共查询到20条相似文献，搜索用时 15 毫秒
1.
Steve Urbani Michael Robert Smith Cleborne D. Maddux Marlowe H. Smaby Edil Torres‐Rivera Judith Crews 《Counselor Education & Supervision》2002,42(2):92-106
The authors studied the effectiveness of the skilled counselor training model (SCTM). Counseling students who completed the SCTM demonstrated greater gains in skills acquisition and counseling self‐efficacy than counseling students who did not receive the training. At pretest, the counseling students in both groups, doing self‐appraisals, rated their performance of counseling skills significantly higher than trained raters assessed the students' performance of counseling skills. At posttest, members of the control group continued to overestimate their skills levels when compared with the ratings given by the trained raters, whereas, in comparison, students who received SCTM training underestimated their performance. 相似文献
2.
This study examined the relationship between basic counselor skills training and cognitive complexity levels in counseling trainees. Data from graduate counseling trainees enrolled in basic skills training courses and a control group were collected (N = 72). Cognitive complexity levels were measured using the traditional 2‐person form of the Role Category Questionnaire (B. R. Burleson & M. S. Waltman) in a pre‐ and posttest design. Participants exposed to the basic skills training course showed a significantly higher cognitive complexity level than the control group when posttest means were compared. 相似文献
3.
Counselor cognitive complexity is an important factor in counseling efficacy. The Counselor Cognitions Questionnaire (L. E. Welfare, 2006) and the Washington University Sentence Completion Test (J. Loevinger & R. Wessler, 1970) were used to explore the nature of general and domain‐specific cognitive complexity. Counseling experience, supervisory experience, counselor education experience, and highest counseling degree completed were identified as significant predictors of counselor cognitive complexity. Implications for counselor education are discussed. 相似文献
4.
RONALD T. ZAFFRANN 《Counselor Education & Supervision》1979,18(4):304-311
Although graduate students should be trained in consulting as well as counseling skills, not all counselor education programs systematically teach such consultation skills. Counselor trainees need to practice and implement those skills in laboratory as well as field settings. Workshops have been used successfully to teach oral delivery consultation skills in a counselor training program. In this article, the workshop is offered as a training tool in consultation skills. The use and purposes of workshops are presented, and procedures are demonstrated regarding the use of workshops within counselor education courses. Benefits to counselor trainees are discussed. 相似文献
5.
This study investigated the relationship of a graduate course in group counseling, the number of hours completed in counselor education, and sex to the empathic understanding of trainees in a counselor education program. The trainees were taped in similar counseling sessions, and their responses were rated independently by three counselor educators, who used Carkhuff's empathic understanding scale. A three-way analysis of variance determined only one significant difference. The trainees who had completed a course in group counseling were significantly higher (p <.05) than those who had not. The level of empathic understanding of the higher group, however, was less than the level considered to be the minimum for effective counseling. 相似文献
6.
This article investigates differences in counselor verbal style and type of counselee talk in two groups of counselor trainees. The first group consisted of 15 counselor trainees who received a training program with an Amidon-type Verbal Interaction Analysis System; the second group was a control group of 15 counselor trainees who received no interaction analysis training as part of a semester-long counseling practicum. The results indicated that the counselors receiving interaction analysis training tended to talk less and Use indirect influence techniques more often than the counselor trainees in the control group. Clients of the counselors in the experimental group tended to talk more often and use more self-initiated talk than did the clients of counselors in the control group. 相似文献
7.
Jonathan P. Rust Jonathan D. Raskin Melanie S. Hill 《Counselor Education & Supervision》2013,52(1):30-42
Counselor education programs have a responsibility to ensure that individuals are competently trained, demonstrate understanding of ethical guidelines, and are free of observable psychological issues that may affect their ability to provide adequate counseling services. Counselor trainees who do not reach or maintain these professional standards may exhibit problems of professional competence (PPC). This position paper provides a review of the issues related to PPC among counselor trainees. It offers guidelines to counselor education programs for developing PPC policies and procedures. Future directions for research and training practice are discussed. 相似文献
8.
