Characteristics of Counselor Educators

Counselor educators of 1964 are described comparatively through use of data obtained from a U.S. Office of Education directory of counselor educators and membership directories of APGA and APA. Highest degree groups were used for most comparisons, but ACES regional and professional membership groups were also used. PhDs outnumbered EdDs appreciably and Masters plus Others fell far behind both. Three ACES regions outranked the two others significantly on proposition of PhDs. APGA membership was higher than APA with EdDs ranking first on the former and PhDs on the latter. Employment, certification, and licensure and professional interest data showed PhDs more psychologically oriented than EdDs. Overall, the group represented education more than psychology and limited commitment to and interest in counseling and counselor education.     

Educating Future Counselor Educators

The literature in Counselor Education and Supervision has had a variety of focuses, ranging from humanistic counselor education (Chenault 1968) to systems technique in training (Canada & Lynch 1975) and from Arbuckle (1974) to Ellis (1974) and back (Arbuckle 1975). However, there has been a scarcity of articles directed toward the education of future counselor educators who will lead the way in innovation, training, and research. I gather that this group has not been intentionally disregarded but that, through various counselor education programs, graduate students are given the opportunity to emerge as counselor educators. This process must vary with each institution. I would like to share one avenue that is being taken to help future counselor educators develop competencies in professional writing and convention program presentations.     

Counselor Educators: Comparing NDEA and Non-NDEA Participants

This study examines the impact of National Defense Education Act (NDEA)-sponsored programs on current counselor educators. Questionnaires were sent to half of all counselor educators listed as teaching three-fourths time or more in a counselor education program. NDEA- and non-NDEA-sponsored respondents are compared in terms of demographic variables, professional productivity leadership measures, and perception of NDEA impact.     

Ethical Concerns for Counselor Educators

This article identifies four areas of ethical concern in counselor education. Counselor educators in the Southern Association for Counselor Education and Supervision (SACES) region were surveyed regarding their attitudes and practices concerning these four areas. Survey results with conclusions and recommendations are given. Vignette 1: J. Jones, a single counselor education professor, is told by K. Adams, a single female graduate student in one of his classes, that she finds him very attractive. She then invites him to her home for dinner. Vignette 2: J. Smith, a student and advisee of counselor educator M. Thompson, is taking a group dynamics course from her this semester. He believes that participation in the course has triggered his desire to work on some issues in his personal life. He approaches Dr. Thompson to be his counselor. Vignette 3: Counselor educator F. Rogers suggests an idea for a research study to graduate student P. Collins. Ms. Collins carries out the study and submits a paper describing it in order to meet a requirement in Dr. Rogers's class. Dr. Rogers later decides that with some revision this paper could be publishable. He spends many hours revising the paper so that it is suitable for publication. When he submits it, he lists himself as first author. Vignette 4: Counselor educator A. Johnson is serving on C. Young's dissertation committee. Ms. Young, who is a training director at a major business in the community, offers Dr. Johnson a lucrative consulting contract with her company.     

Personality and Functional Specialty Preference of Prospective Counselor Educators

This study examined the personality needs of doctoral students in counselor education who preferred functional specialties as administrators or practitioners. The sample consisted of doctoral students in counselor education at 20 southern universities. Achievement, dominance, order, and social recognition needs, as measured by the Personality Research Form (PRF), were found to differentiate between the groups.     

Achieving Cultural Competency: Assessment of US-Based Counselor Educators Instructing Internationally

This article presents the outcomes of a qualitative investigation addressing the global exchange of counselor education. Findings delineate key traits and behaviors applied by counselor educators and counseling psychologists in cross-cultural exchanges. Personal traits noted by educators as essential for international exchanges included flexibility, respect, openness to learning, and passion for the experiences provided by international travel. Factors that increased cultural competency were cited as communication skills, increased comprehension of the context, and understanding of the counseling profession within the culture.     

Attitudes Toward Teaching Prevention and Developmental Issues Among Turkish Counselor Educators

The goal of this study was to determine existing attitudes of Turkish counselor educators regarding the need to emphasize prevention and developmental issues in counselor education programs and to propose ways of incorporating these functions into the counseling area as necessary. Data were collected via questionnaire from 104 counselor educators who have been working at Turkish universities. Of the 50 professors, 23 instructors and 31 research assistants who responded, 36 had prior school counselor experience and 68 had not. The counselor educators reported they had given less attention to prevention and developmental issues in their courses than other issues, but indicated positive attitudes towards teaching preventive and developmental issues.     

Assessing the Impact of Counselor Licensure in Ohio as Perceived by Counselors,Counselor Educators,and Legislators

This study investigates the perceptions of counselors, counselor educators, and legislators regarding the impact of counselor licensure in Ohio.     

Perceptions of Play Therapy in Taiwan: The Voices of School Counselors and Counselor Educators

The current status of play therapy in the elementary schools of Taiwan was investigated in relation to its compatibility with Chinese culture and its potential for wider societal adoption. Seven participants, four counselor educators and three elementary school counselors, in West Taiwan participated in this phenomenological qualitative inquiry. Seven assertions emerged from the interviewing data, implying that the potential for adopting play therapy in Taiwanese school counseling is embedded in the society. However, there are insufficient facilities and a lack of play therapy resources. Further investigation of the infrastructure in school counseling is necessary. Suggestions for practice and research regarding the development of play therapy and child counseling are presented.     

Bridging the Gap Between Counselor Educators and the Administrators of Programs for the Elderly

This article compares the results of a nationwide survey of gerontological counseling experts and a sample of executive directors of Area Agencies on Aging identifying, confirming, and rank ordering the goals and roles of gerontological counselors. The data indicate that a wide gap exists between gerontological counselor educators and administrators of social service programs for the elderly in the priority they ascribe to the goals and roles of counselors of older persons. Social service program administrators, however, indicate that counseling can be readily incorporated into the aging services network as it presently exists.     

奥威尔的反面乌托邦及其对现实政治的关注——浅评奥威尔和他的代表作《1984年》

与美化未来的乌托邦文学相反 ,反面乌托邦文学所描述的未来是把现实社会的黑暗面夸大到最坏程度 ,以讽刺社会现实。奥威尔的《1984年》是反面乌托邦文学的经典之作 ,小说揭露和批判了个人独裁 ,并警告人们提防其危险性。研究它 ,对于我们有着重大的借鉴意义和警醒作用。