ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb01004.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb01005.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb01006.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

This article explores the process of supervising prospective group counselors in terms of the problems and the issues counseling students present during group practicum. In it, group counselors express concerns about (a) establishing a trust relationship with both their supervisors and their peers, (b) assuming a group leadership position, (c) establishing a satisfactory co‐leadership relationship, (d) knowing when and how to disclose information about themselves to their counseling groups, and (e) integrating theory and practice. It is suggested that the process of supervision take into consideration the common set of issues that beginning group counselors face and that supervision be an active rather than a reactive process. The article also presents methods for conceptualizing and conducting the practicum for group counselor

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb01007.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

In the proposed integrative competence‐based counselor education model, the four major areas of counselor training are defined as theory education, skills training, experiential activity, and practicum experience. For each area we suggest specific objectives, possible courses, appropriate methodologies, and directions for evaluation. The formulation of behavioral curriculum goals and the construction of performance criteria for each aspect of the program are essential for the effective implementation of the model. The distinctive contribution of the model lies in its provision of (a) a series of conceptual definitions and objectives, (b) a sound framework for integrating traditionally conflicting counselor education approaches and for systematizing the student's educational experience, (c) a built‐in means for the transfer of training to professional placements, and (d) stimulation of research in the many problem areas to be found in counselor educat

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb01008.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

This article proposes the development of self‐instructional modules as one way to individualize counselor training. The advantages and constraints of self‐instructional modules are discussed and the three basic components of a self‐contained module are illustrated. Learning outcomes may be affected not only by adequate construction of a module but also by the personal variables of the individual learner. In order to provide choices for individual differences, the development of alternate learning activities is recommended. Suggestions are included for implementing a self‐instructional module as an individual instructional unit or as part of a course or a w

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb01009.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Ambiguity tolerance is a learner characteristic that can affect the processing of stimuli in a wide range of learning situations, including modeling. It has also been shown to be related to effective counselor interview behavior. This study investigated the influence of differences in ambiguity tolerance and the effects of exposure to a videotape model on the interview behavior of counselor trainees. A two‐way analysis of variance gave limited support to the hypothesis that counselor trainees would exhibit significantly more effective interview behaviors as a result of the interaction of high ambiguity tolerance and exposure to a model. It may be that video models can be used to diminish differences in counseling performance among high and low ambiguity tolerant counselors. The potential of creating a variety of learning strategies, such as video modeling, to override the detrimental effects of certain personality characteristics is discusse

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb01010.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

This article describes an approach to faculty selection in a competency‐based human development counseling program, the development of which enabled candidates to demonstrate their actual level of mastery for a wide range of skills associated with professional effectiveness. Candidates invited to participate in this evaluation procedure were advised in advance of the following five areas in which they would be evaluated: counseling and psychotherapy, teaching, supervision, research methodology, and program development. Candidates prepared 30‐ to 60‐minute presentations characteristic of their best efforts for each area of evaluation. Both faculty and students completed professional effectiveness scale ratings for each of the activities engaged in by job candidates. This article reports the successes and setbacks of this model and presents critical recommendations of persons who participated as job candidates and of those who participated in the candidate evaluation ses

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb01011.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

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 estimat

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb01012.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb01013.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY