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1.
JOHN M. LITTRELL 《Counselor Education & Supervision》1978,18(1):29-35
The concerns of beginning counselor trainees were factor analyzed. The analysis yielded five distinct variables about which trainees expressed concerns: whether clients liked the counselor, counselor adequacy, counselor role, counseling techniques, and client needs. The relative importance of the concern variables, the specific items that trainees rated of greatest concern, and the implications of these findings for counselor educators are presented. 相似文献
2.
This article investigates differences in counselor verbal style and type of counselee talk in two groups of counselor trainees. The first group consisted of 15 counselor trainees who received a training program with an Amidon-type Verbal Interaction Analysis System; the second group was a control group of 15 counselor trainees who received no interaction analysis training as part of a semester-long counseling practicum. The results indicated that the counselors receiving interaction analysis training tended to talk less and Use indirect influence techniques more often than the counselor trainees in the control group. Clients of the counselors in the experimental group tended to talk more often and use more self-initiated talk than did the clients of counselors in the control group. 相似文献
3.
This study examined the differences in professional identity development between novice and advanced counselor trainees (N = 161). Multivariate analyses of variance indicated significant differences between groups. Specifically, advanced counselor trainees demonstrated greater professional development compared with novice counselor trainees. No differences existed between groups with understanding of professional orientation and values. Implications are presented. 相似文献
4.
Elizabeth A. Prosek Rebecca E. Michel 《International journal for the advancement of counseling》2016,38(1):61-76
In this qualitative inquiry, we studied the lived experiences of counselor trainees who participated in a short-term study abroad program in Dublin, Ireland. It was found that counselor trainees self-reported transformative growth as a result of their cultural immersion. Specifically, counselor trainees identified an increase in cultural self-awareness, other awareness, and global connection. The implications of applying transformative learning theory and the Multicultural Immersion Experience model to guide cultural immersion programs are discussed. 相似文献
5.
Using grounded theory methodology, authors utilized four online focus groups to explore counselor trainees’ understanding of diversity in a mental health diagnosis course. Four overarching themes, each embodied by two subthemes, emerged from the data. Implications for counselor educators teaching diversity in diagnosis to counselor trainees are provided. 相似文献
6.
Danica G. Hays Eric Green Jonathan J. Orr Lea Flowers 《Counselor Education & Supervision》2007,46(3):184-198
This article outlines ways by which counselor educators may prepare counselors and counselor trainees to be advocates for survivors of partner abuse. Advocacy strategies for counselors and counselor trainees working with survivors of partner abuse are provided, integrating the 5 components of collaboration, context, competence, critical consciousness, and community (E. McWhirter, 1998) within an ecological framework. 相似文献
7.
In comparing the intergenerational relationships of counselor trainees and a nonclinical sample, counselor trainees reported healthier relationships with their parents and spouses concerning intergenerational triangulation, intergenerational intimidation, and spousal fusion and less healthy relationships with spouses and children on nuclear family triangulation. 相似文献
8.
RONALD T. ZAFFRANN 《Counselor Education & Supervision》1979,18(4):304-311
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. 相似文献
9.
Suicide Intervention Training for Counselor Trainees: A Quasi‐Experimental Study on Skill Retention 
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下载免费PDF全文 Laura R. Shannonhouse Nikki Elston Yung‐Wei Dennis Lin Mary Chase Mize Amanda Rumsey Robert Rice Reema Wanna Michael J. Porter 《Counselor Education & Supervision》2018,57(3):194-210
The authors used a quasi‐experimental design to explore the effect of Applied Suicide Intervention Skills Training on 126 counselor trainees. Results showed that after 3 months, trainees had retained improvements in measured response skills and self‐reported attitudes. The authors discuss the developmental benefits of incorporating similar training into counselor education. Implications for skill measurement are also considered. 相似文献
10.
The purpose of this study was to assess whether counselor trainees who received training in identifying and producing 10 response types as well as training that emphasized when to use the response types would be more effective in using responding skills than trainees who received only training in identifying and producing response types. Thirty-two master's level counselor trainees from a large midwestern university participated in a three-session training workshop and responded to three dependent measures developed to assess effectiveness in using response types along three dimensions: (a) identification, (b) performance, and (c) evaluation. Statistical analysis indicated significant differences between treatment groups. Treatment seemed to decrease the extent to which counselor trainees questioned the client and expressed their own opinions and values during counseling interviews and increase the extent to which trainees used action-oriented statements aimed at encouraging the client to work on problem solving. Trainees in the treatment group showed a tendency to try out complex response types and to use these more frequently and appropriately. Treatment differences were maintained over time. 相似文献
11.
