Impact of a Counseling Supervision Course on Doctoral Students' Cognitions

Pre- and postassessment measures indicated significant improvements in students' self-appraisals of their ability to supervise, and in the quality and the clarity of their conceptualizations about a videotaped supervision session.     

Teaching a Course on Counseling and Spirituality

This article describes the curriculum for a course on counseling and spirituality. The author details elements of the course, methods to facilitate interaction, and skills to be gained by counselors taking the course.     

Using Motivational Interviewing Techniques to Address Parallel Process in Supervision

Supervision offers a distinct opportunity to experience the interconnection of counselor–client and counselor–supervisor interactions. One product of this network of interactions is parallel process, a phenomenon by which counselors unconsciously identify with their clients and subsequently present to their supervisors in a similar fashion ( Searles, 1955 ). Addressing parallel process has the potential to be valuable in the advancement of counselor development, but few strategies exist in the literature for working with the phenomenon. The authors describe the use of motivational interviewing as one method for effectively addressing parallel process in supervision.     

Computer-Assisted Feedback in Counseling Supervision

This article outlines the capacity of the microcomputer to help provide process feedback to counselors-in-training. Discussion is focused upon low cost equipment, innovative adaptation, and interaction of standard equipment commonly found in counselor training laboratory facilities. Advantages, limitations, and desirable features of each system are briefly discussed. Finally, possible system usage in counselor training is considered in light of the new potentials made economically feasible by advances in microcomputer technology.     

Counseling Made Transparent: Pedagogy for a Counseling Theories Course

The authors describe an innovative practice in classroom pedagogy for teaching counseling theories. In an attempt to make the counseling process “transparent” for students, instructors demonstrated clinical thinking using monologue and dialogue during role plays conducted in class. Support for this approach is offered, and feedback from students in the course is presented.     

Critical Issues in Teaching a Multicultural Counseling Course

A Multicultural Counseling course (MCC) brings unique challenges and rewards to both instructors and students. Given its unique challenges, the process of teaching a MCC is as important as, or even more important than, the content. Drawing from extant literature and the authors’ experiences, this paper discusses such topics as what to teach, how to teach, classroom dynamics, instructors’ issues, and students’ issues to provide a concise, practical, and comprehensive framework for teaching such difficult but essential courses.     

“并行算法”课程的教学与探讨

现在许多高校在算法课程中加入了并行算法的内容,随着高性能计算技术的发展和普及,会有越来越多的学校单设并行算法课程。本文结合作者多年讲授并行算法课程的教学体会,就如何教好与学好这门课程进行了讨论并给出了一些建议和意见。     

Dual Supervision: A Model for Counseling and Supervision

The counseling practicum is generally accepted as an essential part of a counselor-training program. Likewise, the training of future counselor educators necessitates experiences in supervision of counseling-practicum students. The dual supervision model described in this article is an approach that simultaneously meets the training needs of future counselors and counselor educators. The rationale for the dual supervision model, the results of an exploratory study of the counselor trainees' attitudes toward the dual supervision process, and the counseling-practicum supervisors' reactions to the model are described. Both the students enrolled in their second quarter of counseling practicum and the supervisors had very positive reactions to the dual supervision model.     

Counseling Supervision: A Reflective Model

The article presents a new model of counseling supervision that integrates reflective learning theory with the concurrent development of counselors-in-training and the supervision relationship. A pedagogical framework for applying this model is introduced.     

A Developmental Framework for Counseling Supervision

Four models of supervision—counseling/therapeutic, teaching, consulting, and self-supervising—have been identified, but no one model adequately describes the total supervision process. The authors propose a comprehensive developmental framework that incorporates the four supervision models. The framework reflects the changes that occur during supervision and offers the supervisor and the trainee a means of conceptualizing the developmental stages of supervision. Professionalization occurs during supervision as the trainee assumes greater responsibility for the content of supervision and learns how to be a self-supervisor.     

过程管理在高校辅导员工作中的应用

辅导员要扮演好管理者的角色,必须在实际的学生工作中运用相关科学的管理方法.过程管理作为现代组织广泛应用的一种有效管理方式,若能在学生工作中合理运用,既能有助于辅导员从繁琐的事务性工作中解脱出来,又能保证学生工作高效顺利进行.     

Implications of Self-Monitoring Theory for Counseling Supervision

The author reviews literature on self-monitoring and discusses its implications for counseling relationships, as well as issues germane to the supervision of high and low self-monitoring counselors.     

Critical Incidents in Multicultural Counseling Supervision: A Phenomenological Approach to Supervision Research

This article focuses on the potential usefulness of eliciting “critical incidents” that occur in multicultural supervision. Survey results from a pilot study of visible ethnic minority psychology interns are discussed.     

Application of the Triad Training Model in a Multicultural Counseling Course

The authors investigated the effectiveness of the Triad Training Model (P. Pedersen, 1994a, 1994b, 2000a, 2000b) on influencing counselor empathy, intolerance for ambiguity, and multicultural competency by using a quasi‐experimental treatment group comparison design. No significant differences among the triad training group and two comparison groups were found. However, the changes in multicultural competency scores within the treatment group were found to be significant. Implications of the findings are discussed.     

Social Reinforcement Counseling as an Adjunct to a Course in Education

Abstract

The purpose of this study is to determine what effects social reinforcement counseling has on attitudes toward teaching and accuracy of teacher attitude self-estimation held by beginning education students. Teacher attitudes were assessed by the MTAI. Seventy-eight education students at the Ohio State University were randomly divided into three groups that received individual counseling, group counseling, and no counseling for four sessions with social reinforcement as the major technique. The results of the study lend support to conclusions which follow. First, social reinforcement counseling in individual or group setting is more effective for changing attitudes toward teaching, but not effective for increasing students' accuracy of self-estimated teacher attitudes. Second, social reinforcement counseling in groups is as effective as individual counseling for changing MTAI scores of beginning education students.     

Teaching a Course on the Arts and Counseling: Experiential Learning in Counselor Education

The authors offer a rationale, structure, and method for teaching an experientially based class in using the arts as an adjunct to counseling. They describe the benefits to counseling students, review literature documenting the effective uses of the arts in counseling, and recommend textbooks and other resources. Professional and ethical considerations are noted, suggestions for collaborative teaching are offered, and the authors' experience in piloting such a course is documented.     

Who's in Charge? School Counseling Supervision in North Carolina

Survey results of school counseling supervisors in North Carolina are summarized. Responses show that the majority of school counseling programs in the state are supervised by noncounseling personnel, usually supervisors of curriculum, instructional programs, or other educational areas. Supervisors' educational backgrounds, professional memberships, opinions about counselor certification issues, dominant supervisory functions, and staff development activities are described. The survey results give impetus to recommendations for future AACD and ACES directions regarding counseling supervision.     

Using Supervision to Prepare Social Justice Counseling Advocates

Over the past several years, there has been an increased focus on integrating not only multiculturalism in the counseling profession, but also advocacy and social justice. Although the professional literature addresses the importance of cultural competence in supervision, there is a paucity of information about social justice advocacy in relation to the process of counseling supervision. In this article, the authors share a rationale for integrating a social justice advocacy orientation in supervision, discuss the connection between diversity and social justice advocacy counseling competence, address challenges faced by supervisors, and suggest specific strategies for use in supervision to prepare counselors to be social justice counseling advocates.