Counselor Trainees' Dependence on Clients: Issues and Implications

Counselor dependency on clients has received little attention compared with the topic of clients' dependency on counselors. This article suggests that many counselors, particularly beginning counselor trainees, may rely on their clients to meet some of their professional and personal needs. Several potential sources of trainee dependence are identified. Methods for recognizing manifestations of counselor dependence are discussed, as are strategies to help trainees become aware of, and minimize their dependency needs. Implications for research are also noted.     

Counselor Trainees' Experiences Counseling Disability: A Phenomenological Study

Transcendental phenomenology was used in this study to examine the lived experiences of counseling interns (N = 10) receiving multicultural training to assist clients with disabilities. Five essential themes were identified. Drawing on their findings, the authors recommend programmatic and curricular changes, including the infusion of personal narratives and service learning, to the multicultural training of counselors.     

Conflict in Multicultural Classes: Approaches to Resolving Difficult Dialogues

Survey data are presented from instructors (N = 114) regarding how they would hypothetically use conflict management interventions within multicultural courses. Findings indicate that participants had more difficulty dealing with conflict directed at the instructor than with cognitive conflict, which involved students’ ideas or beliefs. In addition, higher preferences were associated with the use of relationship‐building interventions across all types of conflict.     

Counselor Educators and Qualitative Research: Affirming a Research Identity

The lack of enthusiastic research activity among counseling professionals has been a subject of professional concern for the last 2 decades. Many graduates of counselor education programs are not connected to academic research and do not establish a research identity. Qualitative research methods have the potential for creating this connection for some students. To increase understanding of the nature and potential usefulness of this paradigm for increasing counselors' connection to academic research, the authors conducted a phenomenological study to investigate the experiences of counselor education doctoral students as they encountered qualitative research. Students' positive responses were summarized as they reflected 4 themes: worldview congruence, theory and skills congruence, research identity and professional viability, and holistic nature of perceptions and experiences.     

Then and Now: Examining Quality Dimensions of Counselor Preparation Programs

This study examines methods that have been used to assess the quality dimensions of educational programs. The purpose of assessing these methods is to provide improved procedures for evaluation to increase the accountability of counselor preparation programs. This will help guide counseling into the status of a mature profession.     

Black Faculty Facilitating Difficult Dialogues in the College Classroom: A Cross-Disciplinary Response to Racism and Racial Violence

The Urban Review - This article examines how three Black tenure-track faculty from different academic disciplines prioritized and facilitated discussions on racism and racial violence with graduate...     

"学长制":辅导员助理制度的探索

"学长制"为一种贴近学生的"同伴式"教育管理方式,它可以实现由教师单向灌输向教师与学生、学生与学生多向交流转变;由单纯的辅导员说教向辅导员与学生、学长与学弟、学妹结合起来共同实现行为引导的转变.     

From School Counselor to Counselor Educator: A Phenomenological Study

Through a phenomenological study, the experiences of 8 early‐career school counselor educators who entered academia directly from positions as P–12 school counselors were examined. Results revealed that the participants experienced numerous challenges and supports related to their transition. Recommendations for counselor educators, doctoral students, and new faculty are provided.     

高校辅导员队伍专业化建设的困境与实现路径

高校辅导员是加强学校的日常管理以及高校生提高政治素养的核心力量。如何在高校内部建成一个更为专业化以及职业化的辅导员队伍,是当前摆在我们面前亟需解决的一个重要问题。鉴于此,我们不仅要充分提高对高校辅导员工作地位的重视,更重要的是清醒认识到我国高校辅导员建设工作中存在的不足,并且结合我国教育体系发展的现状和规划情况,制定相应的策略,提高其专业化和职业化程度,为高校人才的成长保驾护航。     

Prepracticum Service‐Learning: Examining the Relationship With Counselor Self‐Efficacy and Anxiety

Prepracticum service‐learning is an integral part of the curriculum for counselor education students at a large southwestern university. Service‐learning is accomplished by placing novice students in school or community agency settings to acquire early, practical, field‐based experience. Activities are more structured and supervised than in an internship or practicum. Analysis indicated that prepracticum service‐learning had a positive significant relationship with counselor self‐efficacy and a significant negative relationship with student anxiety. However, substantial counseling course work and experience with counseling‐related work both had a stronger influence than did prepracticum service‐learning, indicating that the latter is more appropriate for novice students.     

Perceptions Regarding the Professional Identity of Counselor Education Doctoral Graduates in Private Practice: A Qualitative Study

Ten doctoral graduates of counselor education programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) who were engaged in full-time private practice were interviewed for this qualitative study to determine how they viewed professional identity.     

Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers

This paper examines the evolution of the professional identities of student teachers (STs) in a paired-placement teaching practicum in Vietnam. The study draws on activity theory, its notion of contradiction, and Vygotsky's concepts of ZPD and perezhivanie, to identify the factors driving the intricate learning process. Opportunities for learning were initially manifested in conflicts within the teacher pair, for example negotiation of their multiple identities, as friends, students and teachers in training. However, within the framework of planned and supervised collaboration, the STs resolved most of their conflicts constructively and experienced qualitative development in their teaching identities.     

The Extern Program: An Approach to Counselor Renewal

Counselor education programs must respond to the need for inservice education for practicing, school counselors. The Extern Program described here is designed to provide inservice education through didactic, experiential learning activities implemented on a one weekend per month schedule for nine months. The weekend training involves new developments in the field of counseling, problem solving with a focus on concerns brought to the sessions by the counselors, and new developments in the behavioral sciences outside education. Each weekend is divided into eight phases as follows: (1) didactic input with the topic related to the field of counseling; (2) synthesis and discussion of didactic input with small-group interaction; (3) participant problem solving with small-group interaction; (4) group problem solving with large-group discussion and synthesis; (5) didactic input with the topic relevant to counselor education; (6) synthesis and discussion of didactic input with small group interaction; (7) didactic input with the topic being behavioral science developments outside education; and (8) synthesis and discussion of didactic input with small-group interaction. An evaluation plan is also discussed.