Maria Malikiosi-Loizos W. O. Mehnert G. G. Work Joel Gold 《International journal for the advancement of counseling》1981,4(2):119-129
The present study investigated the effects of didactic and experiential supervision procedures on the judged counseling effectiveness of high and low cognitive complexity counselor trainees. Subjects in the two supervision groups (N=16) were trained in attending, questioning, and reflection of feeling over three sessions. Training consisted of exposure to videotaped counseling models, discussion of the model's behavior with the supervisor, videotaped role playing of therapy, and discussion of the therapy with the supervisor. Training was exactly the same for both groups except for supervision. A control group (N=8) did not receive any training. All subjects, including controls, were pre- and post-tested for counseling effectiveness as measured by judged tape ratings on the 25-item Counselor Effectiveness Scale and four scales designed to assess affective, exploratory, listening, and honest labeling responses.High complex subjects responsed more favorably to the didactic supervision significantly outperforming both the high complex controls and the low complex didactic subjects on four of the five dependent measures, whereas high and low complex subjects did not respond differentially to the experiential supervision. The results were discussed in terms of fitting the complexity of the students to the supervision approach in selecting students for counseling programs.This paper was presented at the International Round Table for the Advancement of Counselling, Thessaloniki, Greece, April 1980, and was based partly on the senior author's doctoral disser tation (University of Maine, 1978). 相似文献
9.
Counselor educators need to be able to demonstrate their effectiveness in training new counselors; however, currently few valid or reliable measures exist for assessing educators' impact. The authors describe the development of such an instrument, the Counseling Skills Scale. They began by revising an existing scale and then they solicited feedback from experts and a focus group. They used the instrument to compare beginning counselors‐in‐training with those who had completed a counseling skills course. Finally, they conducted an item analysis. A paired t test showed significant improvements in counseling skills (t = 4.51, p < .000) from pretest to posttest. Cronbach's alpha showed internal consistency to be .90. 相似文献
10.
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 time. 相似文献
11.
L. SHERILYN CORMIER HAROLD HACKNEY ALLEN SEGRIST 《Counselor Education & Supervision》1974,14(2):95-104
This study investigated the effects of three prepracticum counselor training approaches on counselor performance: T group, behavioral skills, and discussion control. Pre- and postmeasures consisting of 30-minute video-recorded counseling interviews were administered to all subjects. Counselor performance was evaluated by client completion of the Counseling Evaluation Inventory (CEI) and by three trained judges' ratings of four five-minute interview segments using the Counseling Strategies Checklist (CSC). Data from each instrument were subjected to a 3 × 2 factorial analysis of variance. A significant group × time interaction occurred for the CEI. Significant time effects occurred on four of the seven dependent variables of the CSC. The results of the study have implications for both the length and type of training approach used in effective counselor education practices. 相似文献
12.
DONALD R. ATKINSON 《Counselor Education & Supervision》1981,21(2):101-108
Human rights counseling is needed today as much as or more than it was in the 1960s. Counselor educators can help meet societal needs for human rights counselors by selecting counselor trainees sensitive to human rights issues and by preparing them to work with problems resulting from oppression. This article examines the shortcomings of traditional selection and training procedures and presents suggestions for improving them vis-á-vis human rights counseling. 相似文献
13.
Based on the Social Cognitive Model of Counselor Training (L. M. Larson, 1998), this study explored the effects of bogus performance feedback on counseling self‐efficacy and counselor anxiety. After a 10‐minute mock counseling session, 45 master's‐level trainees received either positive or negative bogus feedback regarding their performance. Results showed that (a) participants altered their counseling self‐efficacy depending on the performance feedback they received, and (b) participants reported changes in anxiety following performance feedback. 相似文献
14.
Thirty-six counselor educators’ perceptions and experiences with international student trainees were examined in this online survey research. Findings support the issues identified in the literature as confronting international students and also surface some issues specific to students in counselor training. International counselor education students tend to experience more difficulties in areas related to language, clinical training, adjustment, and cultural differences. Similarities and differences were also found within international student categories involving western and non-western countries and between international and domestic students. Counselor educators in general reported favorably on working with international students. Findings support attention being given to further examine the specific training and supervisory needs of international counseling students.Portions of this article were presented at the 2003 Southern Association of Counselor Education and Supervision Conference, Chattanooga, U.S.A. and at the 2004 American Counseling Association Convention, Kansas City, Missouri, U.S.A. 相似文献
15.
Alexander W. Fietzer Evelyn Mitchell Joseph G. Ponterotto 《Counselor Education & Supervision》2018,57(2):82-97
The authors hypothesized that multicultural personality and ethnic identity would significantly predict variance in multicultural counseling competencies in counselor trainees, beyond the variance predicted by demographics, multicultural training, openness, and cognitive racial attitudes. Results showed multicultural personality predicted multicultural counseling competency, but ethnic identity did not. Results and implications are discussed. 相似文献
16.
THOMAS H. HOHENSHIL 《Counselor Education & Supervision》1979,18(3):199-208
This article provides a strong rationale for renewal programs in career guidance and counseling. The rationale is based on the expressed needs of counselors, counselor educators, and supervisors, and the needs of clients, as well as on major position papers of APGA, ACES, and NVGA. The APGA Counselor Renewal and Development Professional Preparation and Standards Committee has clearly stated that counselor renewal is a professional imperative for those who seek to remain effective helpers. The ACES position paper, “Counselor Preparation for Career Development/Career Education”, also clearly points out the need for renewal in career guidance and counseling. In addition to the rationale, the article describes several career-counseling-oriented renewal programs that are currently available for counselors and counselor educators and supervisors who would like to upgrade their skills in this area. 相似文献
17.
Suicide Intervention Training for Counselor Trainees: A Quasi‐Experimental Study on Skill Retention 
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下载免费PDF全文 Laura R. Shannonhouse Nikki Elston Yung‐Wei Dennis Lin Mary Chase Mize Amanda Rumsey Robert Rice Reema Wanna Michael J. Porter 《Counselor Education & Supervision》2018,57(3):194-210
The authors used a quasi‐experimental design to explore the effect of Applied Suicide Intervention Skills Training on 126 counselor trainees. Results showed that after 3 months, trainees had retained improvements in measured response skills and self‐reported attitudes. The authors discuss the developmental benefits of incorporating similar training into counselor education. Implications for skill measurement are also considered. 相似文献
18.
Trevor J. Buser 《Counselor Education & Supervision》2008,48(2):86-100
The literature on counselor training has included attention to cognitive and interpersonal skill development and has reported on empirical findings regarding the relationship of training with client outcomes. This article reviews the literature on each of these topics and discusses empirical and theoretical underpinnings of recently developed approaches to counselor training: the Skilled Group Counselor Training Model (M. H. Smaby, C. D. Maddux, E. Torres‐Rivera, & R. Zimmick, 1999) and the Skilled Counselor Training Model (S. Urbani et al., 2002). Critique of this literature includes suggestions for further research on the effectiveness of counselor training. 相似文献
19.
The authors compared practicum supervisors and counseling students in training in terms of dominant cognitive style and related cognitive style of counselors in training to supervision process and outcome measures. A sample of 18 supervisors and 46 students completed the Myers-Briggs Type Indicator. After at least six supervision sessions, supervisors rated the counseling students on the Counselor Evaluation Rating Scale and the students rated the quality of the supervision relationship using the Barrett-Lennard Relationship Inventory. Supervisors had a stronger Thinking orientation and less variability on the Sensing-Intuiting orientation than did counselors in training. In contrast to previous research, a strong relationship between the cognitive style of counselors in training and supervision process and outcome measures was not detected in this study. 相似文献
20.
Three studies revealed that self-instructional and traditional training were equally effective methods of teaching basic counseling skills to novice counselor trainees. 相似文献