Working alliance as a mediator and moderator between expectations for counseling success and counseling outcome among Korean clients

The study examined client’s perceptions of working alliance as a mediator and moderator between client expectations of counseling success and counseling outcome. Participants were 284 adult clients in counseling in university or community counseling centers or private practices in South Korea. Level of functioning at the start of counseling was used to control for counseling outcome. Results of structural equation modeling analyses indicated that working alliance fully mediated the relationship between client expectations of counseling success and counseling outcome. In addition, moderation of counseling expectations by working alliance on counseling outcome was supported. Implications for research and practice are discussed.     

Collaborative Counseling: A Conceptual Framework and Approach for Counselors of Adults in Life Transitions

The emerging field of adult counseling generally refers to the applications of adult development and life transitions literature in counseling. To date, numerous definitions that apply a particular theoretical perspective to clients within an established counseling approach have characterized practice. In contrast, collaborative counseling is a term that defines an inclusive theoretical framework and distinct counseling approach. The phenomenology of counselors is defined in terms of three perspectives: (a) developmental—for conceptualizing adult experience and counseling; (b) collaborative—for characterizing counselor-client roles, interactions, and processes; and (c) idiographic—for conceptualizing applicability of theory and interventions to individuals. From these perspectives a specialized practice is derived that emphasizes transitional status assessment, adult processes, counseling outcomes in meaning and behavior, as well as multiple contexts and modalities for delivery of service. The implications for curriculum and training provide the basis for defining a specialization in adult counseling.     

Appropriating Assessment: Possibilities for an Alliance Perspective through Teaching Social Foundations in Unusual Places

In this article, I explore teaching with a social foundations perspective in the unusual place of an Introduction to Assessment course for second-year, undergraduate, teacher candidates. By bringing the work of three candidates together with the four concerns of the proposed third edition of the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies—P-12 students; professional educators; democratic educational practices; and research, policy, and advocacy—I argue for the possibility of alliance among educators through engagement of the interpretive, normative, and critical perspectives. Alliance did not emerge in the work of the three candidates—instead the Standards, as embodied in my teaching, furthered the dominance of the modern myths of progress and individualism. I propose however, that the addition of an alliance perspective to the three existing social foundations perspectives upon which the Standards rely might better allow for work within and across the concerns delineated in the Standards.     

Discussion of Racial Difference in Counseling: A Counselor's Perspective

Fifty-three counselors at a university counseling center and a university practicum clinic were surveyed using the Working Alliance Inventory–Short Form to examine the effect of acknowledging and discussing racial differences between counselor and client on the working alliance formed during the counseling sessions. Based on the counselor's perspective, a significant relationship between counselor-client discussion of racial difference and the working alliance was found.     

Counseling Outcome as a Function of Counselor Nationality for American Expatriate Clients

This study tested the proposition that national similarity between counselor and client results in improved counseling outcome. Using a repeated-measures, quasi-experimental design, eight female counselors (four Turkish, four American) saw 16 volunteer, expatriate female American clients for single, individual counseling sessions. Results indicated no differences on (a) clients’ and counselors’ ratings of working alliance and of progress on goals, or (b) clients’ ratings of utilization intent as a function of counselor nationality. Irrespective of nationality, clients’ ratings of working alliance were higher than their counselors. These results echo a trend suggesting that clients’ preferences for cultural/ethnic similarity dissipate as the research methodology approximates actual counseling sessions. Additionally, local mental health service providers may be a viable resource for expatriate Americans.     

Clients' Expectations About Counseling and Perceptions of the Working Alliance

Abstract

We examined the relations between clients' expectations about counseling and their ratings of working alliance dimensions. Thirty-seven clients seeking individual counseling at university-based counseling facilities completed the Expectations About Counseling-Brief form (EAC-B) prior to their first counseling session and the Working Alliance Inventory (WAI) after their third session. Results of multiple regression analyses revealed that clients' expectations for personal commitment were positively related to their WAI ratings for agreement on tasks and agreement on goals. Expectations for counselor expertise were inversely related to client WAI ratings for agreement on tasks. No significant relations were found for expectations for facilitative conditions or for WAI bond ratings. Implications for counseling and recommendations for future research are discussed.     

Teaching a Course in Counseling Theories and Practice: Description and Evaluation

This article describes and evaluates an innovative way to teach a counseling theories and practices course to beginning counseling students. Cognitive and affective learning processes, continuous and systematic feedback, small group dynamics, and a cross-sectional approach to teaching theoretical concepts and techniques are described. This approach was implemented by using the following instructional format: didactic, demonstration, task simulation, and self-exploration. Evaluation included self—peer, student-staff, and staff-student evaluations and used measures obtained from six instrumented indices. Results suggest that this approach might be a useful alternative to teaching the traditional didactic course in theories and practices of counseling.     

The Influence of Supervisor Multicultural Competence on the Supervisory Working Alliance,Supervisee Counseling Self‐Efficacy,and Supervisee Satisfaction With Supervision: A Mediation Model

We developed and tested a mediation model depicting relationships among supervisor multicultural competence, the supervisory working alliance, supervisee counseling self‐efficacy, and supervisee satisfaction with supervision. Results of structural equation modeling showed that supervisor multicultural competence was related to the supervisory working alliance and that alliance, in turn, was related to supervisee satisfaction with supervision.     

The Relationship of Client Stages of Change to Working Alliance and Outcome in Short‐Term Counseling

This study evaluated the relationship of J. O. Prochaska's (1984; J. O. Prochaska & C. C. DiClemente, 1992) transtheoretical model of change with the process and outcome of short‐term counseling in college help seekers. Participants completed measures of readiness to change, psychological symptoms, and working alliance. Clients in the precontemplation stage evaluated the working alliance less favorably and experienced less improvement regarding symptoms than clients in other stages. Counselor working alliance did not differ as a function of clients' stage of change.     

Trait Emotional Intelligence and Perceived Supervisory Working Alliance of Counseling Trainees and Their Supervisors in Agency Settings

The present study investigated the relationships between supervisee and supervisor trait emotional intelligence (EI) levels and their perception of the supervisory working alliance. Data were collected from 64 supervisor-supervisee dyads among masters-level community counseling internship students and their site supervisors. Findings indicated that supervisees and supervisors with higher levels of trait EI tended to perceive the supervisory working alliance more positively. However, findings did not support the presence of an interaction effect between supervisee and supervisor trait EI on either supervisees’ or supervisors’ perceptions of the working alliance. Implications of the findings and directions for future research are discussed.     

Brief Therapy at a University Counseling Center: Working Alliance,Readiness to Change,and Symptom Severity

The authors investigated whether students receiving short–term individual counseling at a university counseling center showed progress as evidenced by perceived client and counselor outcomes and the roles that client readiness to change and working alliance played in this setting. The results indicated that the counselor reports, not the client reports, reflected statistically significant change in client symptoms. Changes in symptom severity were not associated with working alliance and readiness to change.     

Editorial Introduction: Guns on Campus

ABSTRACT

Most college counseling centers do not utilize telehealth despite evidence of positive outcomes. The aim of this study was to examine the telehealth experience of students in a college counseling center. Participants were health professional students who utilized at least one telehealth visit between November 2015 and April 2017 (N = 67). Methods: In June 2017, the authors administered a telehealth survey that assessed access, experience, effectiveness, and impact on therapeutic alliance. Of 67 students, 36 (53.7%) responded. The majority reported telehealth was convenient (34, 94.4%), time-saving (34, 94.4%), and helped them to feel better (30, 83.3%). Over half used telehealth because of distance (20, 55.5%). Eighty-one percent reported telehealth as being as good, nearly as good, or no different than meeting in person. Conclusion: Telehealth is a viable option for college counseling centers and is experienced as convenient, time-saving, and effective with little negative impact on therapeutic alliance.     

Racial Group Membership and Multicultural Training: Examining the Experiences of Counseling and Counseling Psychology Students

This study documents various process elements of multicultural training from the perspective of counseling and counseling psychology students within the United States (US). Using a mixed-methods approach, findings indicate that racial group membership is an important variable that differentially impacts White students and students of Color while undertaking a multicultural counseling course. Results of a principal components analysis revealed four components associated with racial group membership, including negative racial experiences and salience of racial diversity. Findings from a grounded theory analysis identified five overarching themes including intense emotional experiences, representing one’s racial group, and issues of safety impacting course experience. Implications for training and future research are offered.     

Spiritual Issues in Counseling: A New Course

A new course designed to explore spiritual issues that occur in counseling is described. Topics such as understanding spirituality, assessing client spiritual needs, and Identifying spiritual issues in counseling are discussed within a multicultural framework.     

Postgraduate Secular Education in Counseling for Clergymen: Proposals for Coordination

The time has come for closer coordination between secular postgraduate education in counseling and counselor training of clergymen under religious auspices. Secular and religious educational objectives for competent counselors are similar—both desire to train individuals who can meet the needs of other people. Any uniqueness that may belong to the clergyman as a counselor lies within the context of competent counseling, not outside of it. If people's needs for counseling are to be more fully met there must be a new effort toward coordination. If such coordination can be effected, both education and religion will be enriched. Action can begin at the local level in practical ways.     

Training Level, Acculturation, Role Ambiguity, and Multicultural Discussions in Training and Supervising International Counseling Students in the United States

This research partially replicated Nilsson and Anderson’s Professional Psychology: Research and Practice (2004) study on training and supervising international students. It investigated the relationships among international counseling students’ training level, acculturation, supervisory working alliance (SWA), counseling self-efficacy (COSE), role ambiguity (RA) and multicultural discussion (MD) in supervision. In the present study (N = 71), two acculturation variables and RA predicted SWA. SWA and MD did not predict COSE, while language use in acculturation did. Training level differences were only associated with COSE. Findings indicate that supervisors should attend to role ambiguity and multicultural issues when supervising international students, including acculturation issues and their impact on students’ performance. Results are discussed against Nilsson and Anderson’s original study and the implications for supervision of international counseling students.     

Using Personal Growth Groups in Multicultural Counseling Courses to Foster Students' Ethnic Identity Development

This study was designed to examine the relationship between personal growth group (PGG) experiences in multicultural counseling courses and counseling students' ethnic identity development. Differences in ethnic identity development were compared between counseling students who participated in a PGG experience as part of a multicultural counseling course and those who did not. Group session impacts were also examined. Results indicated that counseling students who participated in PGGs as part of a multicultural counseling course experienced significantly greater ethnic identity development than did counseling students not participating in such groups. Recommendations for further research are provided.     

Girls' and Women's Issues in Counseling: A Theory‐Based Course Design

In this article, the development of a master's‐level course regarding girls' and women's issues in counseling is described. First, the pedagogical foundation for the course design is highlighted. Second, the learning goals for the course are outlined: (a) knowledge of counseling issues pertinent to girls and women in contemporary society, (b) development of effective interventions based on gender‐informed counseling approaches, and (c) awareness of counselors' advocacy role in improving the situation of girls and women. Corresponding teaching methods and class activities are also provided.     

Incorporating Short Term Dynamic Psychotherapy Principles into Career Counseling: A Theoretical and Practical Approach

There is wide agreement among career counselors that there should not be a dichotomy between personal and career themes in career counseling. This article offers a Developmental Career Counseling (DCC) model that incorporates Short-Term Dynamic Psychotherapy (STDP) principles, specifically, James Mann's (1973) model, into a career counseling process. Common principles of STDP and their relation to principles of DCC are discussed: developmental life-span approach, limited time, importance of working alliance, rapid and early assessment, central focus, active and directive counselor participation, therapeutic flexibility, dealing with termination and specific criteria for client suitability to work in STDP and DCC. The model is illustrated through a DCC case of 8 sessions that focused on issues of self-esteem. The implementation of insights, techniques, and processes, borrowed from STDP and incorporated into career counseling, are demonstrated and implications for the practice of DCC are discussed.     

Personality: A Predictor of Theoretical Orientation of Students Enrolled in a Counseling Theories Course

Selecting a single psychotherapeutic orientation can be a challenge for counselor education students. The authors examined the relationship between counseling theory selection and personality variables of students enrolled in a counseling theories course. A discriminant function analysis was used to identify the personality traits that would determine theoretical orientation choice. No statistically significant results were found. Results indicated that students showed no personality‐based preference of theory. Additionally, no significant differences were found on selected subscales of the Myers—Briggs Type Indicator (I. B. Myers, M. H. McCaulley, N. L. Quenk, & A. L. Hammer, 1998) and the Self‐Directed Search (J. L. Holland, B. A. Fritzsche, & A. B. Powell, 1996; J. L. Holland, A. B. Powell, & B. A. Fritzsche, 1994).