ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00581.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

The art of progress is to preserve order amid change and to preserve change amid order.Alfred North Whitehead

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00582.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Chairpersons of the counselor education programs listed inCounselor Preparation, 1980were 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 disc

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00583.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Findings from a decade of research on using computers in counseling have suggested that the computer may be considered not only as an informational support system and an adjunct to counseling, but also that it may have applications in counselor training. This article (a) outlines the capacities and characteristics currently available in computer technology as they relate to the tasks and methods of counselor education and (b) reviews available computer system models and limitations in terms of implications for use in training efforts.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00584.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Counselor education programs listed inCounselor Preparation 1980were surveyed to determine the proportion of required coursework devoted to instruction in scientific research and program evaluation. Regardless of area specialization, department size, or academic unit in which the program is housed, responding counselor education programs were found to devote approximately twice as much required instructional time to scientific research as to program evaluation. A rationale and suggestions for change are presented.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00585.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

This article presents results of a study of the relationship between stage of ethical orientation and stage of moral reasoning for counselors at four levels of training and explores the relationship between ethical orientation and contributions to professional and social action organizations. The findings indicate that ethical orientation is significantly associated with moral reasoning, counseling experience, and number of contributions. Implications of these findings for theory building and counselor education are discussed.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00586.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

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

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00587.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

This study evaluated the effects of three different feedback procedures on counselor trainees' interviewing behaviors that were judged by their supervisors as being inappropriate in a counseling session. In addition to informing each trainee in writing of the specific target behavior(s) he or she was to attempt to improve, the feedback conditions consisted of either (a) self‐observation of edited videotapes of appropriate‐only behavior (entitled self‐as‐a‐model), (b) self‐observation of unedited videotapes of appropriateandinappropriate behaviors, or (c) practice without video feedback. The results indicate that all three feedback strategies promoted the reduction of inappropriate interviewing behaviors. Only the self‐as‐a‐model technique (self‐observation of appropriate‐only responses), however, completely extinguished the occurrence of inappropriate interviewing behaviors. Of the seven inappropriate behaviors monitored for the group using self‐as‐a‐model, five were completely extinguished after o

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00588.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Students enrolled in an introductory counselor education course who lacked training and experience as interviewers were randomly assigned to one of two short‐term attending and responding skills training groups or a wait‐control (WC) group. Brief microskills practice (MS) and mental practice (MP) training methods were used in the two treatment groups. All students conducted posttraining simulated counseling interviews, and their videotapes provided data for analysis of the quality of their interview competence and their proficiency with attending and responding skills. MANOVA and follow‐up analyses of data from independent ratings of the videotapes indicated that MS was superior to MP and WC on attending skills, MP led to superior performance on responding skills, and neither MP nor MS led to significant differences in perceived competence on qualitative dimen

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00589.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Counselor education programs throughout the country have employed competency‐based objectives as part of their training programs. The utilization of behavioral objectives in defining specific counselor skills has produced numerous systems and models for the training of counselors. This article presents a multidimensional model for counselor education that uses a behavioral approach in conjunction with the more globally accepted services and functions of the secondary school counselor. The multidimensional model places the competencies in three distinct domains: (a) 10 identifiable services provided by the secondary counselor; (b) the three functions performed by the counselor; and (c) the three types of program training components commonly used in counselor education programs. The three dimensions of the model are presented in a Guilford‐like cube for simplic

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00590.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY