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1.
This study reexamined the Counselor Evaluation Rating Scale (CERS) using confirmatory factor analysis. Results revealed a different factor structure when the instrument was self-administered. 相似文献
2.
LAWRENCE K. JONES 《Counselor Education & Supervision》1974,14(2):112-116
Should the Counselor Evaluation Rating Scale (CERS) be used as a criterion measure of counselor effectiveness in studies attempting to identify correlates of counselor effectiveness? The validity of recent recommendations regarding the use of certain factors of the 16 Personality Factor Questionnaire (16PF) to select persons for counselor training programs, where the CERS was the criterion measure, is challenged. Relationships between the three scales of the CERS and levels of empathy, respect, and empathy offered in a counseling relationship were investigated; only one of the hypothesized relationships was found (p < .05). 相似文献
3.
This study was conducted in order to add to the empirical data available on the Counselor Evaluation Rating Scale (CERS). Ratings on 404 students from approximately 35 different supervisors were factor-analyzed using an oblique solution with rotation to simple loadings. Six primary factors were found: general counseling performance (I), professional attitude (II), counseling behavior (III), counseling knowledge (IV), supervision attitude (V), and supervision behavior (VI). A subsequent analysis yielded two second-order factors; the first was composed of primary factors I, III, IV and the second of primary factors II, V, VI, which closely approximated the original counseling and supervision scales of the CERS. It was concluded that the CERS has generally achieved the purposes intended by its authors. Suggestions for minor changes in item-scale designations are provided. 相似文献
4.
Edil Torres‐Rivera Michael P. Wilbur Cleborne D. Maddux Marlowe H. Smaby Loan T. Phan Janice Roberts‐Wilbur 《Counselor Education & Supervision》2002,41(4):268-278
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
5.
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
6.
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
7.
GAYLE T. ROBERTS PATRICIA H. MURRELL RUSSELL E. THOMAS CHARLES S. CLAXTON 《Counselor Education & Supervision》1982,22(1):8-14
This article identifies four areas of ethical concern in counselor education. Counselor educators in the Southern Association for Counselor Education and Supervision (SACES) region were surveyed regarding their attitudes and practices concerning these four areas. Survey results with conclusions and recommendations are given. Vignette 1: J. Jones, a single counselor education professor, is told by K. Adams, a single female graduate student in one of his classes, that she finds him very attractive. She then invites him to her home for dinner. Vignette 2: J. Smith, a student and advisee of counselor educator M. Thompson, is taking a group dynamics course from her this semester. He believes that participation in the course has triggered his desire to work on some issues in his personal life. He approaches Dr. Thompson to be his counselor. Vignette 3: Counselor educator F. Rogers suggests an idea for a research study to graduate student P. Collins. Ms. Collins carries out the study and submits a paper describing it in order to meet a requirement in Dr. Rogers's class. Dr. Rogers later decides that with some revision this paper could be publishable. He spends many hours revising the paper so that it is suitable for publication. When he submits it, he lists himself as first author. Vignette 4: Counselor educator A. Johnson is serving on C. Young's dissertation committee. Ms. Young, who is a training director at a major business in the community, offers Dr. Johnson a lucrative consulting contract with her company. 相似文献
8.
The authors compared practicum supervisors and counseling students in training in terms of dominant cognitive style and related cognitive style of counselors in training to supervision process and outcome measures. A sample of 18 supervisors and 46 students completed the Myers-Briggs Type Indicator. After at least six supervision sessions, supervisors rated the counseling students on the Counselor Evaluation Rating Scale and the students rated the quality of the supervision relationship using the Barrett-Lennard Relationship Inventory. Supervisors had a stronger Thinking orientation and less variability on the Sensing-Intuiting orientation than did counselors in training. In contrast to previous research, a strong relationship between the cognitive style of counselors in training and supervision process and outcome measures was not detected in this study. 相似文献
9.
PATRICIA Y. LEONARD 《Counselor Education & Supervision》1984,24(1):96-106
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
10.
Trevor J. Buser 《Counselor Education & Supervision》2008,48(2):86-100
The literature on counselor training has included attention to cognitive and interpersonal skill development and has reported on empirical findings regarding the relationship of training with client outcomes. This article reviews the literature on each of these topics and discusses empirical and theoretical underpinnings of recently developed approaches to counselor training: the Skilled Group Counselor Training Model (M. H. Smaby, C. D. Maddux, E. Torres‐Rivera, & R. Zimmick, 1999) and the Skilled Counselor Training Model (S. Urbani et al., 2002). Critique of this literature includes suggestions for further research on the effectiveness of counselor training. 相似文献
11.
Counselor cognitive complexity is an important factor in counseling efficacy. The Counselor Cognitions Questionnaire (L. E. Welfare, 2006) and the Washington University Sentence Completion Test (J. Loevinger & R. Wessler, 1970) were used to explore the nature of general and domain‐specific cognitive complexity. Counseling experience, supervisory experience, counselor education experience, and highest counseling degree completed were identified as significant predictors of counselor cognitive complexity. Implications for counselor education are discussed. 相似文献
12.
RANDOLPH B. PIPES JOSEPH A. BUCKHALT H. DONALD MERRILL 《Counselor Education & Supervision》1983,22(4):282-286
Counselor educators have called for more and more training in a variety of areas. Taken individually, most of these areas are important and legitimate training domains. The implicit assumption, however, seems to be that academic programs represent an ever-expanding economy of time and resources. 相似文献
13.
ALAN H. DAVIS VICTOR SAVICKI ERIC J. COOLEY JAMES L. FIRTH 《Counselor Education & Supervision》1989,28(3):234-241
The authors assessed counselor expectations of supervision and counselor burnout. A sample consisting of 120 members of the Oregon Personnel and Guidance Association completed the Maslach Burnout Inventory (MBI) and the Counselor Supervision Inventory (CSI). 相似文献
14.
贺文阁 《辽宁科技学院学报》2007,9(2):67-68
随着市场经济的建立,以学生为本,满足学生个人需要已成为大学辅导员工作一种新的价值取向.从这种价值取向出发,必须重新认识大学辅导员的工作范畴和素质要求. 相似文献
15.
16.
Catherine Y. Chang Hugh C. Crethar Guest Editors 《Counselor Education & Supervision》2010,50(2):82-87
In this introduction to the special issue of the Counselor Education and Supervision journal, the guest editors provide a brief history of the social justice movement within the Association for Counselor Education and Supervision and discuss the importance of addressing social justice issues in counselor education and supervision. The authors challenge all counselors to make social justice an integral part of their work. 相似文献
17.
Counselor education suffers from a lack of emphasis on evaluation of counselor training programs. In response to this problem, a systems analysis-based approach to evaluation is presented and discussed. The approach, which involves performance testing and system monitoring, has sufficient flexibility to be used in programs with divergent theoretical orientations. 相似文献
18.
Jonathan P. Rust Jonathan D. Raskin Melanie S. Hill 《Counselor Education & Supervision》2013,52(1):30-42
Counselor education programs have a responsibility to ensure that individuals are competently trained, demonstrate understanding of ethical guidelines, and are free of observable psychological issues that may affect their ability to provide adequate counseling services. Counselor trainees who do not reach or maintain these professional standards may exhibit problems of professional competence (PPC). This position paper provides a review of the issues related to PPC among counselor trainees. It offers guidelines to counselor education programs for developing PPC policies and procedures. Future directions for research and training practice are discussed. 相似文献
19.
Andrea Bjornestad Veronica Johnson Jo Hittner Kristine Paulson 《Counselor Education & Supervision》2014,53(4):242-253
Counselor educators maintain a responsibility for providing site supervisors with professional development opportunities (Council for Accreditation of Counseling and Related Educational Programs. 2009 ). The goal of this study was to evaluate a model for providing preparation to site supervisors. Significant differences were observed from pretest to posttest on the Supervisory Self‐Efficacy Scale (Johnson & Stewart, 2008 ). 相似文献
20.
《学习科学杂志》2013,22(4):347-386
Goal-Based Scenarios (GBSs) provide a framework for the design of instruction—a framework in which the student plays a role within a simulation, acquiring knowledge and skills in the process of pursuing a meaningful goal within the simulation context. Sickle Cell Counselor, a computer program designed to teach museum visitors about sickle cell disease by placing them in the role of a genetic counselor, is the first step in our development of GBSs. While using Sickle Cell Counselor, a museum visitor advises couples about the difficult decision of whether or not to have children when there is a substantial genetic risk of the disease. To carry out this task, the visitor can perform simulated laboratory tests and ask questions of several experts via interactive video. In this article, we describe Sickle Cell Counselor in terms of the GBS framework, present a detailed example of interaction with the system, and discuss the results of three evaluation studies. 相似文献