A Competency-Based Program in Counselor Education

This article describes the evaluation of a competency-based, criterion-referenced, master's degree counselor education program. It discusses the program's philosophy, the procedures for establishing the exit competencies, the assessment of student's competencies, and the decisions based on context, input, process, and output evaluations of the program.     

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.     

A Competency-Based Model for Counselor Certification

The state of Washington has recently begun several state-wide competency-based certification programs. These programs are being used to evaluate school counselors at three levels of functioning. Examples of the program used by the Southeastern Washington Counselor Consortium to certify counselors at the beginning level are presented. Required competencies, activities that help the counselor achieve proficiency in these competencies, and individual evaluation procedures are included in the program. The purpose of this competency-based program and an evaluation of counselors, programs, problems, and issues are presented.     

A Systems Approach Model for Counselor Education Program Development and Redefinition

Many counselor education programs are faced with the need for program revision due to the adoption of ACES Standards of Preparation, the demands of certification, licensure, and accreditation, and recent trends in the profession and society in general. This article presents a systems approach model for counselor education program development, evaluation, and redefinition in a practical, step-by-step manner to help meet this need.     

Competency-Based Evaluation for Selecting a Counselor Educator

This article describes an approach to faculty selection in a competency-based human development counseling program, the development of which enabled candidates to demonstrate their actual level of mastery for a wide range of skills associated with professional effectiveness. Candidates invited to participate in this evaluation procedure were advised in advance of the following five areas in which they would be evaluated: counseling and psychotherapy, teaching, supervision, research methodology, and program development. Candidates prepared 30- to 60-minute presentations characteristic of their best efforts for each area of evaluation. Both faculty and students completed professional effectiveness scale ratings for each of the activities engaged in by job candidates. This article reports the successes and setbacks of this model and presents critical recommendations of persons who participated as job candidates and of those who participated in the candidate evaluation sessions.     

An Approach to Counselor Education

A training approach emphasizing the specifics of selection and intentionally structured practice experiences is described. The program is as applicable to nonprofessional as to professional training programs. It is proposed that nonprofessionals can be better selected and equally trained. Research is reviewed giving specific selection criteria on personality measures and on initial levels of interpersonal skills as measured from tape recordings of trial group counseling interviews. A specific integrated didactic (feedback) and experiential training approach is described.     

Counseling and Counselor Education: A Developmental Approach

The article reviews the need for a developmental conception as the aim of educational intervention. The rationale is presented and compared to the mental health treatment approach. A case is made for the importance of a primary prevention, an ego and moral development focus for the psychological education of pupils and young adults.     

Community Development and Education: A Tripod Approach to Improving America

Education plays an important role in community development initiatives. A movement toward an increased linkage between the two arenas has emerged. Two major theories undergird this movement: economic/investment and the ecology of community revitalization. The Clinton administration's Empowerment Zone/Enterprise Community program offers a concrete example of a community development initiative. Preliminary reports on educational components from sites nationwide are highlighted. In addition, a review of the literature reveals several major issues that surround these community development activities, including values conflicts, economic sustainability, school improvement, trust, and administrative issues. Overall, the purpose of this paper is to bring into focus the major theoretical and practical issues that community development efforts confront in attempting to improve the lives of Americans in need.     

Counselor Education Program Development: A Communication-Information Model

The common core concept was presented as the vehicle for developing a more adaptive educational program for the counseling profession. The communication model developed was based on the assumption of common elements of role behavior for counselors across agency settings. The model also depends upon the explication of communication and information needs necessary for adequate functioning of the counselor across as well as within settings as the basis for curriculum content. An organizational structure for implementing the communication model was explicated in a training program setting to facilitate the implementation of the model.     

A Competency-Based Approach to Adult Counseling and Guidance

This article describes the Adult Career Education Counseling Project, a special demonstration project funded by the United States Office of Education, Division of Occupational and Adult Education. The major goal of the project is to develop a competency-based individualized instructional training system for guidance personnel wanting to work in adult education settings. The article explains the rationale, development, and process used in identification of conceptual areas that were developed into modules currently being pilot tested prior to final revision. Once the total training system has been developed, adult education and counseling and guidance programs may use these materials to design a counseling and guidance program unique to local program or institutional goals and objectives.     

Microcounseling and Imitation Learning: A Behavioral Approach to Counselor Education

This article describes the counselor educator as a model who can combine positive reinforcement techniques, imitative learning, and microcounseling skills to shape student-counselor development. Pertinent research and theory are reviewed.     

加强新时期高等学校教师队伍建设工作

我国高等教育事业的飞速发展,高校师资队伍建设工作有了长足的进步,已经形成一支政治上可靠、业务素质优良、学科较为齐全、结构日臻合理的教师队伍.教师队伍建设工作为高等教育持续健康发展提供了有力的支持和保障.加强新时期高等学校教师队伍建设工作使高等教育更好地适应、促进和服务于经济文化和社会发展.     

Using the Multimodal Approach as a Framework for Eclectic Counselor Education

This article shows how counselor educators may use the multimodal approach of Lazarus to provide students with a conceptual framework for integrating and evaluating the various counseling theories and making systematic choices about appropriate interventions for their clients.     

Implications of Counselor Conceptualizations for Counselor Education

Conceptualizations of novice and experienced counselors are examined to determine how they view client problems and change in counseling.     

A Counselor Education Program for Intern Physicians

In recent years it has been estimated that from 30 percent to 50 percent of the medical complaints brought to the family or general practice physician are functional in nature and may be psychosocial in origin (Harmon, Masuda & Holmes 1970). While chemotherapy may be appropriate for the patient with acute situational anxiety and psychiatric consultation may be appropriate for the severely neurotic or psychotic patient, the family practice physician has few remedies for the patient with chronic aches and pains, housewife syndrome, middle-age depression, businessman's fatigue, and a host of other quasimedical complaints.     

A Multimodal Approach to Counselor Supervision

This article represents an initial effort to apply Lazarus's multimodal approach to a model of counselor supervision. The supervision model emphasizes the importance of considering the trainee's total counseling experience. As a means of accessing the trainee's total experience, the supervisory process includes continuously monitoring the trainee's Behavior, Affect, Sensations, Images, Cognitions, Interpersonal functioning, and when appropriate, Biological functioning (Diet and Drugs). The multimodal model of supervision is presented as supervisee-specific; and the multimodal supervisor is seen as flexible, adaptable, and technically eclectic. Key multimodal supervision procedures, such as establishing a trainee modality profile and tracking the modality firing order, are presented and discussed via a case example.