ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb02014.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Adaptability Index (AI) ratings were conducted comparing male and female counselor trainee differences for two counseling tasks. The tasks consisted of a male and female client behaving on the basis of a predefined, standardized role. The counselor trainee's responses to four verbal obstacles contained within each task were evaluated for counselor adaptability. The data indicate no significant differences in male and female counselor trainee adaptability ratings regardless of the sex of the client. The article discusses implications of the study for counselor education and suggests additional research.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb02015.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

The present study examined the effect of self‐generated performance feedback, of expert performance feedback, and of no performance feedback on novice counselor trainee's production of counselor tacting response leads (CTRLs). Self‐generated performance feedback consisted of the participants responding to a video‐taped client and then orally evaluating their own response on the basis of a performance standard. Expert performance feedback consisted of verbal feedback from a designated expert given over a bug‐in‐the‐ear apparatus. Analysis of four measures of CTRLs revealed no differences resulting from either source of feedback—self or expert—however, those who received feedback outperformed the controls. These differences were maintained over a

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb02016.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Sixteen counselor educators and counselors‐in‐training participated in a content analysis study that investigated supervisors' nonverbal behaviors in the supervision process.The investigation displays the high‐to‐low frequency of 21 identified nonverbal behaviors of supervisors and indicates a statistically significant association and consistency among the supervisors' nonverbal behaviors. It implies the applicability of these behaviors to counselor supervision and training, provides a methodological approach for the further investigation of nonverbal behavior in actual supervision and counseling situations, and suggests that counselor educators should not overlook these variables in systematic research or their influence in the supervision process with novice cou

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb02017.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

The full‐year internship is developing into an important issue and the Association for Counselor Education and Supervision has recommended that it be included in future doctoral level training. Candidates interested in a university placement, however, will find little information available.A survey was conducted to determine the (a) location of positions, (b) required credentials, (c) methods of announcement, and (d) reaction to APGA supervision and accreditation of internship sites. Results indicate that ACES will need to become more actively involved in the development and retainment of internship position

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb02018.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

The specific objectives of this study were (a) to collect and edit a comprehensive set of counselor competencies, (b) to operationally define the counselor competencies, and (c) to determine the specific competencies for which there is a high level of consensus of importance among counselor‐educators. The 98 competencies included in this study were collected through an extensive review of the literature of the past 10 years. Fifty counselor‐educators throughout the United States rated each of the 98 competencies for perceived level of importance and for when the competencies are to be acquired. Ninety competencies received a consensual rating ranging from important to critical, indicating that they need be acquired and demonstrated by counselor‐trainees before the completion of prac

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb02019.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.tb02020.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Four models of supervision—counseling/therapeutic, teaching, consulting, and self‐supervising—have been identified, but no one model adequately describes the total supervision process. The authors propose a comprehensive developmental framework that incorporates the four supervision models. The framework reflects the changes that occur during supervision and offers the supervisor and the trainee a means of conceptualizing the developmental stages of supervision. Professionalization occurs during supervision as the trainee assumes greater responsibility for the content of supervision and learns how to be a self‐sup

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb02021.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

The evolution of a general model of counseling from Rogers through Carkhuff to Egan has resulted in a loss of emphasis on perceptual change and an increasing interest in social influence and action interventions. Greenberg and Kahn present an expanded model of counseling, which includes a stimulation phase. The addition of a stimulation phase in counseling is suggested to provide a place for active counseling methods that effect client perceptual change. This stimulation phase actively involves the counselor and client in full exploration, which culminates in discovery. Two processes are differentiated: discovery and dynamic self‐understanding. Active stimulation leads to new awareness that can be enhanced by social influence to achieve new understandin

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb02022.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

This article describes the evaluation of a competency‐based, criterion‐referenced, master's degree counselor education program. It discusses the program's philosophy, the procedures for establishing the exit competencies, the assessment of student's competencies, and the decisions based on context, input, process, and output evaluations of the prog

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1976.tb02023.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY