The Birth and Infancy of Counselor Education and Supervision

The basic purpose of this article is to provide a historical chronicle of events associated with the first 4 years of CES. The setting for counselor education and supervision in the turbulent 1961 to 1965 period is described for purposes of providing a background for understanding the content of the journal during its infancy. Numerous publication mechanics associated with the birth and infancy of CES are identified and described. Finally, an attempt is made to categorize the articles published from 1961 to 1965 and to compare the results with the statements of purposes and goals existing during that time period.     

Counselor Education and Supervision: Reader Perceptions

This study reports the perceptions of ACES members concerning CES. Demographic characteristics of respondents, opinions on article types, strengths and weaknesses, and inclusion of brief reports and special Issues are presented. Results indicate that research articles are of adequate quality and the types of articles included in the journal are adequate. These and other results are discussed.     

A Content Analysis of Counselor Education and Supervision: The Formative Years

Counselor Education and Supervision originated in 1961. Changes in content of the ensuing 25 volumes are indicative of the evolution of the profession. The content of the articles, volumes 0 through 25, was analyzed, producing 51 categories and five cross-referenced categories. Data on authors and type of counselor for whom the article was written were gathered. The discussion of results emphasizes the differences between recent and early volumes of the journal.     

Citation Patterns in Recent Issues of Counselor Education and Supervision

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.     

Using the Inverted Pyramid Heuristic in Counselor Education and Supervision

This article describes a method that was used as a supervision and teaching tool to assist student counselors in developing client conceptualization skills.     

Extending Counselor Supervision

This article proposes that supervision of the counselor trainee be extended into the trainee's first employment setting following completion of his master's degree program. This extension would be of benefit to the producer (counselor training program), the product (counselor trainee) and the consumer (local school or agency). The proposed model is suggested as also being relevant to the training of counselor supervisors.     

A Proposed Internship Model for Students in Counselor Education or Supervision

An internship model is presented for graduate students in counselor education or counselor supervision, particularly those at the doctoral level. The author contends that the internship is a relatively neglected but singularly vital component of graduate training. The author's model proposes five behavioral and interrelated dimensions of intern involvement in the field agency: meetings, observations, conferences, consultations and program evaluations. The article also discusses problems associated with internships, including planning and funding responsibilities as well as the need for defining the internship in behaviorally explicit terms.     

The Doctorate in Counselor Education

The doctorate in Counselor Education and Supervision is the terminal degree in the field of counselor education within the U.S. The authors surveyed CACREP-accredited doctoral programs to assess department characteristics, clinical experience and credentials, research experience, and the admission, retention, and evaluation of students. Results indicated that the PhD was a preferable degree to other degree offerings. Programs were found to be diverse in their policies and procedures relating to admissions and retention, time to complete the program, and student expectations. International students and faculty representation was found to be sparse in CACREP-doctoral programs. Implications for future research and practice are offered.