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1.
Jered B. Kolbert Barbara Morgan Johnston M. Brendel 《Counselor Education & Supervision》2002,41(3):193-206
The authors undertook this study to identify how counselor education faculty and students determine the ethical appropriateness of dilemmas portraying dual relationships in friendships, mentoring, monetary interactions, and romantic‐sexual relationships. Faculty and student perceptions of scenarios that depict dual relationships between faculty and students were assessed and analyzed using qualitative methods. Results suggest that, unlike most students, faculty trust the ability of counselor educators to maintain objectivity and avoid student exploitation even sometimes while engaged in dual‐role relationships. Furthermore, faculty may be unaware of students' concerns regarding the fairness of such relationships and the impact they have on the student body. 相似文献
2.
In this analog study, the authors examined how client sexual orientation, counselor trainee homophobia, and counselor trainee gender affected counselor trainees' (N = 162) assignment of positive and negative adjectives to clients. A series of multiple regression analyses revealed that client sexual orientation, counselor trainee gender, and counselor trainee homophobia significantly predicted counselor trainees' perceptions of clients. Implications for counselor training and research are discussed. 相似文献
3.
Structure,Impact, and Deficiencies of Beginning Counselor Educators' Doctoral Teaching Preparation 
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下载免费PDF全文 Phillip L. Waalkes James M. Benshoff Jaimie Stickl Paula J. Swindle Lindsey K. Umstead 《Counselor Education & Supervision》2018,57(1):66-80
The authors utilized the consensual qualitative research method (Hill, Thompson, & Williams, 1997 ) to explore beginning counselor educators' (N = 9) experiences of doctoral teaching preparation, including helpful and missing components. Emerging themes included a lack of intentionality in teaching‐related program design and a need for stronger preparation in pedagogy and content delivery methods. 相似文献
4.
Kristen N. Dickens Christine H. Ebrahim Barbara Herlihy 《Counselor Education & Supervision》2016,55(4):234-249
Interpretive phenomenological analysis was used to explore 10 counselor education doctoral students' lived experiences with multiple roles and relationships. Four superordinate themes were found: power differential, need for education, transformation, and learning from experiences. Findings revealed that multiple roles and relationships offer doctoral students positive and negative experiences, shaping their development as future counselor educators. 相似文献
5.
DONALD R. ATKINSON 《Counselor Education & Supervision》1983,23(1):7-19
Chairpersons of the counselor education programs listed in Counselor Preparation, 1980 were surveyed to determine ethnic minority representation among students and faculty. Compared to population statistics, Asian Americans were found to be underrepresented as faculty and Blacks and Hispanics were found to be underrepresented as both students and faculty. Compared to nonminorities in counselor education, minorities (particularly Blacks and Hispanics) are more likely to be enrolled in part-time and master's degree programs and less likely to be enrolled in full-time and doctoral degree programs. Minority faculty are more likely to hold nonacademic, nontenured, and part-time appointments than are nonminority faculty. For the most part, minority faculty are distributed regionally in the same proportion as are minority students. The difficulty in achieving parity on counselor education faculties in a period of no growth is discussed. 相似文献
6.
FERNANDO J. GUTIERREZ 《Counselor Education & Supervision》1982,21(4):218-226
This article addresses three major issues in the training of minority counselor education students: sensitivity to client; cultural differences in counseling; and relationships between the counselor trainee and his or her clients, professors, classmates, and agency–placement supervisors. 相似文献
7.
Gary M. Miller 《Counselor Education & Supervision》1976,16(2):154-155
The literature in Counselor Education and Supervision has had a variety of focuses, ranging from humanistic counselor education (Chenault 1968) to systems technique in training (Canada & Lynch 1975) and from Arbuckle (1974) to Ellis (1974) and back (Arbuckle 1975). However, there has been a scarcity of articles directed toward the education of future counselor educators who will lead the way in innovation, training, and research. I gather that this group has not been intentionally disregarded but that, through various counselor education programs, graduate students are given the opportunity to emerge as counselor educators. This process must vary with each institution. I would like to share one avenue that is being taken to help future counselor educators develop competencies in professional writing and convention program presentations. 相似文献
8.
Hope Schuermann Janeé R. Avent Harris Jessica Lloyd‐Hazlett 《Counselor Education & Supervision》2018,57(1):51-65
Gatekeeping in counselor education is an ethical responsibility and professional best practice. The authors examined gatekeeping perceptions of 9 counselor educators, with equal representation of assistant professors, associate/full professors, and adjuncts/instructors/lecturers. The authors analyzed data using consensual qualitative research methodology (Hill, Thompson, & Williams, 1997 ). Findings include commonalities and differences between academic role groups. 相似文献
9.
LAWRENCE K. JONES 《Counselor Education & Supervision》1974,14(2):112-116
Should the Counselor Evaluation Rating Scale (CERS) be used as a criterion measure of counselor effectiveness in studies attempting to identify correlates of counselor effectiveness? The validity of recent recommendations regarding the use of certain factors of the 16 Personality Factor Questionnaire (16PF) to select persons for counselor training programs, where the CERS was the criterion measure, is challenged. Relationships between the three scales of the CERS and levels of empathy, respect, and empathy offered in a counseling relationship were investigated; only one of the hypothesized relationships was found (p < .05). 相似文献
10.
