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1.
Mary G. Eberdt 《Counselor Education & Supervision》1970,9(2):122-125
As the demand for counseling within a religious setting increases, clergymen are expressing a need for more counselor education. If pastoral counseling is considered distinctly different from other counseling, then pastoral counseling education is the province of the seminaries. If the pastoral counselor is not considered basically different from other counselors, a secular counselor education program can serve the needs of ministers as well as other counselors by having a central core of required professional courses and then optional branches for specialization in counseling. Finding appropriate instructors for the pastoral counseling courses could be a problem. Candidates for pastoral counseling should be as carefully screened and tested as other graduate students in counseling. The counseling program should offer ministers the opportunity to learn about group work and, ideally, the opportunity for supervised practicum work in several different settings. There should be some provision for individual and group therapy for the pastoral counselors themselves as a means of enhancing their own effectiveness. When a secular institution feels that it cannot adapt its regular program to fit the needs of pastoral counselors, it can be of service by arranging special workshops and conferences for the clergymen of the area, and counselor educators can be available as consultants to seminaries and churches that request assistance. 相似文献
2.
If school counseling is to continue as an ongoing dynamic profession, counselor educators must address their attention to the improvement of practitioner competencies as well as toward counselor preparation. The development of a program designed to accomplish both tasks must be dependent upon the needs of counselors, counselor educators, and considerations emanating from the environments in which they work. The purpose of this paper is to share one educational approach which can facilitate movement toward achievement of these desired needs. 相似文献
3.
A review of sex-role orientation research reveals two areas of particular importance for counselor educators: interpersonal behaviors and cognitive processing. Persons with androgynous, masculine, and feminine sex-role orientations have been found to differ in their interpersonal competence and their cognitive processing of perceptions of self and others. In both areas, research points to persons with androgynous sex-role orientations as being more flexible, self-assured, adaptive, accepting, and competent in interpersonal interactions than persons with more masculine or feminine orientations. Because counseling is a complex interpersonal process, these conclusions suggest a preference for an androgynous counselor. Implications for the impact of sex-role orientation on the dynamics of the counseling relationship and the counseling process are explored. Studies supporting the efficacy of “training” for androgyny, and those offering some evidence for the androgynous counselor as the more competent facilitator of positive change in clients are reviewed. Research questions are proposed to specifically assess the relationship of sex-role orientation and the acquisition and performance of counseling skills. 相似文献
4.
RUTH A. HITCHCOCK 《Counselor Education & Supervision》1986,26(2):95-102
Administrators of counselor education programs have identified specific skills and content areas for their students to master. Counselors in training need to make theory applicable to individuals through the use of counseling techniques and assessment. What counselors do is related to the qualitative, quantitative, and performative knowing that Maccia (1973) found present in student-teacher relationships. This epistemology can be applied to what a counselor needs to know to counsel. Such applications of the epistemology described by Maccia (1973) are significant for counseling in two ways. First, they may aid counselor educators and students in making clear distinctions between content and skill areas as well as making strong connections between content and skills. Second, an epistemology of counseling may point to fruitful areas of research. 相似文献
5.
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
6.
Given contemporary ethical concerns, the authors conducted a national survey of 216 college counselors’ perceptions of integrating religious and spiritual issues in multicultural counseling and counselor education. Using cluster analysis, the authors identified 4 patterns of commitments to multiculturalism and religiosity. Respondents demonstrated ethical bracketing in that they considered religious and spiritual issues favorably within the framework of multicultural counseling, irrespective of their commitments to those topics. Counselors can openly address spiritual and religious diversity. 相似文献
7.
ELAINE J. COPELAND 《Counselor Education & Supervision》1982,21(4):187-193
Racial and ethnic minority group members are now recognizing the need for relevant counseling services. Many counselor education programs, however, have not addressed this issue. While some counselor educators support the need for innovative counselor training programs for those who expect to work in pluralistic settings, others believe that traditional programs can meet the needs of all populations. This article describes why counselor training incorporating the needs of racial and ethnic minorities is needed and provides four models: (a) the separate course model; (b) the area of concentration model; (c) the interdisciplinary model; and (d) the integration model, which may be used in program development and implementation. 相似文献
8.
EUGENE W. KELLY 《Counselor Education & Supervision》1994,33(4):227-237
A national survey of counselor education programs indicated that a minority of programs include religious and spiritual issues. Survey respondents, however, who are predominantly program heads, generally consider these issues important in counseling. 相似文献
9.
Natoya Hill Haskins Janee’ Advent Harris Janise Parker Aishwarya Nambiar Philippa Chin 《Counselor Education & Supervision》2023,62(4):355-367
Counseling theories created by White theorists have traditionally failed to consider the religious or spiritual experiences of Black clients. Integration of Black liberation theology and narrative therapy provides a novel approach to support counseling trainees in meeting the needs of Black clients. Decolonizing therapeutic strategies are presented along with counselor educator recommendations. 相似文献
10.
