A Comprehensive Model for Multidimensional Competencies in the Training of Secondary School Counselors

Counselor education programs throughout the country have employed competency-based objectives as part of their training programs. The utilization of behavioral objectives in defining specific counselor skills has produced numerous systems and models for the training of counselors. This article presents a multidimensional model for counselor education that uses a behavioral approach in conjunction with the more globally accepted services and functions of the secondary school counselor. The multidimensional model places the competencies in three distinct domains: (a) 10 identifiable services provided by the secondary counselor; (b) the three functions performed by the counselor; and (c) the three types of program training components commonly used in counselor education programs. The three dimensions of the model are presented in a Guilford-like cube for simplicity.     

School Counselors Encounter The World of Work: A Three-Phase Model

The authors describe a three-phase model derived from a workshop experience and designed to enhance school counselors' familiarity with the world of work.     

A Model for Training Group Counselors

A teaching model is presented which was used for increasing the skills and interests of practicing school counselors in group counseling. A significant aspect of the model is its inclusion of learnings designed to explore both affective and cognitive aspects of the group process. Although the model described was used in an in-service workshop for counselors, the format might also be useful in designing a university course in group counseling.     

Continuing Education for School Counselors

Recently, changes have occurred in American society and in the focus of education. Women's liberation, career education, and single-parent families are three important examples. Each example presents the counselor with expectations and problems that were not present in earlier times. Counselors who received their training 20, 10, 5, and even 3 years ago are probably not meeting present challenges as effectively as they might. Counselors need to learn new skills to meet changing conditions or run the risk of becoming ineffective or irrelevant. One model for the continuing education of counselors was described by Pulvino and Perrone (1973). This article reports on seven years of experience with that model at the University of Wisconsin in Madison.     

Mandatory Teaching Experience for School Counselors: An Impediment to Uniform Certification Standards for School Counselors

A review of the research on the effects of teaching experience on success as a school counselor led to a conclusion that it is an unfair and unwise certification criterion.     

Consultation Training Program for School Counselors

In order to increase counselors' effectiveness in cooperative and systemic approaches to problem solving, a large school district offered an in-service consultation program. Two successive training designs were piloted and evaluated. Evaluation of the first training model led to a shortened, revised model that was more efficient and as highly rated by counselor trainees as the earlier, lengthier model. This training program was associated with significant increases in counselor collaboration with faculty and staff. Several recommendations are proposed for further improvements in the training design.     

Preparation of Secondary School Counselors: A National Survey

The results of a national survey regarding the preparation of secondary school counselors is presented. Included is information on core curriculum, elective courses, and practicum requirements.     

A Model for Teaching Experiential Counseling Interventions to Novice Counselors

A model and initial research are presented for teaching experiential interventions to novice counselors. Cognitive, affective, and behavioral components of the model are related to transfer of learning with the interventions.     

Implications For Curriculum Development for Rehabilitation and School Counselors

The need for rehabilitation and school counselors to develop more productive relationships is discussed. It is suggested that such relationships might be facilitated by the two disciplines sharing mutual courses in graduate school. It is further suggested that the following subject material be considered in developing these mutual courses: (a) educational-occupational information, (b) personality theory, (c) history of counseling, (d) counseling as a generic base, and (e) practicum training. Other benefits of such a curriculum are discussed.     

Teaching School Counselors and School Psychologists to Work Collaboratively

Counselor education programs have the responsibility to prepare school counseling graduates adequately for effective partnerships, consultation, and collaboration with other school professionals. Current practices as well as theory should inform preparation. This study was conducted to determine current collaborative efforts of practicing school counselors and school psychologists in 1 southeastern state. Implications for educators and 1 training model that distinctly accentuates collaboration are presented.     

Role Stress Among Practicing School Counselors

Practicing school counselors (N = 512) were surveyed, using the Role Questionnaire (J. R. Rizzo, R. J. House, & S. I. Lirtzman, 1970), to determine levels of role conflict, role incongruence, and role ambiguity. Additionally, 8 characteristics of the participants' positions as school counselors were examined to determine what factors might affect role stress. Data were examined for the total group and by school level. Elementary school counselors were found to have lower levels of role conflict and role incongruence than high school counselors. Believing that the job matched their initial perceptions, that they were adequately trained, and that peer supervision was available were predictors of reduced role stress among the group and for various school level subgroups.     

Elementary School Students' and their Parents' Preferences for Counselors

This is the fourth in a series of studies underway at Ohio State University exploring the importance of race, sex, and ethnic origin in the expression of counselor preference. This study emphasizes the importance of these variables for elementary school students and their parents and discusses the implications of these findings for counselor preparation.