摘要:

Over the years there has been a vast array of efforts on the part of numerous individuals and professional organizations to upgrade and professionalize counselor training. These procedures include (a) the development of training standards for counselor education programs, and (b) the establishment of accreditation organizations. This article examines the ongoing process of professionalization in counselor education and will update readers on historical developments that have led to the present status of the Council for Accreditation of Counseling and Related Educational Programs. Discussion on present trends and future implications for AACD and its divisions are drawn.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00593.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Survey results of school counseling supervisors in North Carolina are summarized. Responses show that the majority of school counseling programs in the state are supervised by noncounseling personnel, usually supervisors of curriculum, instructional programs, or other educational areas. Supervisors' educational backgrounds, professional memberships, opinions about counselor certification issues, dominant supervisory functions, and staff development activities are described. The survey results give impetus to recommendations for future AACD and ACES directions regarding counseling supervision.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00594.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

This article suggests a device that counselors may use as a reference for bridging the gap between counseling theory and technique. Cognitive development theory provides the basis for understanding a single transaction between counselor and client. The acronyms FACTS and CRACKS suggest the structural dynamics taking place within the client's cognitive field as the counselor performs in two different stages of the counseling process.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00595.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

The early stages of empathy in counseling—emotional reaction, role‐taking, and cognitive suspension—have all been largely ignored in the counselor education/psychological literature. This article describes these stages from the perspective of the aesthetic/film literatures. Emotional reaction is an internal, unobservable state of being. Role‐taking involves cognitive understanding and entering the perceptual world of another. Cognitive suspension means letting go of personal beliefs and values. The film literature describes how audience emotional states are created by directors, writers, actors, and editors. This article explains how counselor educators and supervisors can use this information to help counselors increase their empathic expe

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00596.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

This study examines the relationship of cognitive complexity, counselor anxiety, and client disability condition to accurate empathy on the part of students in training. A sample (n= 28) of students in a graduate counseling program observed a series of eight vignettes of counseling interviews (four clients with disabilities and four without disabilities) and reported a verbal counseling response to a client statement. A significant main effect was found for the cognitive complexity variable only (p<.05). A significant interaction among cognitive complexity, anxiety, and client disability condition (p<.01) indicated that all three factors interact to influence empathy. Implications for research and the training of counselors are discussed.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00597.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

As recommended by the authors of the Counseling‐Orientation Preference Scale (COS), a factor analysis study was conducted to investigate the construct validity of the device. Data were collected from 686 respondents in 11 higher education institutions in the U.S. Means and standard deviations from this group and from two previously studied groups were reported. As might be expected from an instrument of 35 items divided into 7 subscales of 5 items each, the results indicated that items were not identified cleanly with the a priori placements used in the original construction. Basically, two major cluster groupings were found. Overall, some support for the construct validity of the COS was found; however, subscale interpretations must be made with caution. The utility of the COS and similar devices is in the self‐study and reflection that is fostered in those who use t

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00598.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Neurolinguistic Programming (NLP) theory suggests that each person has a preference for one of the three primary senses: visual, auditory, or kinesthetic. This preference is referred to in NLP as a primary representational system (PRS). It is necessary for a client's primary representational system (PRS) preference to be identified correctly if NLP is to be used as a therapeutic modality. Research on identifying PRS preference has been inconsistent. Three methods for identifying PRS were considered in this study.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00599.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

The practicum supervision model evaluated in this study utilized the three commonly accepted supervision roles of teacher, counselor, and consultant as methods of addressing specific supervisee issues. Supervisors performed the roles in structured supervision sessions, and supervisee statements were analyzed to determine if use of the roles influenced supervisee behaviors. Utilization of the roles was found to be a significantly effective means of influencing the content of supervisee verbalizations during practicum supervision sessions.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00600.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Most doctoral programs in counseling require a preliminary or written comprehensive examination. The literature in professional journals concerning the composition, administration, scoring and evaluation of such examinations is scant. This article presents a description of how one doctoral program conducted such examinations for 25 students over a 3‐year period. Interjudge reliabilities are reported. The examinations describedwere conducted with limited resources and served well the needs of the department. Faculty and students seemed to be satisfied with the procedur

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00601.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1983.tb00602.x

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY