Changing the Nonpsychology Doctorate in Counselor Education: A Proposal

The primary purpose of this article was to propose changes in the title and structure of nonpsychology doctoral training in counselor education. A comprehensive linkage system of training, accreditation, credentialing, and employment is suggested.     

An Approach to Counselor Education

A training approach emphasizing the specifics of selection and intentionally structured practice experiences is described. The program is as applicable to nonprofessional as to professional training programs. It is proposed that nonprofessionals can be better selected and equally trained. Research is reviewed giving specific selection criteria on personality measures and on initial levels of interpersonal skills as measured from tape recordings of trial group counseling interviews. A specific integrated didactic (feedback) and experiential training approach is described.     

Counseling and Counselor Education: A Developmental Approach

The article reviews the need for a developmental conception as the aim of educational intervention. The rationale is presented and compared to the mental health treatment approach. A case is made for the importance of a primary prevention, an ego and moral development focus for the psychological education of pupils and young adults.     

Simulation and Instructional Objectives in Counselor Education

Simulation is a controlled representation of a real situation. An instructional program using simulation to reach instructional objectives is described. The four levels of simulation discussed are reading and listening, modeling, practice experiences and role playing, and supervised experience.     

Using the Multimodal Approach as a Framework for Eclectic Counselor Education

This article shows how counselor educators may use the multimodal approach of Lazarus to provide students with a conceptual framework for integrating and evaluating the various counseling theories and making systematic choices about appropriate interventions for their clients.     

Unique Ethical Dilemmas in Counselor Training

The author proposes that when counselor candidates are allowed to participate as clients in counselor-training laboratories, an indirect dual relationship is established, which may create unique ethical conflicts.     

Microcounseling and Imitation Learning: A Behavioral Approach to Counselor Education

This article describes the counselor educator as a model who can combine positive reinforcement techniques, imitative learning, and microcounseling skills to shape student-counselor development. Pertinent research and theory are reviewed.     

The Systems Approach and Counselor Education: Basic Features and Implications1

Radical changes in contemporary society are altering the lives of individuals in pervasive ways. Counselors are typically oblivious to these revolutionary changes due, in part, to inadequate and outdated professional education. Counseling viewed as a complex of social-psychological processes — as an applied behavioral science — needs the powerful framework provided by a “systems approach.” A system is viewed as a structure which functions as a whole due to the interdependence of its parts. A systems approach in counselor education emphasizes how specific training components can be combined most effectively and efficiently to produce outcomes stated in terms of trainee behaviors (performance). Basic characteristics of a systems approach include: (a) behaviorally stated performance objectives; (b) careful attention to relation of components; (c) information flow and feedback mechanisms; and (d) man-machine combinations. Models such as flow charts and simulation techniques are also typically involved. A systems approach, it is argued, will encourage the asking of more relevant and answerable questions. Although it may be viewed by some as too scientific, mechanistic, or complicated, a systems perspective holds the promise of more effectively preparing counselors for contemporary clients.     

CLIENT 1: A Computer Simulation for Use in Counselor Education and Research

CLIENT 1 is an interactive program that was designed to simulate client behavior in an initial interview and to provide a standardized environment for training and research on counselor problem-solving strategies. Through interaction with the computerized client, counselors attempt to facilitate client movement toward the goal of verbalizing a specific problem statement. Client movement is a function of the appropriateness and accuracy of counselor statements, the threat value associated with both client and counselor statements, the strength of the relationship between the counselor and client, and an index of counselor expertise. The uses of the simulation in counselor education and research are discussed.