Overconfidence in clinical judgment is a common problem among counselors that undermines the validity of the counselors' assessments and, by implication, the quality of client services. The authors evaluated an instructional module designed to reduce overconfidence among counselor trainees who completed an assessment task that exposed them to some of the complexities and pitfalls of clinical judgment. Although all counselor trainees were generally overconfident at both pretest and posttest, the module led to reductions in overconfidence only for the trainees who were exposed to it. It is suggested that counseling programs need to teach trainees to reflect critically on their inferential processes to improve the quality of their assessments. 相似文献
12.
JOSEPH F. McILVAINE 《Counselor Education & Supervision》1972,12(2):123-129
The study was designed to investigate whether coached clients, trained in objective rating techniques, were more consistent with the ratings of counselor educators when evaluating the counseling effectiveness of counselor trainees, as compared to the same ratings completed by non-coached clients using the same criterion. A sample of ten counselor trainees were each rated by two coached and two non-coached clients using the Counseling Evaluation Inventory. The results indicated that the coached clients significantly agreed with the criterion, while the non-coached clients exhibited bias and subjectivity in their ratings. 相似文献
13.
Cassandra Little Jill Packman Marlowe H. Smaby Cleborne D. Maddux 《Counselor Education & Supervision》2005,44(3):189-200
The authors evaluated the effectiveness of the Skilled Counselor Training Model (SCTM; M. H. Smaby, C. D. Maddux, E. Torres‐Rivera, & R. Zimmick, 1999) in teaching counseling skills and in fostering counselor cognitive complexity. Counselor trainees who completed the SCTM had better counseling skills and higher levels of cognitive complexity than did counselor trainees who did not receive the training. Before training, both experimental and control group participants overestimated their skills performance. The control group persisted in this overestimation after training, whereas students who completed the SCTM had a much more accurate self‐assessment. Results suggest that skills‐based training may improve counseling skills and cognitive complexity in counselor trainees. 相似文献
14.
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
15.
To investigate the effects of the order of being the counselor when involved in role-play practice, 36 novice trainees were assigned to counseling triads and then to the levels of ordinal position—counselor first, second, or third. Each participant also served as a client and as an observer within the triad. No difference among the three ordinal positions was found in the trainees' abilities to produce reflection of feeling responses. Similarly, there were no differences between those trainees who functioned as as observers before being the role-play counselor. There was a significant positive linear trend, however, for ordinal position (i.e., the accuracy of the trainees' reflection of feeling responses steadily improved from first counselor role play to third counselor role play). These results are discussed from a social-learning theory perspective. 相似文献
16.
Nicole R. Hill 《Counselor Education & Supervision》2003,43(1):39-51
The author discusses the rationale for counselor education programs' promotion of the development of multicultural counseling competence in counselor trainees. The current status of multicultural counseling competence is discussed, and recommendations are made regarding how counselor education programs and faculty can enhance multicultural competence. An Appendix provides specific action‐based recommendations. 相似文献
17.
The authors attempted to gain an understanding of critical incidents (CIs) from the perspective of novice counselor trainees during their 1st year of supervised clinical practicum. Journals kept by 9 trainees in master's‐level counseling programs were qualitatively analyzed using the discovery‐oriented research methodology (A. Mahrer, 1988). One hundred fifty‐seven CIs emerged in 5 major categories: (a) professional identity, (b) personal reactions, (c) competence, (d) supervision, and (e) philosophy of counseling. Implications of the findings are discussed for counselor development theory and research, as well as counselor training. 相似文献
18.
Murray I. Gellen 《Counselor Education & Supervision》1970,10(1):64-74
Measures of 4 physiological variables were obtained while 30 counselors, 30 counselor trainees, and 30 graduate science majors were evaluating a series of dramatic dialogs and slides taken from an empathy test. Significantly more vasoconstriction, indicative of arousal, was observed in the counselors and counselor trainees than in the science majors. This finding is consistent with the proposal that empathy is related to physiological responses and serves as contributing evidence for criteria in the selection, training, and evaluation of counselors. 相似文献
19.
Louis A. Busacca 《Journal of Career Development》2002,29(2):129-146
Counseling students learn about various theories, models, and career assessment measures during their training. However, the transition to practicum and internship often challenges students to decide on when to apply career theories and measures to specific problems. An assessment schema is proposed to assist counselor trainees with a systematic approach to conceptualizing a client's career problem. With this assessment schema, counselor educators can help trainees organize data into meaningful categories, reduce conceptual confusion, and engage students in the study of careers. 相似文献
20.
WILLIAM M. KAHNWEILER 《Counselor Education & Supervision》1980,20(1):62-67
Counselor dependency on clients has received little attention compared with the topic of clients' dependency on counselors. This article suggests that many counselors, particularly beginning counselor trainees, may rely on their clients to meet some of their professional and personal needs. Several potential sources of trainee dependence are identified. Methods for recognizing manifestations of counselor dependence are discussed, as are strategies to help trainees become aware of, and minimize their dependency needs. Implications for research are also noted. 相似文献