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1.
Strong (1968) proposed that counseling can be viewed as a two-phase process. During the first phase, counselors use various techniques to enhance client perceptions of counselor expertness, trustworthiness, and attractiveness. These perceptions result in influence-power and have an effect on outcome. According to Strong, clients use reputational, behavioral, and evidential cues to assess counselor credibility and attractiveness. Previous research has indicated, however, that counselor attire is not used as an evidential cue when counselors display expert verbal and nonverbal behavior. It was hypothesized that counselor attire is an evidential cue for expertness, trustworthiness, and attractiveness of the inexperienced neophyte counselor-in-training. To test this hypothesis college students participated in group counseling sessions with either a formally or informally attired neophyte counselor. It was found that the informally attired counselor was perceived as more expert, trustworthy, and helpful. 相似文献
2.
Nineteen counseling interviews were rated by the respective clients, counselors, and supervisors on the Counselor Rating Form; these ratings of perceived counselor expertness, attractiveness, and trustworthiness were compared in a repeated measures analysis of variance. Results indicated that all three sources of perceptions were similar, although counselors rated their own behavior as significantly less expert than their clients. The article discusses the results in terms of their relevance to counselor supervision and training. 相似文献
3.
BARBARA A. KERR CHARLES D. CLAIBORN DAVID N. DIXON 《Counselor Education & Supervision》1982,22(2):138-148
The interpersonal influence model of counseling has implications for counselor training. The behaviors and other cues used to establish counselor expertness, trustworthiness, and attractiveness—qualities associated with persuasiveness—are described. 相似文献
4.
The authors found that vocal—but not verbal—cues of counselor self-confidence were related to client perceptions of expertness, attractiveness, trustworthiness, and associated satisfaction. 相似文献
5.
The purpose of this study was to compare two measures of perceived counselor expertness, trustworthiness, and attractiveness: the Counselor Rating Form (CRF) and the Counselor Effectiveness Rating Scale (CERS). 相似文献
6.
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
7.
Counselors and superintendents from Tennessee and Indiana were administered a semantic differential to compare their perceptions of counselor programs as reflected by counselor performance in 11 skill areas. Counselors rated their training programs higher than did the superintendents but did agree with the superintendents that the best counselor preparation was in educational counseling, pupil appraisal, public relations, and guidance program coordination. Counselors also agreed with the superintendents that better counselor preparation was needed in parental consulting, vocational counseling, and research. Primary disagreement between counselors and superintendents centered on personal-social counseling, an area in which counselors feel well prepared. 相似文献
8.
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 counselors. 相似文献
9.
The purpose of this article is twofold, to provide a review of applicable literature, information, and research in nonverbal behavior categories, and to encourage counselor educators and supervisors to consider additional research and investigations on the nonverbal behaviors of counselors and clients, supervisors, and trainees in actual counseling and supervisory sessions and situations. A brief model is provided to illustrate counselor educators' and supervisors' application and use of this information with novice counselors and its implications. 相似文献
10.
This study examined relationships between (a) various supervisor behaviors and (b) trainee perceptions of supervisor expertness, attractiveness, and trustworthiness. Results are presented and future research discussed. 相似文献
11.
Trey Fitch Earl Newby Victor Ballestero Jennifer L. Marshall 《Counselor Education & Supervision》2001,41(2):89-99
The authors examined the perceptions of future school administrators regarding the role of the school counselor. The study was designed to assist counselor educators and school counselors in identifying potential barriers that could interfere with establishing comprehensive developmental counseling programs that are supervised by principals and superintendents. Future administrators rated crisis intervention, assisting with transitions, and personal counseling as the most important duties of school counselors; however, some respondents identified administrative and disciplinary duties as significant ones for the counselor. 相似文献
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13.
LARNEY RAY GUMP 《Counselor Education & Supervision》1974,13(4):263-266
It has been assumed that counselor self-awareness is important to counseling effectiveness. The purpose of the present study was to determine if there were differences in perceived effectiveness between counselors who said they related self-awareness to their counseling role and counselors who believed self-awareness was unrelated to their role. Those counselors who did not relate self-awareness to counseling received higher client ratings of effectiveness than did counselors who related self-awareness. 相似文献
14.
