analysis to determine the relationships among constructs, which will assist in applied implications, are long needed. Thus, this study was a response to the need to determine if a moderation effect could be observed among key counseling supervision-related variables. The purpose of this study was to investigate whether international counseling supervisees’ perceptions regarding the degree to which the construct of multicultural discussion occurring in their university supervision moderated the relationship among key supervision-related variables, including acculturation, counselor self-efficacy, supervisory working alliance, and role ambiguity in supervision. 相似文献
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Triadic supervision is common within counselor training; however, limited research in professional counseling literature exists describing counseling students' experiences of choosing what to disclose within triadic supervision. Using transcendental phenomenological research, the authors investigated supervisees' nondisclosure within triadic supervision. Critical nondisclosure themes were relationships, presence of peer, and sharing time. 相似文献