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1.
《Journal of College Student Psychotherapy》2013,27(3):55-68
ABSTRACT This archival study explored patterns of client preferences from a randomized sample of 881 clients at a Midwestern university counseling center. Information from client intake forms was collected for a four year time frame. Results showed that 61% of the clients did not express preferences for particular types of counselors when asked on intake forms. Thirty-nine percent of the clients did express a preference for a particular type of counselor. Chi-square analyses found that clients with preferences tended to have prior therapy experience and tended to prefer counselor gender over other traits. Women and people of color tended to be the most likely to express counselor preferences. It is suggested that future research clarify the meaning behind preferences, the lack of preferences, and clients' expectations for counseling. 相似文献
2.
Nicholas Ladany Sylvia Marotta Janet L. Muse‐Burke 《Counselor Education & Supervision》2001,40(3):203-219
The authors investigated the relationship among trainees' counseling experience, familiarity with specific client symptomatology, case conceptualization integrative complexity (i.e., the ability to differentiate and integrate knowledge related to specific client symptomatology), and preference for supervisor style. Data from 100 beginning practicum to intern‐level counselor trainees revealed that general trainee experience and familiarity with specific client symptomatology were related to trainee case conceptualization integrative complexity. However, contrary to developmental models of counselor supervision, neither trainee experience, familiarity with specific symptomatology, nor trainee case conceptualization integrative complexity significantly predicted preference for supervisor style. 相似文献
3.
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
4.
Sharon L. Mitchell Andrea K. Greenwood Maggie C. Guglielmi 《Journal of College Counseling》2007,10(2):117-129
Counseling center utilization patterns during a 2‐year period for 218 international and 222 U.S. college students were examined. Significant between‐group differences were found with regard to age, academic status, referral source, relationship status, self‐reported concerns, counselor diagnosis, disposition, hospitalization rates, prior counseling experience, and use of crisis appointments. Significant within‐group differences among international students were also found. Implications for improving programs and clinical services are discussed. 相似文献
5.
Counselor cognitive complexity is an important factor in counseling efficacy. The Counselor Cognitions Questionnaire (L. E. Welfare, 2006) and the Washington University Sentence Completion Test (J. Loevinger & R. Wessler, 1970) were used to explore the nature of general and domain‐specific cognitive complexity. Counseling experience, supervisory experience, counselor education experience, and highest counseling degree completed were identified as significant predictors of counselor cognitive complexity. Implications for counselor education are discussed. 相似文献
6.
This article presents the results of a survey of counselor education departments in the United States concerning the availability of coursework on sex-fair counseling, the percentage of females and males on counselor education faculties, the amount of training counselor educators had received on sex-fair counseling techniques, and the use of a handbook on sex equity that was developed by the ACES Commission on Sex Equality Concerns. The article makes recommendations for proactive efforts in the future. 相似文献
7.
B. R. G. Heath 《Counselor Education & Supervision》1970,9(2):126-131
The ASCA statement on the role of the school counselor is a reification. As a generalist the counselor dissipates his professional identity. Institutional restraints on the job and upon the campus lead to incompetence in counseling practice and a pervasive belief that counseling is ineffective. A suggested alleviation of this problem specifically involves the abandonment of the teaching experience requirement, increasing counselor education staff commitment to counseling, and the introduction of a paid internship for counselor candidates. Two specialists are recommended to replace the present guidance model: A Counselor-Consultant and a Career Information Specialist. 相似文献
8.
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
9.
HAROLD L. HACKNEY 《Counselor Education & Supervision》1971,11(2):102-109
This article presents a model and rationale for training specific counseling skills prior to the practicum experience. Recent research on counseling process and counselor behaviors is integrated into a pre-practicum training laboratory with the following objectives: reducing social behavior inappropriate to professional counseling, learning to tolerate and use silence as a tool, learning to listen, learning to identify feelings through verbal and nonverbal communication channels, developing a repertoire of counselor responses and counseling strategies, and developing a professional self-image. Acquisition of these skills and attitudes in a pre-practicum permits a consultation-professional model for practicum that focuses upon the accumulation of experience rather than skills. 相似文献
10.
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
11.
DAVID L. REDFERING 《Counselor Education & Supervision》1973,12(4):289-293
Thirty counseling practicum students' perceptions of self as counselor, ideal counselor, and self as counselor as perceived by other practicum students were measured by the semantic differential technique before and after the supervised practicum experience. Posttest perceptions of self as counselor, ideal counselor, and ratings by other practicum group members were significantly closer to the hypothetical model counselor than were the pretest ratings. 相似文献
12.
Suzy R. Thomas 《Counselor Education & Supervision》2005,45(1):16-29
School counseling literature indicates that school counselors experience isolation and frustration and that partnership projects between counselors and counselor educators are potentially valuable. The author describes the school counselor alumni peer consultation group, which provides (a) support and networking opportunities for new counselors and (b) a forum for studying counseling issues and for developing strategies to solve problems. This innovative strategy for professional development and collaboration has implications both for counselor educators and for school counselors. 相似文献
13.