Robert W. Graff 《Journal of Experimental Education》2013,81(3):19-22
Counselor self-disclosure was investigated as a dimension of counselor effectiveness with a sample of forty-one graduate students in a counseling and guidance practicum. Effectiveness was measured by ratings from clients and practicum supervisors. Clients rated the counselors in three aspects of the counseling interview and supervisors rated counselors in eight areas. Counselor self-disclosure scores were correlated significantly with all the criterion scores of counselor effectiveness (p <. 05). It was suggested that the concept of psychological disclosure may have important implications for counselor selection and training. 相似文献
15.
OBJECTIVE: The present study was conducted to assess the impact of sex of counselor on the therapeutic process for sexually abused girls in individual counseling. METHOD: Raters evaluated videotapes of counseling sessions recorded for 35 sexually abused girls who had been systematically assigned to brief-term psychoeducationally oriented treatment with either a male or female counselor. Clients' in-session behavior was rated using accepted therapeutic process measures, while statistically controlling for the effect of girls' pretreatment comfort level with male and female counselors. RESULTS: Overall, MANCOVA results revealed that girls' participation in counseling was not significantly related to session number, the child's age (i.e., preadolescent vs. adolescent), or the sex of counselor who provided treatment services. However, univariate results and graphic representations of girls' behavior suggest that adolescent clients, when compared with their preadolescent counterparts, seemed to be more reluctant to discuss certain child sexual abuse topics. CONCLUSIONS: The findings suggest that caution is warranted regarding categorical recommendations on the assignment of young female survivors to male counselors. Delimitations and limitations of the study and directions for future research are discussed. 相似文献
16.
Perceptions in Role Change from Teacher to Counselor: Intra-Role Conflict and Motivation for Change1
Twelve former teachers who had been counseling for no more than two years were interviewed on how they experienced the processes of role change from teacher to counselor. This article extends the findings reported in an earlier paper and deals with intra-role conflict and with the motivation for changing roles. The following hypotheses emerged from the study: (a) if teaching experience heightens the conflict in perceived incompatibility of role expectations, then it is dysfunctional to becoming a counselor; and (b) teachers enter counseling primarily because they seek to fulfill an inner desire for growth toward what they perceive as their ideal role in education. The implications of the testimony given by the counselors for counselor preparation programs and for the structure of roles in schools were examined. 相似文献
17.
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
18.
This article reports the results of a study in which 102 American Indian 11th and 12th grade high school students rated 7 dimensions of perceived counselor credibility and utility. Results indicated that Indian counselors were perceived as more effective than non-Indian counselors and that the non-directive, “facilitative” verbal response style was rated as less effective than either a directive or a cultural/experimental style. 相似文献
19.
KARL RICKABAUGH RICHARD A. HEAPS ROBERT FINLEY 《Counselor Education & Supervision》1972,11(3):219-223
This study examined client perceptions of counselor comfort, counseling climate, and client satisfaction as measured by the CEI relative to counselors described as high-effective or low-effective in terms of changes in client academic performance before and after group counseling. The results indicated that the client's perception of the comfort of the counselor in a group setting is significantly related to counselor effectiveness as measured by GPA change. The overall counseling climate and the client's estimate of his satisfaction were found not to be related to counselor effectiveness. 相似文献
20.
Mandy Savitz‐Romer 《Counselor Education & Supervision》2012,51(2):98-111
This phenomenological study presents 11 urban school counselors’ perceptions of their graduate education in school counseling in relation to their engagement in college readiness counseling with low‐income, 1st‐generation college‐bound students. Findings from 2 rounds of interviews suggest that intentional strategies to integrate postsecondary readiness and planning into counselor education curricula is necessary to efficiently prepare school counselors to promote college access and success for at‐risk youth, thereby reducing the inequities that currently exist in postsecondary degree attainment. 相似文献