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1.
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
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MARY RUSSELL 《Counselor Education & Supervision》1986,25(4):320-331
Feminist counseling was analyzed into four core skills: social analysis, androgyny encouragement, self-disclosure, and behavior feedback. A 5-week feminist skill-training program was developed for 45 counselors divided into two groups, matched on years of counseling experience and scores on Spence and Helmreich's Attitude Toward Women Scale (AWS). Training of the second group was delayed for 5 weeks to provide a control for the training of the first group. Participants' attitudes and skill levels before, after, and at a 5-week follow-up were monitored. Counseling simulations were used for skill monitoring. Training resulted in significant increases in social analysis and self-disclosure skills as well as increments in AWS scores. Social analysis skill increments were the only changes maintained at follow-up. 相似文献
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A. Stephen Lenz Varunee Faii Sangganjanavanich Richard S. Balkin Marvarene Oliver Robert L. Smith 《Counselor Education & Supervision》2012,51(3):207-221
This quasi‐experimental study compared the effectiveness of the Wellness Model of Supervision (WELMS; Lenz & Smith, 2010 ) with alternative supervision models for developing wellness constructs, total personal wellness, and helping skills among counselors‐in‐training. Participants were 32 master's‐level counseling students completing their internship requirements in a counseling program accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results of a split plot analysis of variance indicated that participants in the WELMS condition increased their personal definitions of wellness and total wellness while developing their counseling skills at a similar level when compared with participants receiving other models of supervision. 相似文献
4.
WILLIAM J. WORKMAN 《Counselor Education & Supervision》1993,32(3):178-188
The sex, gender role orientation, and level of education of counseling students were found to significantly affect their preference for interpretive, supportive, evaluative, understanding, and probing counseling responses. 相似文献
5.
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
6.
A model based on a hierarchy of questioning skills in counseling situations was developed to facilitate training of counseling students. This model is designed to help counseling students understand the impact of their questions on clients using the various stages in the counseling process as a framework. It is based on a synthesis of current theoretical views on the role and effects of questions in the counseling process. The model helps to identify question types and to assess their effectiveness along a continuum. Implications concerning the mechanisms through which effective questions can be taught are discussed in terms of present theoretical assumptions and the need for developing empirical support for the model. 相似文献
7.
Cassandra Little Jill Packman Marlowe H. Smaby Cleborne D. Maddux 《Counselor Education & Supervision》2005,44(3):189-200
The authors evaluated the effectiveness of the Skilled Counselor Training Model (SCTM; M. H. Smaby, C. D. Maddux, E. Torres‐Rivera, & R. Zimmick, 1999) in teaching counseling skills and in fostering counselor cognitive complexity. Counselor trainees who completed the SCTM had better counseling skills and higher levels of cognitive complexity than did counselor trainees who did not receive the training. Before training, both experimental and control group participants overestimated their skills performance. The control group persisted in this overestimation after training, whereas students who completed the SCTM had a much more accurate self‐assessment. Results suggest that skills‐based training may improve counseling skills and cognitive complexity in counselor trainees. 相似文献
8.
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
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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
10.
A training program to teach counseling and interviewing skills to paraprofessionals is described. The content of the training includes Five areas thought to be important to counseling: conveying an open invitation to talk, reflective responding, problem solving, giving feedback, and setting goals. The training model includes five stages: A skill is defined and introduced; trainers model effective and ineffective use of the skill; trainees discriminate exemplars and nonexemplars of the skill; trainees practice the skill in a structured exercise; and trainees practice the skill in a role-played interview. Evaluation data indicate that the training program was well received and that the trainees increased their ability to use the skills. Four factors that probably contributed to the effectiveness of training are discussed. 相似文献
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The present study examined the effectiveness of a training program designed to teach mental health professionals information and skills specific to counseling the elderly client. Twenty‐eight women and four men, ranging in age from 23 to 56, completed the 12‐hour training program. Results indicated that participants showed statistically significant gains on the two major assessment devices after completion of the training program. Concomitantly, job satisfaction and perception of preparedness for their current jobs as counselors to the elderly were affected in a positive direction, providing support for the efficacy of the program. The impact of the training was also sustained at the two‐month follow‐up. Regression analyses revealed that the trainee characteristic that was most predictive of success in the program was that having to do with prior knowledge; those entering the program with a higher level of basic knowledge tended to improve and learn more in training. 相似文献
13.
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
14.
The authors surveyed a national sample of master's‐level counseling students regarding their multicultural training experiences and their multicultural counseling competencies. A series of hierarchical regression models tested the prediction of inventoried competencies from measures of selected training experiences: (a) program cultural ambience or learning environment, (b) multicultural instructional strategies, and (c) multicultural clinical experiences. Perceptions of program cultural ambience or learning environment predicted all multicultural competencies: knowledge, skills, awareness, and relationship. Additional findings support the importance of clinical training experiences in the context of effective multicultural training. 相似文献
15.
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
16.
Scott Schaefle Marlowe H. Smaby Cleborne D. Maddux Jennifer Cates 《Counselor Education & Supervision》2005,44(4):280-292
The purpose of this study was to determine if counseling students acquire counseling skills and transfer those skills to their work with actual clients. Students' skills were measured by the Skilled Counseling Scale at pretest (before training), Posttest 1 (immediately after training), and Posttest 2 (at the end of a master's‐degree program). Eighteen of 19 skills scores showed significant improvement from pretest to Posttest 1, and 15 of 19 skills scores showed significant improvement from pretest to Posttest 2. 相似文献
17.
朋辈心理咨询员训练对心理健康水平影响--以高职院校为例 总被引：4，自引：0，他引：4
朋辈心理咨询是心理咨询的一种特殊方式，通过在高职院校大学生中开展朋辈心理咨询员心理训练的研究表明，训练过的学生在自我认知、人际交往能力等方面都有提高，朋辈心理训练对校园自助助人气氛的形成，对高职院校大学生心理健康水平的提高是一种有效的辅助方式。 相似文献
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魏翠翠 《襄樊职业技术学院学报》2010,9(6):130-133
本文从角色理论的角度分析了学校心理咨询三级网络中心理健康教育中心、心理辅导站、心理委员三种角色的职能定位,阐释了这三种角色在心理健康教育工作中的角色学习、角色期待、角色创造、角色冲突和角色偏常等行为模式,为学校心理咨询三级网络的培训和管理提出了理论导向。 相似文献
20.
于新红 《佳木斯教育学院学报》2012,(6):241-242
本文通过分析高职心理咨询专业的特点、心理学与心理咨询理论知识在心理咨询技能形成中的地位作用,探索高职心理咨询专业理论课教学新模式,提出了本专业理论教学的新目标、新内容、新方法,为制定高职心理咨询专业人才培养方案提供参考。 相似文献