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.     

Basic Counselor Skills Training and Counselor Cognitive Complexity

This study examined the relationship between basic counselor skills training and cognitive complexity levels in counseling trainees. Data from graduate counseling trainees enrolled in basic skills training courses and a control group were collected (N = 72). Cognitive complexity levels were measured using the traditional 2‐person form of the Role Category Questionnaire (B. R. Burleson & M. S. Waltman) in a pre‐ and posttest design. Participants exposed to the basic skills training course showed a significantly higher cognitive complexity level than the control group when posttest means were compared.     

Applying Self‐Efficacy Theory to Counselor Training and Supervision: A Comparison of Two Approaches

Counseling self‐efficacy, an individual's perception of his or her competence to conduct counseling, is an important component of understanding how counselor trainees subjectively construct their counseling and training experiences and subsequently develop into competent counseling professionals. The author describes 2 approaches to using self‐efficacy theory to develop and implement counselor training and supervision interventions: the self‐efficacy enhancement approach and the self‐efficacy in context approach. Suggestions for tailoring counseling self‐efficacy assessment to the accompanying approach are included.     

Counselor Recall of Specific Details: Implications for Counseling and Counselor Training

This study examined two verbal process variables in counseling: (a) accuracy of counselor recall statements, and (b) relevance of counselor recall statements.     

The Rural School Counselor: Relationships Among Rural Sociology,Counselor Role,and Counselor Training

Recommendations for the training of rural school counselors are derived from characteristics of the rural American population and the resultant role of the school counselor.     

Older Peer Counselor Training

This article relates an older peer counselor training program which was developed for paraprofessional volunteers, 55 and over, to assist elderly widowed people in their adjustment process. The training had three goals: to develop group cohesiveness, to broaden trainees' understanding of widowhood adjustment, and to develop one-to-one interpersonal skills. Training outcomes, including the findings of pre- and posttest assessment of attitudes, indicate that the training program was effective in eliciting widowhood and counseling attitude change, and in providing the trainees with the opportunity for personal growth. The results replicate other studies, demonstrating that procedures employed to train young counselors can be used to train elderly paraprofessionals.     

Counselor Training Via Computer

Findings from a decade of research on using computers in counseling have suggested that the computer may be considered not only as an informational support system and an adjunct to counseling, but also that it may have applications in counselor training. This article (a) outlines the capacities and characteristics currently available in computer technology as they relate to the tasks and methods of counselor education and (b) reviews available computer system models and limitations in terms of implications for use in training efforts.     

The Impact of Client Suicide in Counselor Training: Implications for Counselor Education and Supervision

The impact of client suicide on student counselors has potentially severe and long-term consequences. This article presents recommendations for addressing the needs of students and discusses implications for counselor education.     

Three Counselor Training Models: A Comparative Study

This study investigated the effects of three prepracticum counselor training approaches on counselor performance: T group, behavioral skills, and discussion control. Pre- and postmeasures consisting of 30-minute video-recorded counseling interviews were administered to all subjects. Counselor performance was evaluated by client completion of the Counseling Evaluation Inventory (CEI) and by three trained judges' ratings of four five-minute interview segments using the Counseling Strategies Checklist (CSC). Data from each instrument were subjected to a 3 × 2 factorial analysis of variance. A significant group × time interaction occurred for the CEI. Significant time effects occurred on four of the seven dependent variables of the CSC. The results of the study have implications for both the length and type of training approach used in effective counselor education practices.     

Cognitive Methods in Counselor Training

With the renewed interest in the role of cognition in counselor training, numerous studies examining this phenomenon have emerged. This article reviews existing literature relevant to cognitive issues in training. The effects of various cognitive attributes such as conceptual level and cognitive style are discussed. Similarly, the impact of various cognitive training strategies on trainee performance are examined, such as modification of trainee cognitions to enhance skill generalization and cognitive restructuring techniques to alter maladaptive cognitions of trainees. In addition, methodological issues that have served to limit research activity are addressed. Brief recommendations are offered for future research and training efforts.     

Counselor Clinical Training With Client-Actors

This article explores how beginning graduate counseling students can gain valuable in vivo counseling experience by working with actors who are trained to serve as clients.     

Competency Counselor Training for Paraprofessionals

The increasing use of paraprofessionals in the counseling profession acknowledges the many contributions such individuals provide in direct client service and in assistance to professional counselors. To educate competent paraprofessional counselors, however, their training programs must be adapted to their particular needs and circumstances. This article describes a current program that was designed specifically to prepare paraprofessional counselors.     

Systematic Group Counselor Training: A Mastery Model

We had previously identified specific cognitive and experiential group counselor training objectives; this study represents a systematic attempt to plan, develop, and evaluate a training model using those objectives. The mastery learning model was identified as best suited for carrying out the training. At the beginning of the training (carried out as two concurrent graduate courses in group counseling), the students were presented with the objectives, a time plan, and evaluation criteria. The training model consisted of 15 graduate students, 11 at the doctoral and 4 at the master's level. Evaluations of course content and course objectives by experimental and comparison groups of trainees indicated the overall success of this exploratory study.     

Strategies for Implementing Marriage and Family Counselor Training in Counselor Education Programs

Three models for implementing marriage and family counseling training are presented: community counseling, interdisciplinary, and Council for Accreditation of Counseling and Related Educational Programs (CACREP). Related conceptual and pragmatic issues are identified and discussed.     

Trends in Community Counselor Training

This article reports the major results of a survey of counselor education programs regarding the development of training for community/agency counselors. The data are reported under the headings of Program Demographics, Faculty, Curriculum, and Employability of Graduates. It is concluded that community/agency training programs need considerable attention and development. Also, it is recommended that ACES establish liaisons with other groups that train community/agency counselors.