ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1985.tb00490.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1985.tb00491.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

In this article I advocate that a history and systems of counseling course be established in counselor education programs. Potential advantages are identified. Five main areas are examined that need to be addressed in a course of this nature.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1985.tb00492.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1985.tb00493.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

The group supervision literature in counselor training from 1960 to 1983 was reviewed. Only those articles pertaining to supervised groups of counselor trainees participating in individual counseling practica were included. Descriptions of group supervision included elements of case presentation, didactic information, and interpersonal process. Because of the paucity of research in group supervision, practices are based on intuitive common sense approaches.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1985.tb00494.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

This article describes an approach to teaching consultation and supervision. The course treats the two helping processes as natural outgrowths of counseling within an integrated conceptual framework. The course is not meant to train specialists in consultation and supervision. Rather, it is designed to help future practitioners gain adequate understanding of the two helping functions and acquire attitudes and skills required for consulting and supervisory roles. The didactic component of the course is based on the Three‐Dimensional Intervention Model. It helps clarify the generic unity and specific differences of consultation and supervision vis‐à‐vis counseling. The course structure also provides students with opportunities to adapt counseling skills to situations typical in consulting and supervisor

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1985.tb00495.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

This article describes a training program called the Ethnic Student Training Group (ESTG), a process that helps university counseling center staff learn how to counsel students from ethnic groups more effectively. The members consist primarily of counseling center practicum and intern trainees and counseling center staff psychologists. Members of ESTG represent a variety of culturally diverse backgrounds (i.e., Hispanic, Black, Asian, Native American, and Jewish American). Members gain knowledge and skills by participating in numerous training activities including case presentations, brief lectures on cross‐cultural issues, and counseling ethnic student

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1985.tb00496.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

A client‐counselor matching model based on Kolb's experiential learning theory was examined. A questionnaire, which included Kolb's Learning Style Inventory (LSI) and four counselor approach profiles, was completed by 205 counseling clients. The clients indicated which counselor they preferred. The following four preference patterns were predicted: concrete learners—experiential approach, abstract learners—rational approach, active learners— behavioral approach, and reflective learners—client‐centered approach. The results did not confirm the hypothesized four‐way model, although limited support for the matching concept was evident when only two counselor approaches were considered. Clients who preferred directive counselors were more abstract learners. Clients preferring nondirective counselors were more concrete learners. Overall, clients preferred the rational counselor approach. A nonclient comparison group (n= 75) preferred the client‐ce

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1985.tb00497.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

The demand for naturalistic, fine‐grained methods in counselor training and counseling process research has supported use of the videotape‐assisted recall (VAR) method. By reviewing videotapes of counseling sessions, clients can, for example, provide ratings of specific counselor behaviors or of their own moment‐to‐moment experience. The reliability of ratings made with VAR is not well established. This article includes reliability data from a test‐retest procedure. Twelve participants met individually with a counselor for 20 minutes each to discuss a “minor but real personal concern,” and the interviews were videotaped. The videotape recall was conducted twice. Participants made ratings of two types of recalled affect at times of occurrence of each of six counselor nonverbal gestures. Stimulus order was disguised from the first recall to the second. Reliabilities of ratings ranged from

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1985.tb00498.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

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 pers

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1985.tb00499.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY