Using the Workshop in Consultation Training

Although graduate students should be trained in consulting as well as counseling skills, not all counselor education programs systematically teach such consultation skills. Counselor trainees need to practice and implement those skills in laboratory as well as field settings. Workshops have been used successfully to teach oral delivery consultation skills in a counselor training program. In this article, the workshop is offered as a training tool in consultation skills. The use and purposes of workshops are presented, and procedures are demonstrated regarding the use of workshops within counselor education courses. Benefits to counselor trainees are discussed.     

An Integrative Competency-Based Counselor Education Model

In the proposed integrative competence-based counselor education model, the four major areas of counselor training are defined as theory education, skills training, experiential activity, and practicum experience. For each area we suggest specific objectives, possible courses, appropriate methodologies, and directions for evaluation. The formulation of behavioral curriculum goals and the construction of performance criteria for each aspect of the program are essential for the effective implementation of the model. The distinctive contribution of the model lies in its provision of (a) a series of conceptual definitions and objectives, (b) a sound framework for integrating traditionally conflicting counselor education approaches and for systematizing the student's educational experience, (c) a built-in means for the transfer of training to professional placements, and (d) stimulation of research in the many problem areas to be found in counselor education.     

Development of a Pre-practicum Counseling Skills Model

This article presents a model and rationale for training specific counseling skills prior to the practicum experience. Recent research on counseling process and counselor behaviors is integrated into a pre-practicum training laboratory with the following objectives: reducing social behavior inappropriate to professional counseling, learning to tolerate and use silence as a tool, learning to listen, learning to identify feelings through verbal and nonverbal communication channels, developing a repertoire of counselor responses and counseling strategies, and developing a professional self-image. Acquisition of these skills and attitudes in a pre-practicum permits a consultation-professional model for practicum that focuses upon the accumulation of experience rather than skills.     

A Model for Teaching Counselor Trainees How to Make Challenging Responses

This report presents a systematic model for training student counselors to make advanced influencing skills such as confrontation. The authors have developed a videotape training package that integrates cognitive structures and counselor performance through rehearsal and immediate feedback so that counselors-in-training can move comfortably into a more active helping relationship with clients.     

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.     

高校辅导员胜任力特征研究——以北京高校为例

在以往有关高校辅导员胜任力研究成果的基础上,依据其工作特点,结合行为事件访谈法和问卷调查法,采用因子分析方法,构建了知识技能维度、社会角色和自我认知维度、个性与态度维度、动机维度之上的的高校辅导员胜任力洋葱模型,以期为高校辅导员的选拔、配置、培养和绩效提升提供科学的依据。     

A Structural Model for Identifying Counselor Skills

An analysis of the counseling process and the various clients a counselor might serve has yielded a structural model for identifying the knowledge and skills required of the counselor. The model specifies skill domain, targets of skill, and attained skill level. Developmental in nature, the model is seen as a first step toward providing a base for more systematic assessment, training, and evaluation in counselor education.     

The Skilled Counselor Training Model: Skills Acquisition,Self‐Assessment,and Cognitive Complexity

The authors evaluated the effectiveness of the Skilled Counselor Training Model (SCTM; M. H. Smaby, C. D. Maddux, E. Torres‐Rivera, & R. Zimmick, 1999) in teaching counseling skills and in fostering counselor cognitive complexity. Counselor trainees who completed the SCTM had better counseling skills and higher levels of cognitive complexity than did counselor trainees who did not receive the training. Before training, both experimental and control group participants overestimated their skills performance. The control group persisted in this overestimation after training, whereas students who completed the SCTM had a much more accurate self‐assessment. Results suggest that skills‐based training may improve counseling skills and cognitive complexity in counselor trainees.     

Training Counselors to Interpret Psychoeducational Evaluations: A Course Model

Evidence from the literature and from reported practice indicates that school counselors are increasingly expected to be competent in the interpretation of individually administered psychoeducational tests and reports. Systematic training in these competencies, however, is often not included as an integral part of counselor education programs. This article describes one counselor education program's response to the need for training in these interdisciplinary skills. The course model presented has been positively received by students and counseling internship supervisors.     

