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1.
Given the lack of information in either the school counseling or the gifted education fields on how school counselors and educators of the gifted work together, research into how individuals from both professions collaborate to serve gifted students and their families becomes important. The purpose of this phenomenological qualitative study was to examine gifted teachers' and coordinators' experiences working with school counselors. Fourteen participants, serving in a variety of K–12 settings, engaged in interviews regarding their different experiences working with their school counselors. Five primary themes resulted from these participants' reported experiences, including educators'/counselors' training and preparation, meeting gifted students' needs through service delivery, school counselors' perceptions and beliefs, systemic barriers and facilitators of collaboration, and teacher and counselor collaborative efforts. These findings are discussed with regard to current literature on gifted education, school counseling, and professional collaboration. 相似文献
2.
Recent literature has demonstrated increasing roles for school counselors who work with students with disabilities, but it has also suggested that school counselors are not being adequately prepared to work with these students. In this research study, the authors investigated current courses and experiences focusing on disabilities offered in school counselor education programs. Results from the 137 participants suggest that school counselor education programs are incorporating more disability content into their training programs than they were in the past. Some disability content areas are included significantly more frequently in disability courses than in counseling program courses. Conclusions and implications are discussed. 相似文献
3.
Andrea L. Dixon Catherine Tucker Mary Ann Clark 《Counselor Education & Supervision》2010,50(2):103-115
Social justice in the education of all K‐12 students begins with school counselors; preparing school counselors as advocates and leaders who can implement these principles in U.S. schools begins with counselor educators. Suggestions for intentional preparation of school counselors to be social justice advocates in schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for School Counseling Programs (2005) and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards are described. Ideas for educating school counselors as effective advocates in the context of specific training experiences throughout counselor training programs are provided. 相似文献
4.
The inner-city counselor is expected to enter into his role with an understanding of his students and their culture, as well as with a knowledge of the processes of social change and his own potential contribution. Present programs of counselor education do not tend to provide the basis for development of these wide-ranging skills. It is suggested that counselor education should place potential counselors in public school settings working in teams with practicing counselors, providing relevant experience for future counselors and invigorating contacts for future supervisors. Course work would be inter-disciplinary and provided in the public school milieu. 相似文献
5.
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 included. 相似文献
6.
LAWRENCE K. JONES 《Counselor Education & Supervision》1976,15(3):166-176
ACES sponsored a national survey of state supervisors of guidance and counselor education institutions and of nontraditional institutions offering graduate degrees in guidance and counseling in order to secure information regarding (a) the licensure of guidance counselors, (b) the use of a competency-based approach to the certification of counselors, (c) the manpower needs for persons in guidance and personnel work, and (d) the program characteristics of counselor education institutions. Only a relatively small number of states anticipate becoming involved in the licensure of conselors in the foreseeable future; 53.6 percent of the states expect their certification of counselors to be competency-based within 2 to 5 years, and 76.1 percent of counselor education institutions have decided to make their programs competency-based but progress is slow. There is an oversupply of BA-level guidance persons, school counselors, and doctoral-level persons seeking faculty positions; there is a strong preference for ethnic minorities and women to fill counselor education positions; and abnormally high faculty/graduate ratios were reported for many institutions. 相似文献
7.
EDWARD E. PANTHER 《Counselor Education & Supervision》1971,11(1):17-23
Simulation, using role-playing and commercially available materials, was used to provide counselor-teacher consultation experience for counselor trainees. Students in a master's level guidance program worked with teachers in a consultative situation on a series of problems. Representative situations in which a teacher might consult with a counselor about possible courses of action in solving a problem were presented via simulation. Experienced teachers rated the adequacy of counselor recommendations concerning the problem situation. The trained counselors' recommendations were rated as superior (p < .01 level) to those of untrained counselors. These results support the use of simulation as a technique for counselor education. Implications for counselor education programs are discussed. 相似文献
8.
ALEX L. CHEW 《Counselor Education & Supervision》1984,24(1):114-119
Evidence from the literature and from reported practice indicates that school counselors are increasingly expected to be competent in the interpretation of individually administered psychoeducational tests and reports. Systematic training in these competencies, however, is often not included as an integral part of counselor education programs. This article describes one counselor education program's response to the need for training in these interdisciplinary skills. The course model presented has been positively received by students and counseling internship supervisors. 相似文献
9.
Carrie A. Wachter Morris Casey A. Barrio Minton 《Counselor Education & Supervision》2012,51(4):256-269
Professional counselors are responsible for providing crisis assessment, referral, and intervention ( Council for Accreditation of Counseling and Related Educational Programs, 2009 ); however, little is known about their preparation and experiences in these areas. This study examined new professional counselors' (N= 193) crisis intervention preparation, crisis intervention self‐efficacy, and crisis intervention experiences. Although participants had limited crisis preparation during their master's programs, most engaged in crisis intervention during their field experiences. Implications for continuing education and counselor education are explored. 相似文献
10.
《The Journal of educational research》2012,105(5):281-285
AbstractThe role of the vocational counselor as perceived by vocational directors, vocational counselors, secondary school principals, and secondary school counselors was ascertained. Further, role perceptions held by vocational counselors and secondary school counselors with varying demographic characteristics were determined. Null hypotheses were formulated and tested utilizing analysis of variance with Scheffe's test and the Wilks' lambda portion of multiple discriminant analysis. Among the four groups, significantly different means existed relative to 44 of the 70 role statements and significantly different perceptual profiles resulted. Significantly different means existed on 13 items among vocational counselors and on six items among secondary school counselors when role perceptions and different combinations of teaching and world-of-work experiences were examined. 相似文献
11.
