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1.
Robert W. Graff 《Journal of Experimental Education》2013,81(3):19-22
Counselor self-disclosure was investigated as a dimension of counselor effectiveness with a sample of forty-one graduate students in a counseling and guidance practicum. Effectiveness was measured by ratings from clients and practicum supervisors. Clients rated the counselors in three aspects of the counseling interview and supervisors rated counselors in eight areas. Counselor self-disclosure scores were correlated significantly with all the criterion scores of counselor effectiveness (p <. 05). It was suggested that the concept of psychological disclosure may have important implications for counselor selection and training. 相似文献
2.
KARL RICKABAUGH RICHARD A. HEAPS ROBERT FINLEY 《Counselor Education & Supervision》1972,11(3):219-223
This study examined client perceptions of counselor comfort, counseling climate, and client satisfaction as measured by the CEI relative to counselors described as high-effective or low-effective in terms of changes in client academic performance before and after group counseling. The results indicated that the client's perception of the comfort of the counselor in a group setting is significantly related to counselor effectiveness as measured by GPA change. The overall counseling climate and the client's estimate of his satisfaction were found not to be related to counselor effectiveness. 相似文献
3.
This investigation follows an earlier attempt to evaluate the use of paid clients in practicum work. Pre- and post-counseling responses of paid and unpaid clients, counselors, and counselor supervisors were tested by Fisher's exact probability tables. Before-counseling paid clients were found to be different from unpaid clients only in that paid clients did not expect counseling to make them more independent in their relationships with other people. Post-counseling responses did not reveal any significant differences between paid or unpaid clients. Counselors saw paid clients in the way that paid clients saw themselves. Counselor supervisors did not expect significant differences between paid and unpaid clients. The only significant difference in post-counseling ratings was that neither counselors or counselor supervisors had anticipated that paid clients did want counselors to offer alternative solutions to problems. Differing pre-counseling responses of unpaid clients and of counselors and counselor supervisors reflected unfounded expectations that unpaid clients would have greater counseling needs than paid clients. All those involved in the study evaluated paid-client counseling as being a worthwhile experience. The writers encourage further investigation and evaluation. 相似文献
4.
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. 相似文献
5.
LARNEY RAY GUMP 《Counselor Education & Supervision》1974,13(4):263-266
It has been assumed that counselor self-awareness is important to counseling effectiveness. The purpose of the present study was to determine if there were differences in perceived effectiveness between counselors who said they related self-awareness to their counseling role and counselors who believed self-awareness was unrelated to their role. Those counselors who did not relate self-awareness to counseling received higher client ratings of effectiveness than did counselors who related self-awareness. 相似文献
6.
LINDA SELIGMAN 《Counselor Education & Supervision》1978,17(4):254-261
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. 相似文献
7.
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
8.
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. 相似文献
9.
HENRY H. PFEIFLE 《Counselor Education & Supervision》1971,11(1):49-55
The Counseling Evaluation Inventory (CEI) was used to elicit information about the relationship between secondary school counselors with and without a practicum and their clients. The 167 counselors who volunteered for this study represented a 61 percent return. Analysis of variance procedures were used to test the difference between counselors with and without a practicum and to test the influence of age, teaching experience, counseling experience, and sex on these results. The results indicate that counselors with a practicum experience are rated significantly higher on the CEI than counselors without a practicum. When the factors of age, years of counseling experience, years of teaching experience, and sex were partialled out, client ratings of counselors with a practicum continued to be rated significantly higher than client ratings of counselors without a practicum. 相似文献
10.
ANNE L. CUMMINGS 《Counselor Education & Supervision》2000,40(1):47-57
This article describes an innovative teaching method to teach novice counselors 4 counselor responses based on selected goals of feminist counseling. Using a workshop format and ongoing group supervision, graduate student counselors were taught 4 counselor responses: empowerment, decreasing the power differential between client and counselor, taking a gender role perspective, and placing client issues in a sociocultural context. An evaluation of the teaching approach showed that counselors were able to apply feminist counselor responses in counseling sessions with clients and that these clients reported experiencing these responses. 相似文献
11.
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
12.