Effects of Discrimination Training on Counselor Trainee Response Choice

The purpose of this study was to assess whether counselor trainees who received training in identifying and producing 10 response types as well as training that emphasized when to use the response types would be more effective in using responding skills than trainees who received only training in identifying and producing response types. Thirty-two master's level counselor trainees from a large midwestern university participated in a three-session training workshop and responded to three dependent measures developed to assess effectiveness in using response types along three dimensions: (a) identification, (b) performance, and (c) evaluation. Statistical analysis indicated significant differences between treatment groups. Treatment seemed to decrease the extent to which counselor trainees questioned the client and expressed their own opinions and values during counseling interviews and increase the extent to which trainees used action-oriented statements aimed at encouraging the client to work on problem solving. Trainees in the treatment group showed a tendency to try out complex response types and to use these more frequently and appropriately. Treatment differences were maintained over time.     

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.     

Contracting in Consultation: Training Guidelines and Examples

Proposals for expansion of the role of the counselor to that of behavioral scientist, deliverer of indirect service, and consultant are cited as precedents for this discussion. The need for training materials related to specific consulting skills is suggested. Contracting, a specific skill component of consultation, is operationally defined. Guidelines for conceptualizing contracts along with case examples are offered as a basis for training modules for counselor education courses in consultation.     

A Model of Comparative Studies in Counselor Education

This article presents the model of a comparative studies course offered for ten years as part of the counselor education curriculum at the University of South Florida. The course exposes students to experiential learning processes that help them acquire a wider professional perspective, intercultural sensitivity, and skills in the field of comparative analysis. The principle objective of the course is to make students self-directive in adjusting to the needs of persons from other cultures whom they will encounter in their professional careers. Other tangible outcomes of the learning experience include values clarification and increased therapeutic effectiveness.     

“菜单”模式第二课堂思想政治教育的功效

本文介绍了基于高等教育大众化的背景、人的全面和谐发展和高校人才培养方案所构建的一种集思想政治教育、学术文化活动、素质拓展训练、专业技能竞赛和创新创业实践等内容于一体的"菜单式"第二课堂教育模式,深入研究了菜单模式的第二课堂对于进一步转变高校的人才培养理念、完善人才培养方案和明确服务方向的重要实践意义。     

Skills‐Based Training and Counseling Self‐Efficacy

The authors studied the effectiveness of the skilled counselor training model (SCTM). Counseling students who completed the SCTM demonstrated greater gains in skills acquisition and counseling self‐efficacy than counseling students who did not receive the training. At pretest, the counseling students in both groups, doing self‐appraisals, rated their performance of counseling skills significantly higher than trained raters assessed the students' performance of counseling skills. At posttest, members of the control group continued to overestimate their skills levels when compared with the ratings given by the trained raters, whereas, in comparison, students who received SCTM training underestimated their performance.     

Disability and Counselor Education

Mainstreaming legislation is an impetus for social change in relation to treatment of individuals with disabilities. This change requires that counselor educators include content areas related to aspects of disability to prepare counselors to serve clients with disabilities. The author makes recommendations for curricular change for experiential and didactic training to increase a counselor trainee's sensitivity, skills, and knowledge regarding disability. Also, counselor educators are urged to team trainees from school and rehabilitation counseling training programs so that these professionals can work cooperatively for the benefit of the client with a disability.     

Investigating the Effects of Computerized Approaches to Counselor Training

This article begins with a discussion of issues related to evaluating the acceptance and effectiveness of computerized approaches to counselor training. In view of the paucity of research on the use of computers in counselor training, the discussion focuses on the relationship between what is known about computer-assisted counseling systems and comparable uses envisioned in counselor training. After discussing the need to evaluate the extent to which both students and educators accept the use of computers in training, the article examines computerized approaches in light of what Loganbill, Hardy, and Delworth (1982) indicate are three fundamental tasks of counselor training; to help students (a) to obtain pertinent knowledge and factual information, (b) to increase their self-awareness, and (c) to develop skills. The article concludes with a discussion of several research opportunities that are made possible by computer applications to counselor training.     

An Analysis of Peer Feedback Exchanged in Group Supervision

The authors examined the peer feedback exchanged in 2 supervision groups of counselors‐in‐training (CITs). CITs generated 169 statements grouped into 10 clusters representing 5 regions of peer feedback: counselor focus and engagement, insight‐oriented skills, exploratory skills, therapeutic alliance, and intervention activities. Both positive and corrective peer feedback was exchanged on topics ranging from counselor performance skills to case conceptualization.     

Contributions and Limitations in the Use of Computers in Counselor Training

This article examines the role of computer technology in counselor preparation. Three aspects of counselor training—acquisition of facts and theory, development of specific skills, and personal and professional development—are discussed in terms of the potential contributions and limitations of computers in training efforts.