EMANUEL J. MASON DANIEL S. ARNOLD IRWIN A. HYMAN 《Counselor Education & Supervision》1975,14(3):188-198
This study compared the students' and parents' views with respect to both the perceived and the ideal role of the secondary school counselor. It was found that parents assigned higher ratings to both perceptions and expectations of counselors than did students, and both parents and students held higher expectations than perceptions of counselors. Apparently irreconcilable conflicts among idealized roles were found, which suggested implications for counselor training programs. 相似文献
12.
It is widely accepted that counselor impairment presents a problem in the counseling profession (M. E. Young & G. W. Lambie, 2007). Wellness as a unifying philosophy in counselor education may be a way to prevent impairment and burnout in students and professionals. Although counselor educators strive to promote a wellness philosophy in students, their efforts may be largely unsuccessful. This study examines the influence of counselor education programs on counselor wellness by investigating broad trends in levels of wellness among students at 3 points in their training and offers insights into the influence of wellness in the training of today's counselors. 相似文献
13.
Researchers used 2 rounds of individual interviews and a focus group meeting to explore the identity development experiences of master's‐degree counselor education students. Grounded theory procedures generated a tentative substantive theory that conceptualized these experiences. The theory illustrated how counselors‐in‐training used a recycling identity formation process that involved conceptual and experiential learning experiences to identify, clarify, and reclarify their identities as counselors. 相似文献
14.
A study was designed to evaluate the effects of an experimentally induced set of “expertness” on clients' evaluations of their selected experiences during brief vocational counseling. Thirty-one college freshman males were randomly assigned to two induced sets of high and low expertness, and client responses to both quantitative and qualitative aspects of the interview were obtained. The results suggested that (a) clients responded more favorably to relationship aspects of the interview with a counselor who was introduced as a nonexpert than with a counselor who was introduced as an expert, (b) informational recall was greater for clients interviewed by the expert counselor, and (c) global ratings of counselor effectiveness did not differentiate between expert and nonexpert counselors. Implications for counselor training and counselor practice are discussed. 相似文献
15.
ARTHUR P. LLOYD 《Counselor Education & Supervision》1987,26(3):221-227
The author summarizes the development of guidance and counseling and the concurrent development of counselor education in Malaysia. Four current counselor education programs in Malaysia are described. The need for school counselors in Malaysia is addressed, and differences between the number of counselors needed and the projected number of counselors who will complete education programs are identified. 相似文献
16.
A survey of counselors and counselor educators was conducted to assess information and attitudes with regard to death education, training in death and dying, and the appropriateness of dealing with death in the schools. Results showed that an overwhelming majority of both the responding counselors and the counselor educators felt that school counselors should work in this area (both counseling and death education). Although both these groups recognize the need for training in death and dying, little is presently being done to help counselors acquire the necessary skills and awareness to work in the area of death and grief. Recommendations for changes are included. 相似文献
17.
The author presents in his essay the rationale of intercultural studies for counselors and offers practical suggestions on the method and structure of such study experiences both for counselor trainees and for practitioners.While international meetings of counselors are of great importance, in the author's view, the momentum of international interests among counselors cannot be sustained without well designed intercultural studies. They are a prerequisite for meaningful face to face contacts with foreign colleagues, and they are even more important for enhancing counseling effectiveness and therapeutic skills of professionals in their home settings.Intercultural studies should be a part of counselor training curricula. Suggestions about the structure of intercultural courses and about acquisition of resources for such studies are presented along with a detailed methodology for structuring the study experiences. Emphasis is placed on cooperative efforts between instructor and students in researching the foreign culture under study. The direct participation of students in collecting information and samples of cultural products from the country under study maximizes the impact of the foreign milieu. Audiovisual experiences and role-playing are also suggested.The intercultural learning sequence can be adapted to a workshop format for practicing counselors who, in spite of time limitations, may benefit by participating in short, well prepared programs that offer an international perspective on professional issues. 相似文献
18.
The semantic differential technique was used in this study for the purpose of discovering similarities and differences in the meaning of words between teachers in training and counselors in training. A number of differences were revealed which indicate that teachers in training and counselors in training are not in accord as to the connotations of certain concepts. These differences suggest that counselors and counselor educators must strive for a greater understanding of the counselor's role in the school setting on the part of other education professionals. 相似文献
19.
This study was a follow-up investigation on the counselor's role in community mental health. We surveyed 170 multiservice mental health agencies to evaluate counselor job performance. We received 150 responses. In general, we noted that master's degree level counselors delivered direct care services in a competent manner. The findings also indicated that counselor education departments should consider strengthening student knowledge of psychotropic medication, psychopathology, individual assessment, and use of the Diagnostic and Statistical Manual of Mental Disorders (DSM-III) (Williams, 1980). Finally, analysis of the data suggested that counselor educators should encourage students to pursue continuing education in program evaluation and budget planning. 相似文献
20.
The purpose of this study was (a) to survey school counselor preparation and perceived and projected role in serving special education students in the southwestern region of the United States; and (b) to determine the status of counselor education programs throughout the nation in preparing counselors to effectively serve exceptional students. The results indicated that 50 percent of the school counselor sample advocated additional involvement with exceptional students, 43 percent felt inadequately prepared to deal effectively with exceptional students, and 60 percent would be more willing to serve exceptional students if their training in special education had been more extensive. 相似文献