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1.
Physiological and subjective measures of counselor anxiety were compared to determine if counselors experienced greater anxiety during a counseling interview than during a conversation, Twenty experienced rehabilitation counselors in a graduate-level practicum course volunteered to participate in a 10-minute conversation and counseling session. Anxiety was assessed by self-report skin conductance and heart-rate measures. Results indicated that there were no significant treatment, period, or interaction effects for heart-rate data; however, there was a significant period effect for conductance data. There were no significant differences for participants' self-report evaluations of the two situations. Baseline autonomic data were highly related to autonomic data during the anticipation and stimulus periods, and preexperimental self-report data were moderately related to postexperimental self-report data. Conclusions were that counselors experience comparable anxiety during counseling and conversing, that expectation accounts for most of the counselors' anxiety, and that baseline physiological and self-report data may prove useful in identifying counselors who would experience anxiety during an interview. 相似文献
2.
A pretest-posttest control group design was used to test the value of employing four psychotherapeutic interaction scales for self-evaluation. The counselor-offered conditions of empathy, non-possessive warmth, genuineness, and intensity of interpersonal contact were self-evaluated by 44 counselors following their counseling interviews. These evaluations were compared with supervisors' evaluations of the tape recorded sessions. Findings showed that (a) the gain in offered therapeutic conditions was significant on all scales for the experimental group but on only two scales for the control group; (b) the amount of gain for the experimental group was significantly higher than that of the control group on only one scale (Empathy); (c) counselor/supervisor evaluations showed highly significant concurrent validity; and (d) basic counselor personality orientations such as self-concept strength and defensiveness generally showed no correlation with accuracy of self-evaluation on the scales. 相似文献
3.
《Journal of College Student Psychotherapy》2013,27(3):5-28
Although it is commonly believed that college counseling positively affects student retention and further, that there are convincing data and evidence to support such a belief, an extensive literature search found no objective evidence at all on the relationship of a counseling center's conventional one-to-one counseling and therapy activities with short-term student retention. Two program evaluations which attempt to relate one-to-one individual counseling and psychotherapy to student retention rates at an urban regional state university are discussed. Changes in attendance rates, such as dropping out or retuning between quarters are the criteria used to evaluate program effects for both studies. The first study searched for discernible statistically significant effects. Three-quarters of comparisons of upperclassmen found conceivable retention advantages of students receiving counseling center services over a base-rate group. Yet the freshmen results suggest that counseling may be associates with student attrition, not retention. The second study investigated the relationship between retention and possibly relevant presenting problems and demographic variables of students undergoing individual counseling. No attendance differences among counseled students were found due to age, gender, or presenting problem. Following a discussion of the results, suggentions for future research are presented. A longitudinal, quasi-experimental controlled study of the impact counseling on student retention is clearly needed. 相似文献
4.
This case study examines the dynamics and challenges associated with counseling a client experiencing borderline personality disorder in the small college institutional context. The work of counseling centers at small private institutions has been relatively unexplored in the extant college counseling literature. To help fill this gap, the current case study explores a counselor's work with a student at a private, Catholic women's college. 相似文献
5.
Michael W. Bahr 《Psychology in the schools》1996,33(4):295-307
This study examined perceptions of reform in the role and function of school psychologists advocated by Reschly (1988). A national sample of 137 psychologists endorsed integrated features of traditional practice and reform on assessment activities and classification issues, but they more strongly favored reform positions on activities associated with consultation/intervention and professional/training issues. The use of and preference for curriculum-based assessment strongly characterized psychologists more favorably disposed toward reform. Reform-minded psychologists included administrators and trainers as well as practitioners who receive relatively few new referrals per year. However, psychologists who conducted few evaluations appeared to do more counseling than consultation or classroom intervention. Discussion focuses on understanding psychologists' conceptualization of their current role and on identifying the characteristics and activities of the more reform-minded. © 1996 John Wiley & Sons, Inc. 相似文献
6.
Counseling instructors using evaluations made by their students has shown to be a fruitful approach to enhancing teaching
quality. However, prior experimental studies are questionable in terms of external validity. Therefore, we conducted a non-experimental
intervention study in which all of the courses offered by a specific department at a German university were evaluated twice
with a standardized student evaluation questionnaire (HILVE-II; overall 44 instructors, 140 courses, and 2,546 student evaluations).
