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1.
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 tested the Skilled Group Counseling Training Model (SGCTM) and a related instrument, the Skilled Group Counseling Scale. Retraining of raters and later rescoring of data from a previous study resulted in an improvement of interrater reliability; a factor‐analytic study of the scale revealed a single, global factor; and students in a group counseling class who were trained in the model used at least 80% of the SGCTM skills during three videotaped, simulated group counseling sessions. During these sessions, the students adhered to one of three counseling theories (Person‐Centered, Gestalt, and Rational‐Emotive Behavioral Therapy).  相似文献   

3.
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   

4.
Basic skills training has emerged as an important element in educating counselors and other helping persons. Although the literature on small groups contains numerous schemata for describing and categorizing the behavior of group leaders, none was discovered which was specifically developed as a basis for systematic skill training in the leadership of counseling groups. The author identifies a set of basic group leadership skills to be used in a systematic skills training approach. The skills fall into two broad categories, teaching and group management. Definitions and examples of the skills are provided, and the author discusses adaptation of a microcounseling format for training in group leadership skills.  相似文献   

5.
Counseling interventions that support the exploration of ethnocultural concerns are beneficial to the overall well‐being of Black women in college. The authors describe Cultural Connections, a theoretically based and culturally adapted group counseling intervention for Black women in college. Also presented are a case example demonstrating the intervention's utility and recommendations for implementation in college counseling centers.  相似文献   

6.
A leadership approach applicable for counselors and guidance directors is presented. Videotapes of groups that were given leadership problems were informally studied and a number of dimensions identified that would help counselors in developing a leadership approach appropriate for their situations. The importance of counselors recognizing that leadership skills are different from counseling skills is key to department or unit accomplishments. The importance of first estimating the maturity of the group to accomplish the task is essential in using the correct combination of task-oriented behavior and relationship-oriented behavior. A situational life-cycle approach to leadership is presented as an appropriate option for counselors to consider when they are in leadership roles.  相似文献   

7.
The authors propose the Interactive Training Model (ITM), a full classroom role play experience, as a method for helping student counselors develop essential interviewing and counseling skills and self‐awareness as required by the 2009 Council for Accreditation of Counseling and Related Educational Programs Standards. This pre‐post, quasiexperimental study involving 45 master's‐level students indicated that those who participated in the ITM made greater gains in supervisee development compared with those who participated in a traditional peer feedback model. Narrative student feedback regarding the use of ITM in an essential skills course is presented, and implications for counselor education are discussed.  相似文献   

8.
The authors conducted a survey of members of the American College Counseling Association to ascertain the experiences and opinions of college counselors on several pressing issues within the college counseling profession. Survey results from 133 respondents indicated that counseling centers may benefit from increasing the number of group counseling interventions by increasing the multicultural competence of services provided, by implementing crisis/disaster mental health initiatives, and by more effectively consulting with other professionals on campus.  相似文献   

9.
Counseling self-efficacy and counseling skills were examined over time in a graduate prepracticum class. Efficacy increased with training, but its relationship to performance of skills was weak.  相似文献   

10.
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   

11.
The authors completed an exploratory factor analysis of the scores of 248 counselors‐in‐training on the Counselor Skills Personal Development Rating Form (CSPD‐RF; M. B. Wilbur, 1991). Participants' counseling program was accredited by the Council for Accreditation of Counseling and Related Educational Programs at a midsize western university. The authors of the CSPD‐RF hypothesized that the CSPD‐RF measured 2 factors: (a) personal development and (b) skills development. Factor analysis yielded 4 factors (Emotional Sensitivity, Basic Listening Skills, Multicultural Skills, and Influencing Skills), accounting for 58.4% of the total variance, thus providing some support for the construct validity of the CSPD‐RF.  相似文献   

12.
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   

13.
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   

14.
Developmental predictors of students' ability to learn counseling skills would help counselor educators select candidates and assist admitted students in their learning. The present research examined the relationship between adult development, as measured by the Learning Environment Preferences test (W. S. Moore, 1989) and the Defining Issues Test (J. Rest, D. Narvaez, M. J. Bebeau, & S. J. Thoma, 1999), and counseling skills performance, as rated by faculty experts using the Counseling Skills Scale (K. P. Eriksen & G. J. McAuliffe, 2003). Data indicate that adult moral development contributed to 18% of the variance in students' counseling skills performance.  相似文献   

15.
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   

16.
The authors examined the psychometric properties of the Counseling Competencies Scale (CCS; University of Central Florida Counselor Education Faculty, 2009 ), an instrument designed to assess trainee competencies as measured in their counseling skills, dispositions, and behaviors. There was strong internal consistency for the 4‐factor model for midterm data (.927) and the 5‐factor model for final data (.933). Interrater reliability for the total CCS score was .570, and criterion‐related validity (correlation between the total score on the final CCS and semester grade) yielded a moderate correlation (r= .407, p < .01). Thus, the results provide initial support for using the CCS to assess counseling students’ professional competencies.  相似文献   

17.
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   

18.
This study compares the citation patterns of Counselor Education and Supervision with those of the Personnel and Guidance Journal, the Journal of Counseling Psychology, and the Counseling Psychologist. Citations from Counselor Education and Supervision for 1979 and 1980 were analyzed in terms of the most frequently cited authors and works published prior to and after 1958. The findings reveal that although there is some overlap between the works and authors cited in Counselor Education and Supervision and those cited in the counseling psychology journals, there is a sizable and unique body of literature and pool of authors cited in Counselor Education and Supervision. The impact of multiple authorship, the dependence function (within-journal citation) and other issues in counseling citation research are discussed.  相似文献   

19.
The authors describe a study in which there was a strong relationship between personal awareness and multicultural counseling skills during group supervision. The authors suggest that during supervision, supervisors should help counselors‐in‐training to attain wisdom, as defined by F. J. Hanna, F. Bemak, and R. C. Chung (1999). This should be done by promoting personal awareness and may result in improvement in both multicultural and general counseling skills.  相似文献   

20.
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   

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