A Triadic Method of Supervision in the Training of Counselors and Counseling Supervisors

The article describes a triadic method of supervision that can be adapted to several settings, including the training of students in both counseling and supervision, as well as mutual peer supervision in employment settings. The triadic method reduces the complexities of the supervision process to teachable elements. As students learn to function alternately in the three roles of supervisor, commentator, and facilitator, they refine their skills in the four following basic processes of supervision: (a) the presentation of their counseling work, (b) the art of critical commentary, (c) the engagement in meaningful dialogue, and (d) the deepening of the here-and-now process inherent in supervision.     

Counseling Taiwan Chinese in America: Training Issues for Counselors

This article examines cultural influences on Taiwan Chinese in America who seek counseling. Typical counseling struggles, effective counseling strategies and theoretical approaches, and training implications are addressed.     

Critical Incidents in Counseling: Simulated Video Experiences for Training Counselors

This article explains the rationale, development, and use of a simulation approach to training counselors in which videotaped vignettes of critical incidents that occur in the course of establishing and maintaining a helping relationship are presented to trainees as stimuli. Through the use of this approach, trainees can learn to identify and understand client communications, their own reactions and communications, and the bilateral nature of the counseling relationship.     

Ethical Implications for Supervisors in Counseling of Trainees

In this article, the authors explore the ethical issues for counselors who are in a dual role of counseling and supervising the same individuals. The difficulties of this dual relationship are discussed, and a guide for distinguishing supervision from counseling is offered.     

In-Service Education of Counseling Supervisors

The literature indicates that little attention has been given to the in-service education of counseling supervisors. This article describes such a program carried out by the New York State Employment Service and the University of Rochester. Three small groups (total N = 25) met periodically during one year. The group leader helped the members deal with practical, existing problems. He also related these to the theoretical concepts presented in prior institutes. Initial evaluation indicated very positive reactions by the supervisors. Discussion points out the utlization of this model for various types of counseling supervisors.     

Single Case Research: An Added Tool for Counselors and Supervisors

Single case research is proposed as a valuable means of involving counselors in the research process, providing feedback to the counselor and supervisor and gathering accountability data. Yet relatively little research of this type is conducted. One reason for this paucity of single case research is a lack of familiarity. If one is familiar with single case research, it is usually with case study methodologies and not with the intensive N of 1 designs. The purpose of this article is to familiarize the reader with the two major types of intensive N of 1 designs: experimental and association. Several different examples of each are presented in hopes of stimulating usage.     

Leadership in Guidance: A Survey of School Counseling Supervisors

The authors present the results of a survey of district-level school counseling supervisors in Virginia. The results indicate that few school divisions employ individuals with the title of guidance supervisor. In divisions where such positions exist, they are staffed most often by individuals with guidance training and experience. The supervisors surveyed indicated that they spend a substantial portion of their time providing direct consultative support and assistance to counselors, engage in few research activities, and have few consultative contacts with counselor educators. Recommendations regarding school counselor supervision are offered based on survey data.     

Effects of Group Counseling on Self-Reports and on Self-Recognition Abilities of Counselors in Training

This study attempted to demonstrate the effects of group counseling with prospective counselors. Two hypotheses were tested: (a) Group counseling is associated with changes in self-reports of counselors in training; and (b) Group counseling increases self-recognition abilities of counselors in training. To test hypothesis one, study and control group scores on the Edwards Personal Preference Schedule and the Motivation Analysis Test were compared using analysis of covariance. Hypothesis two was tested by applying selected criteria to the subjects' choices of personality sketches that were “most like me.” The first but not the second hypothesis was confirmed. Discussion relates the findings to previous research and notes the minimal nature of the differences between the study and control groups.     

University Counseling Center Clients' Expressed Preferences for Counselors

ABSTRACT

This archival study explored patterns of client preferences from a randomized sample of 881 clients at a Midwestern university counseling center. Information from client intake forms was collected for a four year time frame. Results showed that 61% of the clients did not express preferences for particular types of counselors when asked on intake forms. Thirty-nine percent of the clients did express a preference for a particular type of counselor. Chi-square analyses found that clients with preferences tended to have prior therapy experience and tended to prefer counselor gender over other traits. Women and people of color tended to be the most likely to express counselor preferences. It is suggested that future research clarify the meaning behind preferences, the lack of preferences, and clients' expectations for counseling.     

心理咨询视阈下的高校辅导员角色

和谐社会的发展需要和谐发展的大学生。在促进大学生人格和谐发展的过程中,辅导员的作用极为重要。从辅导员担当心理咨询者角色的现实意义、可行性和角色塑造的途径三个方面加以探讨,有助于高校辅导员队伍的专业化建设。     

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.     

A Model for Training Group Counselors

A teaching model is presented which was used for increasing the skills and interests of practicing school counselors in group counseling. A significant aspect of the model is its inclusion of learnings designed to explore both affective and cognitive aspects of the group process. Although the model described was used in an in-service workshop for counselors, the format might also be useful in designing a university course in group counseling.     

A Model for Teaching Experiential Counseling Interventions to Novice Counselors

A model and initial research are presented for teaching experiential interventions to novice counselors. Cognitive, affective, and behavioral components of the model are related to transfer of learning with the interventions.