Additionally, twelve full time instructors received counseling after the first measurement point. Long-term effects over a
period of 2 years and transfer effects to other courses were analyzed using multi-level analyses with three levels. Possible
influences by bias and unfairness variables were controlled for. Our results indicate a moderate to large effect of counseling
on teaching quality. In conclusion, if students’ evaluations are accompanied by counseling based on the evaluation results,
they present a useful method to assure and increase teaching quality in higher education. 相似文献
7.
Neophyte counselors trained in the use of their own imagery to practice counseling interviews were compared with a similar group not receiving the training. The mental practice was hypothesized to have experiential value for neophyte counselors resulting in positive effects upon selected behaviors commonly found with counseling experience. Results indicated that the ability to discriminate differing levels of empathic responses, the ability to evaluate accurately one's own performance, and the amount of preinterview confidence were significantly higher for the mental practice group. However, the communication of empathy and the subjective evaluations of the counselors during the interview did not prove significantly higher. This article discusses the potential value of mental practice as a supplementary experiential training technique and some considerations for its use and further study. 相似文献
8.
9.
Two groups of 12 trainees were exposed to either monitor-modeling or immediate-feedback supervision in their practicum. Ten-minute individual counseling sessions with coached clients were taped before and after the practicum. Three independent judges rated the tapes, using Carkhuff's scales for gross ratings of facultative interpersonal functioning (Carkhuff 1969). Results indicated that (a) the judges' mean ratings from pretest to posttest increased significantly for the monitor-modeling group but not for the immediate-feedback group; (b) although the results approached significance (p < .09), there were no significant differences on the posttest; and (c) the amount of growth from pretest to posttest was significantly greater for the monitor-modeling group. The data supports the relative effectiveness of monitor-modeling supervision. Additional, more extensive evaluations are suggested to more fully assess the relative value of such team approaches to supervision. 相似文献
10.
The authors explored the relationship between counseling trainees' emotional intelligence (EI), empathy, stress, distress, and demographics. Results indicated that higher levels of EI were associated with lower stress and distress, higher affective and cognitive empathy, and age. These findings suggest curricular integration of EI and potential utility of EI measures to evaluate students' progress throughout the program. 相似文献
11.
This study attempted to demonstrate the effects of group counseling with prospective counselors. Two hypotheses were tested: (a) Group counseling is associated with changes in self-reports of counselors in training; and (b) Group counseling increases self-recognition abilities of counselors in training. To test hypothesis one, study and control group scores on the Edwards Personal Preference Schedule and the Motivation Analysis Test were compared using analysis of covariance. Hypothesis two was tested by applying selected criteria to the subjects' choices of personality sketches that were “most like me.” The first but not the second hypothesis was confirmed. Discussion relates the findings to previous research and notes the minimal nature of the differences between the study and control groups. 相似文献
12.
This article describes the use of a narrative technique, StoryTech, in a career counseling class. Student evaluations, comments, and recommendations for the use of StoryTech in a career counseling class are included. 相似文献
13.
The authors present a review of literature examining dating violence among college students. They describe 6 key issues related to dating violence among college students that affect college counselors' work. These key issues relate to the incidence and prevalence of physical, sexual, and psychological violence in college students' dating relationships, risk factors and relationship dynamics associated with dating violence, and counseling issues—including related psychological symptoms and college students' reporting of dating violence to professionals. 相似文献
14.
Examining the Process and Outcome of Career Counseling for Different Types of Career Counseling Clients 总被引：2，自引：0，他引：2
Using cluster analysis, we identified two types of career counseling clients: (a) Clients with moderate levels of career-related distress, discomfort, and uncertainty and (b) clients with high levels of career concerns, personal distress, and stigma about career counseling. The more distressed group expressed lower evaluations of a career counseling session and perceived their counselors as providing fewer action-oriented counseling skills than the less distressed group. No differences emerged in terms of client's perceptions of the therapeutic relationship. The practical implications and limitations of these results are discussed. 相似文献
15.
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
16.