Thomas J. Michels George M. Gazda Stewart Wiggins 《Counselor Education & Supervision》1971,10(4):303-309
This study investigated the feasibility of using client GSR responses to increase counselor sensitivity to clients during the counseling interview. Six counselors counseled 22 clients under experimental conditions in which they observed clients' GSR responses and 22 control clients whose GSR responses were not visible to them. Clients were matched on the variables of age, sex, general diagnosis, counseling session number, and type and effect of medication, if any. Counselor responses, classified according to a modified Porter scale, were compared between experimental and control conditions. A significant difference (p<.01) between experimental conditions was observed with counselors appearing to use more probing and fewer understanding statements while viewing their clients' GSR responses. 相似文献
13.
A study was designed to evaluate the effects of an experimentally induced set of “expertness” on clients' evaluations of their selected experiences during brief vocational counseling. Thirty-one college freshman males were randomly assigned to two induced sets of high and low expertness, and client responses to both quantitative and qualitative aspects of the interview were obtained. The results suggested that (a) clients responded more favorably to relationship aspects of the interview with a counselor who was introduced as a nonexpert than with a counselor who was introduced as an expert, (b) informational recall was greater for clients interviewed by the expert counselor, and (c) global ratings of counselor effectiveness did not differentiate between expert and nonexpert counselors. Implications for counselor training and counselor practice are discussed. 相似文献
14.
L. SHERILYN CORMIER HAROLD HACKNEY ALLEN SEGRIST 《Counselor Education & Supervision》1974,14(2):95-104
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. 相似文献
15.
GREGORY A. LOFARO 《Counselor Education & Supervision》1982,21(4):200-207
Mainstreaming legislation is an impetus for social change in relation to treatment of individuals with disabilities. This change requires that counselor educators include content areas related to aspects of disability to prepare counselors to serve clients with disabilities. The author makes recommendations for curricular change for experiential and didactic training to increase a counselor trainee's sensitivity, skills, and knowledge regarding disability. Also, counselor educators are urged to team trainees from school and rehabilitation counseling training programs so that these professionals can work cooperatively for the benefit of the client with a disability. 相似文献
16.
JUDITH E. SHELTON 《Counselor Education & Supervision》1973,13(2):129-136
This study compared the personality characteristics, determined by the Sixteen Personality Factor Questionnaire (16 PF), of practicing junior and senior high school counselors serving economically disadvantaged and economically advantaged males. A Counseling Evaluation Inventory (CEI) composite client-rating score, derived from seven male clients and determined for each counselor, was the effectiveness criterion. Male clients from both economic populations perceived as effective those male counselors who expressed characteristics associated with the popular American masculine stereotype and those female counselors who showed characteristics associated with the popular American feminine stereotype. The IPAT specification equations, one for each sex applied to the results of the 16 PF, provide a practical screening device for predicting counselor effectiveness with both economically disadvantaged and advantaged male clients. 相似文献
17.
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. 相似文献
18.
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
19.
Strong (1968) proposed that counseling can be viewed as a two-phase process. During the first phase, counselors use various techniques to enhance client perceptions of counselor expertness, trustworthiness, and attractiveness. These perceptions result in influence-power and have an effect on outcome. According to Strong, clients use reputational, behavioral, and evidential cues to assess counselor credibility and attractiveness. Previous research has indicated, however, that counselor attire is not used as an evidential cue when counselors display expert verbal and nonverbal behavior. It was hypothesized that counselor attire is an evidential cue for expertness, trustworthiness, and attractiveness of the inexperienced neophyte counselor-in-training. To test this hypothesis college students participated in group counseling sessions with either a formally or informally attired neophyte counselor. It was found that the informally attired counselor was perceived as more expert, trustworthy, and helpful. 相似文献
20.
Teresa A. Fisher Linda G. Matthews Sharon E. Robinson Kurpius Katherine I. Burke 《Counselor Education & Supervision》2001,41(1):3-17
The authors investigated the impact that racial stereotypes have on counselor trainees' perceptions of the attributes and behaviors of ethnically diverse male clients. Two studies were conducted in which participants were counselor trainees (Study 1, N = 58; Study 2, N = 75) who received a case study in which a male student sought counseling for problems affecting his school work. No differences were revealed in Study 1. In Study 2, counselor perceptions of client attributes differed across client race–ethnicity. The results are discussed in terms of their implications for training counselors, particularly regarding multicultural courses and workshops. 相似文献