Salience of Emotional Intelligence as a Core Characteristic of Being a Counselor

The authors investigated the association between emotional intelligence and counseling self‐efficacy. Participants were 140 counseling students and practicing counselors who completed the Emotional Judgment Inventory and the Counseling Self‐Estimate Inventory. Emotional intelligence differentiated counselors from noncounselors (Mdn d = .6650) but provided mixed results in differentiating counseling students and counselors. Moreover, the emotional intelligence factors Identifying Own Emotions, Expressing Emotions Adaptively, and Using Emotions in Problem Solving successfully predicted counseling self‐efficacy of both counseling students and practicing counselors (R = .537). Emotional intelligence may be another marker for individuals exploring professional counseling as a career and for improving students' counseling self‐efficacy.     

Role Stress Among Practicing School Counselors

Practicing school counselors (N = 512) were surveyed, using the Role Questionnaire (J. R. Rizzo, R. J. House, & S. I. Lirtzman, 1970), to determine levels of role conflict, role incongruence, and role ambiguity. Additionally, 8 characteristics of the participants' positions as school counselors were examined to determine what factors might affect role stress. Data were examined for the total group and by school level. Elementary school counselors were found to have lower levels of role conflict and role incongruence than high school counselors. Believing that the job matched their initial perceptions, that they were adequately trained, and that peer supervision was available were predictors of reduced role stress among the group and for various school level subgroups.     

Spirituality/Religiosity,Life Satisfaction,and Life Meaning as Protective Factors for Nonsuicidal Self‐Injury in College Students

The purpose of this study was to identify factors that may protect or insulate people from engaging in nonsuicidal self‐injury (NSSI). College students (N = 14,385) from 8 universities participated in a web‐based survey. Results of bivariate correlations and multiple regression revealed that spirituality/religiosity, life satisfaction, and life meaning were predictive of NSSI. The authors provide practice suggestions for college counselors and other professionals charged with helping those at risk for NSSI.     

Effects of training on New Zealand school counselors as measured by the Personal Orientation Inventory

The Personal Orientation Inventory was administered before and after training to four groups undergoing postgraduate training in school counseling (n = 11, and n = 12) and high school teaching (n = 9, and n = 9). Both groups of counselors increased their scores during training on the Time Competence and Inner-Directed scales, but the changes were significant with the latter scale only. Testing the counselors one year after the completion of the formal coursework revealed that the significant gains on the Inner-Directed scale persisted. Neither of the groups of teachers increased their scores on either of the scales following training. It is argued that the critical difference between the training of the teachers and the counselors was the latter's extensive involvement in a training group, and it is tentatively postulated that this experience was a cause of the gains in scores over time.     

School Counselors’ Job Satisfaction: a Comparative Study of Preschool and Primary-School Counselors in Turkey

This mixed-methods research compared job satisfaction among counselors working in pre-schools and primary-schools. Its quantitative phase included 223 counselors, 70 of whom also participated in the qualitative phase. A demographic information form, job-satisfaction scale and a semi-structured interview protocol were used to collect data. Quantitative analysis indicated that the primary-school counselors’ job satisfaction was higher than that of the pre-school counselors. There were no statistically significant differences in satisfaction between the two groups based on gender, age, or marital status, or the interaction of any of those three demographic factors with the type of school where they worked. In the qualitative phase, approximately half of the primary-school counselors but just one-third of the pre-school counselors reported their job satisfaction as being high; and around half of the pre-school group and one-third of the primary-school group reported that school type where they worked had a negative impact on their job satisfaction.     

“Where Your Ethnic Kids Go”: How Counselors as First Responders Legitimate Proper Course Placements for Community College Students

ABSTRACT

Previous research on remediation has examined course placement practices, but little is known about first responders and how their beliefs about proper course placements help maintain patterns in course access. This study examined how taken-for-granted racial beliefs were used as legitimate knowledge by community college counselors. Haney López’s (2000) race as commonsense theoretical perspective was used to analyze interview data from 34 counselors in 2 southern California community colleges. Data showed that counselors recreated race categories and racial hierarchy, and they did so by reinforcing beliefs about white students as intelligent and deserving higher placements and Latina/o students as comparatively lower in ability and deserving remediation. The results suggest that counselors begin institutionalizing racial sorting immediately as first-time students begin to enroll. The findings highlight the importance of racial mindfulness in policy, practice, and research.     

Integrating Social Justice Advocacy With National Standards of Practice: Implications for School Counselor Education

Social justice in the education of all K‐12 students begins with school counselors; preparing school counselors as advocates and leaders who can implement these principles in U.S. schools begins with counselor educators. Suggestions for intentional preparation of school counselors to be social justice advocates in schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for School Counseling Programs (2005) and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards are described. Ideas for educating school counselors as effective advocates in the context of specific training experiences throughout counselor training programs are provided.     

河南省高校辅导员职业认同状况调查

调查显示：河南省高校辅导员职业认同度较高,但职业意志水平较低。女性辅导员职业认同度显著高于男性辅导员,专职辅导员的职业认同感显著高于兼职辅导员。高校辅导员职业认同在年龄上存在显著差异,26～35岁的辅导员职业认同水平最低。在工作时间维度上存在统计学意义上的差异,工作时间越长,职业认同水平越低。基于此,高校应分析辅导员职业认同的影响因素,从政策支持、体系建设等方面提高其职业认同水平,促进辅导员队伍建设的专业化。     

The Coached Client as a Research and Training Resource in Counseling

Coached client methodology can be an important resource in the education of student counselors by simulating a counseling experience with a standard client stimulus before actual counseling is begun. The authors carried out the following procedures for establishing and maintaining standard client consistency: (a) development of a general concept of the content of the client's role; (b) incorporation of specific information about the coached client in a cumulative folder to be used by the counselor; (c) development of specific client statements as essential aspects of the client's role; (d) training the coached client to incorporate all essential statements into his role; (e) assessment of client consistency across interviews with different counselors. Research applications of coached client methodology were discussed as well as its use by schools in the hiring of counselors. Editor Abstract     

Communication Conflict Styles,Perception of Ethical Environment,and Job Satisfaction Among College and University Counselors

This quantitative study examined the perceptions of college and university counselors (N = 669) regarding their ethical environment, job satisfaction, and ways of dealing with organizational conflict. Findings indicated that counselors manifested an average, but not positive, perception of their ethical environment. Job satisfaction was highest among counselors employed at small institutions. While variable, communication conflict styles indicated possible power struggles occurring within counseling centers. Implications for campus‐based counseling centers are discussed.     

The School Counselor in Israel: An Agent of Social Justice?

In recent years, leaders in the school counseling profession worldwide have been calling on their colleagues to re-examine their role as “agents of social justice” in schools, with a view to promoting equal educational opportunities for all students. This research examines counselors’ perceptions of the role, role behaviors, personal justice sensitivity, the school’s justice sensitivity and the interrelations among these variables. Two hundred and six Israeli school counselors responded to a questionnaire. Findings show that the majority of counselors perceived their role as promoting social justice, and indeed engaged in activities meant to increase disadvantaged students’ chances of success. The variable of role perception was found to mediate between personal sensitivity to justice (justice sensitivity) and counselors’ actual behaviors. These findings have theoretical and practical implications for the professional socialization of counselors as agents of social justice.     

高职院校专职辅导员职业倦怠研究——以福建水利电力职业技术学院为例

通过对福建水利电力职业技术学院专职辅导员进行职业倦怠问卷测量和分析,深入研究专职辅导员职业倦怠的现状、特点,进行相关因素的归因分析,探索改善高职院校专职辅导员的职业倦怠、减轻职业压力的有效途径和措施。     

Comparison of Modeling Techniques in Counselor Training

Two techniques of videotape recorded modeling for training counselors to ask open-ended questions (OEQ) were examined. It was hypothesized that a pure video model, exhibiting only desired behavior, would result in greater learning than a corrective video model, exhibiting both desired and undesired behavior, given that both models contained cues to indicate whether the behaviors are desired or undesired. Eighteen undergraduate peer counselors were randomly assigned to either (a) pure video model, (b) corrective video model, or (c) no-treatment control. Pre and postmeasures of level of OEQ responses were obtained by simulated interviews with one of four research assistants trained as pseudo-clients. Results indicate: (a) treatment had a significant effect on percentage of OEQ (F (2, 15) = 3.75, p<.05); (b) only the pure model was significantly different from the no-treatment control (Dunnett's t (3, 15) = 2.58, p <.02); and (c) the pure model was not significantly different from the corrective model. The findings support, but do not confirm, the hypothesis of the study that a pure video model would result in greater learning than a corrective video model. The experimenters suggest that negative modeling examples may interfere with learning at this introductory level of training and that these results have implications for the training methods used by many trainers of counselors.     

Generalization of Microcounseling Skills from Training Period to Actual Counseling Setting

This study attempted to measure the generalization of the counseling skills learned via the microcounseling paradigm to the actual counseling setting. Twenty practicum counselors were assigned to two groups: (a) experimental group, training focused on the microcounseling skills of attending behavior, reflection of feeling, and summarization of feeling and (b) control group, no training. Measurements of the microcounseling skills were obtained at four intervals: (1) pretraining, (2) posttraining, (3) counseling session I, and (4) counseling session II. Results indicated that experimental subjects evidenced greater learning and retention of skills in reflection of feeling and summarization of feeling. There were no significant differences between subjects on attending behavior skills. Results are discussed with implications for training counselors via the microcounseling paradigm.     

White Counselors' Conceptualization of Privilege and Oppression: Implications for Counselor Training

The authors in this qualitative study explored how White counselors define and experience privilege and oppression. Specifically, 2 research questions were addressed in semistructured interviews with 8 counselors: How do White counselors conceptualize privilege and oppression as separate but related constructs= and What experiences do White counselors generally describe concerning privilege and oppression? The authors present a research model that represents the factors that contribute to changes in the conceptualization and awareness of privilege and oppression and the way that these changes come about. Implications for counselor training are discussed.     

Protective Factors as Predictors of Suicide Risk Among Graduate Students

The purpose of this study was to examine protective factors as predictors of suicide risk among graduate students (n = 413) at a large midwestern university. Using binary logistic regression, the authors assigned students to risk classifications (i.e., nonrisk group or suicide risk group). Results indicated emotional stability as the strongest predictor for participants’ placement into the nonrisk or suicide risk group. The authors discuss implications for counselors and directors of college counseling centers, as well as directions for future research.     

Client Perceptions of Counselors With and Without a Practicum

The Counseling Evaluation Inventory (CEI) was used to elicit information about the relationship between secondary school counselors with and without a practicum and their clients. The 167 counselors who volunteered for this study represented a 61 percent return. Analysis of variance procedures were used to test the difference between counselors with and without a practicum and to test the influence of age, teaching experience, counseling experience, and sex on these results. The results indicate that counselors with a practicum experience are rated significantly higher on the CEI than counselors without a practicum. When the factors of age, years of counseling experience, years of teaching experience, and sex were partialled out, client ratings of counselors with a practicum continued to be rated significantly higher than client ratings of counselors without a practicum.     

国内心理咨询师培训中存在的问题及对策

针对国内心理咨询师培训中存在准入门槛低,专业背景千差万别;偏重理论提升,忽视人格因素;典型的应试教育,讲授为主等问题,建议通过实施分层培养,满足不同水平学员的发展需求;增加个人成长模块,促进心理咨询师的人格完善;突出体验式教学,生成心理咨询师的实践性知识;强化后续培训,保障心理咨询师的可持续发展等策略提高心理咨询师培训的实效性。     

地方本科院校辅导员工作效能研究——以某地方本科院校辅导员工作学生评价问卷调查为例

大学生作为高校辅导员教育、管理和服务的对象,对辅导员的工作表现有直接的感受,学生评价辅导员是最直接、最有力、最重要和最客观的评价方式。基于组织管理理论,通过开展辅导员工作学生评价问卷调查,分析影响辅导员工作效能的组织和个人因素．结合存在的问题,提出辅导员工作效能提高的有效策略：组织上要严格选聘,加强培训,科学管理,建立激励机制,引入竞争机制;个人要加强学习,提升修养,关注重点,严格教育管理,防范管理失误。