Elizabeth Kjellstrand Hartwig James P. Van Overschelde 《Counselor Education & Supervision》2016,55(4):294-309
The authors investigated predictor variables for the Counselor Preparation Comprehensive Examination (CPCE) to examine whether academic variables, demographic variables, and test version were associated with graduate counseling students' CPCE scores. Multiple regression analyses revealed all 3 variables were statistically significant predictors of CPCE total scores and subtest scores. 相似文献
17.
Michael T. Kalkbrenner Anna L. Lopez Jessica R. Gibbs 《Journal of College Counseling》2020,23(2):98-112
The aim of this study was to initially validate the REDFLAGS model, 8 cautionary warning signs of mental distress in college students. A test of internal consistency reliability and factor analysis supported the model's reliability and construct validity. Hierarchical logistic regression models endorsed the model's predictive validity; students’ recognition of the REDFLAGS model was significantly associated with increases in the odds of a peer‐to‐peer referral to the counseling center. Implications for college counselors are discussed. 相似文献
18.
JOHN J. ZARSKI DONALD L. BUBENZER DONALD A. WALTER 《Counselor Education & Supervision》1980,20(1):15-21
This study addresses the importance of client satisfaction as an index of counseling effectiveness and also examines the relationship between trainee personality characteristics and supervisor ratings of trainee performance. Results indicated that a significant inverse relationship existed between trainee levels of self-acceptance and client's ratings of counseling satisfaction. Supervisor's ratings of the trainee's performance and progress in supervision were also inversely related to trainee levels of self-acceptance. Agreement was found between supervisor's ratings of trainee performance and client satisfaction with counseling. Implications of these results are discussed in terms of counselor training programs and future research designs. 相似文献
19.
This study examines the influence of aspects of naturally occurring instructor self-disclosure (intent, amount, positiveness, depth, and honesty) on students’ evaluations of their current instructor. Female college students (N?=?333) completed measures of their evaluation of their instructor and perceptions of the instructor's self-disclosure in the classroom. The findings partially replicate those from a study of hypothetical instructor self-disclosure (Sorensen, Communication Education, 38, 259–276, 1989) in that instructor self-disclosure that was perceived to be more honest, positive, and intentional was associated with more positive evaluations of the instructor. The disclosure-liking hypothesis which predicts that greater amounts of instructor self-disclosure would be positively associated with evaluations was not supported. These results may serve as a guideline for instructors’ classroom communication about themselves. 相似文献
20.
Kenneth A. Feldman 《Research in higher education》1983,18(1):3-124
A review of relevant research shows that many studies have found the academic rank, age, and extent of instructional experience of college teachers to be unrelated to their students' global evaluation of them. Yet many other studies have found these indicators of the teacher's seniority and instructional experience to be related to the overall evaluation of teachers, and with a consistent pattern. In this latter group of studies, the teacher's academic rank is positively associated with the overall evaluation of the teacher, whereas both the teacher's age and extent of instructional experience are inversely associated with overall evaluation. Although these associations are generally weak in strength, they are robust enough to hold under a variety of controls (including the size of course enrollment and the gender of the teacher). Also, at least for extent of instructional experience, the number and strength of the associations may be underestimated by considering the relationship in question as linear when in fact it may be curvilinear. Just as the teachers' age and extent of instructional experience in general have been either not related or inversely related to the global evaluation of teachers, so they have been for more specific evaluations of teachers. When academic rank has been found to be related to specific evaluations, the relationships tend to be positive for only certain specific rating dimensions while being inverse for others. This being so, it is puzzling that the associations that have been found between academic rank and global evaluations have generally been positive only. A possible explanation for this is offered and supportive evidence marshaled. Finally, several reasons why associations between any of the indicators of seniority or instructional experience and either specific or overall evaluations may be inverse, positive, or curvilinear in the first place are advanced. These hinge on such factors as the teacher's motivation and career circumstances, the pedagogical training and abilities of different cohorts of teachers, as well as the criteria and practices of colleges in their recruitment of teachers, the extent of an age (or generation) gap between students and teachers, and students' expectations and perceptions of teachers and pedagogical characteristics attributed to them. Those reasons having the greater support empirically as well as those that seem the most plausible are noted. 相似文献