Adriana G. McEachern 《Counselor Education & Supervision》2003,42(4):314-325
A representative sample of counselor educators at U.S. universities were surveyed to identify the kinds of curricula school counselor preparation programs use for preparing students to work with exceptional students (ES). Program courses in exceptional student education (ESE), competencies, field experiences, state certification requirements for ESE courses, the degree of importance accorded by counselor educators to prepare graduates to serve ES, and the educators' level of satisfaction with current program requirements were investigated. Sixty‐two percent of the programs surveyed did not offer a specific ESE course; however, 53% of these programs (N = 146) reported that ESE competencies were incorporated in other program courses. 相似文献
11.
The authors present the findings of a qualitative study (N = 33) of doctoral student persistence in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (2001). Using in‐depth interviews with students representing 17 different doctoral programs, the findings revealed factors that influenced students' decisions to persist or leave their counselor education doctoral programs. A key determinant in attrition or persistence decisions was a match between the students' goals/expectations and the faculty members' expectations and goals for the program. Implications of the findings for program selection, recruiting, and student retention are discussed. 相似文献
12.
EDWARD E. PANTHER 《Counselor Education & Supervision》1971,11(1):17-23
Simulation, using role-playing and commercially available materials, was used to provide counselor-teacher consultation experience for counselor trainees. Students in a master's level guidance program worked with teachers in a consultative situation on a series of problems. Representative situations in which a teacher might consult with a counselor about possible courses of action in solving a problem were presented via simulation. Experienced teachers rated the adequacy of counselor recommendations concerning the problem situation. The trained counselors' recommendations were rated as superior (p < .01 level) to those of untrained counselors. These results support the use of simulation as a technique for counselor education. Implications for counselor education programs are discussed. 相似文献
13.
It is widely accepted that counselor impairment presents a problem in the counseling profession (M. E. Young & G. W. Lambie, 2007). Wellness as a unifying philosophy in counselor education may be a way to prevent impairment and burnout in students and professionals. Although counselor educators strive to promote a wellness philosophy in students, their efforts may be largely unsuccessful. This study examines the influence of counselor education programs on counselor wellness by investigating broad trends in levels of wellness among students at 3 points in their training and offers insights into the influence of wellness in the training of today's counselors. 相似文献
14.
Archival data from 1994 to 2003 were used to examine the Council for Accreditation of Counseling and Related Educational Program's (CACREP) association with professionalism for school counselor educators. Indicators of professionalism included school counselor educators' contributions to the profession (i.e., journal publications and conference presentations), leadership in professional organizations, and pursuit of counseling credentials. Data analysis revealed weak (small effect sizes), yet statistically significant, relationships between CACREP accreditation and indicators of professionalism for school counselor educators. 相似文献
15.
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
16.
Because the counseling profession places high value on counselors possessing accurate self-awareness, this study investigated the differences and relationships between counselor education students' self-perceived and measured needs levels. A sample of 107 counselor students estimated their needs levels and then completed the Personality Research Form (PRF). Significant differences between their perceived and measured needs levels were found for 10 of the 14 PRF scales. Wide variations were evident in both perceived and measured needs levels. Significant correlations between perceived and measured needs levels percentiles for all 14 scales indicated consistency in over or under estimation of needs levels. Age and number of quarter hours completed were generally unrelated to accuracy of needs level estimation. 相似文献
17.
This study examined the efficacy of an infrequently used statistical analysis in counselor education research. A Markov chain analysis was used to examine hypothesized differences between students' use of counseling skills in an introductory course. Thirty graduate students participated in the study. Independent raters identified the microskills students used and the effectiveness of participants' counseling sessions. Significant differences were found in the counseling processes of students who were rated as effective and ineffective using a Markov chain analysis. Implications for future research using Markovian analyses in counselor education research are explored. 相似文献
18.
What is the responsibility of counselor education programs in more efficiently preparing students in the area of career guidance and development? This article attempts to explain one department's efforts in this important area. It explains the rationale, development, and implementation of a subspeciality, Career Development Specialist (CDS), in a counselor education program. Covered are areas such as historical/conceptual review of the CDS, competencies and courses, recruitment of students, and where graduates have located jobs. Finally, the implications for counselor education are discussed. 相似文献
19.
Tim Gust 《Counselor Education & Supervision》1970,9(3):157-161
This article proposes that supervision of the counselor trainee be extended into the trainee's first employment setting following completion of his master's degree program. This extension would be of benefit to the producer (counselor training program), the product (counselor trainee) and the consumer (local school or agency). The proposed model is suggested as also being relevant to the training of counselor supervisors. 相似文献
20.
Patrick R. Mullen Dodie Limberg Victor Tuazon Shannon M. Romagnolo 《Counselor Education & Supervision》2019,58(2):112-126
The authors report results from a correlational study of 225 school counselor trainees' emotional intelligence and leadership qualities. Higher emotional intelligence correlated with higher leadership self‐efficacy and self‐leadership. The results indicate that emotional intelligence may be a relevant aspect of leadership training for school counselor graduate students. 相似文献