Group counseling for elderly people and their caretakers is an effective, but specialized, treatment modality that should be included in counselor education curricula. Training needs and resources are described. 相似文献
11.
Janine M. Bernard 《Counselor Education & Supervision》2006,46(1):68-80
Employment opportunities for persons with doctoral degrees in counselor education and counseling psychology were studied. Over 15 months, 708 positions were identified and analyzed to determine frequency of advertised positions calling for either degree, types of positions, and references to the Council for Accreditation of Counseling and Related Educational Programs (CACREP) or the American Psychological Association. Additional analyses were conducted for counselor education. Results found the counselor education degree to have a clear identity in the marketplace, especially for faculty positions, whereas the degree in counseling psychology was more often 1 of multiple degrees listed for an advertised position. Implications are discussed, including implications for CACREP‐accredited doctoral programs and needs for future research. 相似文献
12.
Nicole R. Hill 《Counselor Education & Supervision》2003,43(1):39-51
The author discusses the rationale for counselor education programs' promotion of the development of multicultural counseling competence in counselor trainees. The current status of multicultural counseling competence is discussed, and recommendations are made regarding how counselor education programs and faculty can enhance multicultural competence. An Appendix provides specific action‐based recommendations. 相似文献
13.
David Moran Dana L. Brookover Emily Goodman-Scott 《Counselor Education & Supervision》2023,62(1):21-39
Annually, there are school counseling specific counselor educator positions that remain unfilled. There is a need for more counselor educators with school counseling backgrounds. This grounded theory provides a model of the process by which school counselor educators decide to enter academia and what keeps them in their positions, based on focus groups with 32 participants. Results showed the reasons for leaving school counseling, what factors promote entry into school counselor education, and what keeps school counselor educators in that role. Implications for counselor education are provided. 相似文献
14.
Preparation of counselors for marriage and family counseling roles is an increasingly important aspect of counselor education. This study sought to determine current level and projected involvement of a nationwide sample of counselor education departments in marriage and family counselor training and to assess the extent to which counselor educators in the sample agreed with 30 marriage and family counseling competencies. 相似文献
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16.
Because the counseling profession places high value on counselors possessing accurate self-awareness, this study investigated the differences and relationships between counselor education students' self-perceived and measured needs levels. A sample of 107 counselor students estimated their needs levels and then completed the Personality Research Form (PRF). Significant differences between their perceived and measured needs levels were found for 10 of the 14 PRF scales. Wide variations were evident in both perceived and measured needs levels. Significant correlations between perceived and measured needs levels percentiles for all 14 scales indicated consistency in over or under estimation of needs levels. Age and number of quarter hours completed were generally unrelated to accuracy of needs level estimation. 相似文献
17.
Summary To meet the needs of culturally different populations, culturally consistent assessment, evaluation, and treatment skills, as well as theoretical content must be understood by those working with these populations. The Locke Paradigm of Cross Cultural Counseling offers a framework for such action. While the paradigm does not specifically address counseling skills, the knowledge one gains from a study of a subculture is the foundation upon which a counselor builds the relationship with a client from a culturally different population. Effective counseling can only occur when the counselor has knowledge of both counseling theory and of the particular culture of the client. 相似文献
18.
Exponential changes in Western and international society and in American and international education afford promise, opportunity, and challenges for tomorrow's counselor. Roles of counselors, counselor supervisors, and counselor educators must reflect and shape the needs and growth of populations in specific countries and throughout the world to afford timely and appropriate responses and intelligent and sensitive proactivity. Leadership in services, teaching, research, credentialing, policy, and law all seem to be areas of potential contribution and growth for the counselors, counselor educators, and counseling supervisors of tomorrow. 相似文献
19.
Counselor education programs that train counselors for work in corrections need to supplement their curriculum in critical content and issue areas. Correctional counselors need specialized coursework in addition to training in traditional counseling techniques. This article reviews the current curriculum areas of many counselor education master's programs that are relevant to correctional counselors, and also suggests some ideas for additional content that might expand these curriculums to better meet the needs of correctional counselors. 相似文献
20.
Edwin L. Herr 《International journal for the advancement of counseling》1978,1(2):106-120
Summary This paper has had two purposes: (1) to assess the answer to Does Counseling Work? and (2) to assess the effectiveness of counselor education. Neither question has been nor can be answered clearly or unequivocably. In both instances, the weight of evidence is positive but with many qualifications as regards either the effectiveness of counseling or of counselor education. What is less apparent but clearly implicit in the research literature is that improvements are being made in counseling and in counselor education but these are less than generally incorporated into practitioners skills, repetoires, or training sites. We have learned much and can be useful to many people but we still have much to be humble about, at least as reflected in our research literature.This article contains a summary of the presentation by Dr. Herr at the Seventh International Round Table for the Advancement of Counselling, Wurzburg, Germany, April, 1976. 相似文献