Alexander W. Fietzer Evelyn Mitchell Joseph G. Ponterotto 《Counselor Education & Supervision》2018,57(2):82-97
The authors hypothesized that multicultural personality and ethnic identity would significantly predict variance in multicultural counseling competencies in counselor trainees, beyond the variance predicted by demographics, multicultural training, openness, and cognitive racial attitudes. Results showed multicultural personality predicted multicultural counseling competency, but ethnic identity did not. Results and implications are discussed. 相似文献
14.
Karen Eriksen 《Counselor Education & Supervision》2008,47(4):233-248
The counseling profession prides itself on its developmental focus. However, counselors, counselor educators, and supervisors have generally applied only phasic, and not stage, theories to counseling and supervision practice and have not incorporated developmental concepts into their teaching. This article continues the effort of rectifying this situation by explicating the relevance of R. Kegan's (1982, 1994) subject‐object theory for counseling, supervision, and counselor education. The author reviews Kegan's (1982, 1994) interpersonal and institutional stages and applies the theory to promoting development beyond the interpersonal stage in 3 case illustrations: a counseling case, a counselor educator's experience, and a supervision challenge. 相似文献
15.
David L. Bost 《Counselor Education & Supervision》1970,9(2):116-121
While researching clients “from stem to stern” to see what effects participation in counseling may have upon the non-professional member of the encounter, the field of counseling appears to have ignored the possibility that the “other party,” the counselor, may alter his behavior in some way as a result of counseling relationships. In a modest approach to this question, the author worked with 252 new counselor graduates entering their first professional experience. It was found that certain counselors tend to become more altruistic in their interpersonal orientations during their first year in the field. At the same time, however, the new counselors not only select a counseling theory which is considerably more directive than they believe their teachers would support, but they become even more directive in theory preference during their initial year of experience. The need for more detailed studies of the professional member of the counseling relationship appears obvious. 相似文献
16.
LARRY C. LOESCH BEVERLY B. CRANE BARBARA B. RUCKER 《Counselor Education & Supervision》1978,17(3):195-204
This study continues the search for meaningful relationships between counselor trainee characteristics and effectiveness. Self-disclosure, dogmatism, locus of control, Machiavellianism, academic aptitude, and sex of counselor trainees were investigated for their relationships to effectiveness during practicum or internship. The nature of these relationships as well as their implications for the counseling profession are discussed. 相似文献
17.
Prepracticum service‐learning is an integral part of the curriculum for counselor education students at a large southwestern university. Service‐learning is accomplished by placing novice students in school or community agency settings to acquire early, practical, field‐based experience. Activities are more structured and supervised than in an internship or practicum. Analysis indicated that prepracticum service‐learning had a positive significant relationship with counselor self‐efficacy and a significant negative relationship with student anxiety. However, substantial counseling course work and experience with counseling‐related work both had a stronger influence than did prepracticum service‐learning, indicating that the latter is more appropriate for novice students. 相似文献
18.
OBJECTIVE: The present study was conducted to assess the impact of sex of counselor on the therapeutic process for sexually abused girls in individual counseling. METHOD: Raters evaluated videotapes of counseling sessions recorded for 35 sexually abused girls who had been systematically assigned to brief-term psychoeducationally oriented treatment with either a male or female counselor. Clients' in-session behavior was rated using accepted therapeutic process measures, while statistically controlling for the effect of girls' pretreatment comfort level with male and female counselors. RESULTS: Overall, MANCOVA results revealed that girls' participation in counseling was not significantly related to session number, the child's age (i.e., preadolescent vs. adolescent), or the sex of counselor who provided treatment services. However, univariate results and graphic representations of girls' behavior suggest that adolescent clients, when compared with their preadolescent counterparts, seemed to be more reluctant to discuss certain child sexual abuse topics. CONCLUSIONS: The findings suggest that caution is warranted regarding categorical recommendations on the assignment of young female survivors to male counselors. Delimitations and limitations of the study and directions for future research are discussed. 相似文献
19.
Chi Li Junfei Lu Bianca Bernstein Na Mi Bang 《International journal for the advancement of counseling》2018,40(3):267-278
This study examined the influence of international counseling students’ (ICSs) acculturation and foreign language anxiety on their counseling self-efficacy (CSE). Results indicated that foreign language anxiety significantly predicted ICSs’ CSE, while acculturation needs further examination in this regard. Discussion and implications for counselor training and research are provided. 相似文献
20.
J. STEPHEN KIRKPATRICK 《Counselor Education & Supervision》1980,19(4):276-282
A nationwide sample of counselor educators and practicing counselors responded to a survey questionnaire containing 20 items about human sexuality. Their ratings of the items' importance to a new, master's degree counselor about to begin practicing led to conclusions about the sexual information that counselors may need to have and priorities for instruction in sex counseling. 相似文献