ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1978.tb01092.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1978.tb01093.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

A review of work settings in which counselors are employed suggests that almost all counselors work with a number of reluctant clients. Counselor education, however, is largely directed toward preparing counselors to work with voluntary clients. This article reviews some of the bases of client reluctance, certain motivational principles appropriate to counselor practice, myths associated with counselor preparation, and some suggestions of existing techniques that may be helpful with reluctant clients.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1978.tb01094.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

The purpose of this study was to examine the ability of guidance counselors, rehabilitation counselors, and social workers accurately to distinguish low‐, medium‐, and high‐functioning helpers when the helpers were identified as being from the participants' own or the other two professions. One hundred eight graduate students, 36 from each of the three disciplines, were asked to rate a standard series of 28 interaction sets on total level of functioning. These interaction sets differed only in helper identity and level of functioning. A three‐way analysis of variance was conducted, the variables being professional identity‐ of the rater, professional identity of the helper, and helper's level of functioning. Results showed that significant main effects were accounted for by helper's level of functioning rather than helper's professional identity. Implications for training and supervision of students are discussed, and recommendations are made for future

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1978.tb01095.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

A three‐phase model of clients' impression formation in counseling and psychotherapy was articulated and put to initial empirical validation. The model describes the clients' impression‐formation process, describes changes in client impressions as therapy progresses, and suggests the relevance of client impressions for therapy outcome. An attempt at empirical validation by using a clinical population lent some support to certain aspects of the proposed mo

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1978.tb01096.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

The concerns of beginning counselor trainees were factor analyzed. The analysis yielded five distinct variables about which trainees expressed concerns: whether clients liked the counselor, counselor adequacy, counselor role, counseling techniques, and client needs. The relative importance of the concern variables, the specific items that trainees rated of greatest concern, and the implications of these findings for counselor educators are presented.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1978.tb01097.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Paradoxical double binds are discussed relative to their efficacy in helping systematic human‐relations trainees integrate the skills more quickly and with less pain and frustration. An explanation and examples of paradoxical double binds used in human‐relations training are presented. The results of a pilot study suggest that this method has potential for facilitating skill acquisit

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1978.tb01098.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Counselor‐education programs may be enriched through the use of modularized learning experiences. This article notes several recent articles on competency‐based counselor education, the concepts of simulation and modularization, and describes the process of developing a modularized master's program at the University of Bridgeport in Connecticut. Such an approach to counselor education offers a flexibility and individualization not often available in traditional programs and integrates theory and practice. The program consists of 26 one‐credit modules of 10 contact hours plus practicum. The modules include a statement of instructional experiences, resources, and performance criteria for evaluation. The modules in the program are grouped in four levels of application taken sequentially: didactic, simulation, performance, and experiential. A discussion of experiences with the program is inc

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1978.tb01099.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Recently, changes have occurred in American society and in the focus of education. Women's liberation, career education, and single‐parent families are three important examples. Each example presents the counselor with expectations and problems that were not present in earlier times. Counselors who received their training 20, 10, 5, and even 3 years ago are probably not meeting present challenges as effectively as they might. Counselors need to learn new skills to meet changing conditions or run the risk of becoming ineffective or irrelevant.One model for the continuing education of counselors was described by Pulvino and Perrone (1973). This article reports on seven years of experience with that model at the University of Wisconsin in Madiso

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1978.tb01100.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

The complexity of counseling‐related legislation has dictated the need for counselor‐training programs to develop an organized and systematic approach to this topic. One method to accomplish this goal is through the use of a topical seminar. A graduate‐level seminar is described in terms of goals, objectives, structure, and requirements.Significant incident‐experience reports were used to learn about the legislative‐experiencing levels of the students. From 110 reports received from students, 34 were directed to the awareness level, 39 to the knowledge level, 15 to the skills level, and 22 to the action level. Instructors' observations, student feedback, and recommendations are also

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1978.tb01101.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY