Sexual Intimacy in Counselor Education and Supervision: A National Survey

The incidence and effect of sexual intimacy in graduate education reported by randomly selected female Association for Counselor Education and Supervision members are analyzed. Discussion includes implications for counselor educators and supervisors.     

School Counselor Field Supervision: A Model

Little attention is devoted, in literature, to posttraining supervision. Collective bargaining procedures have produced a need for systematic approaches to the field supervision of practicing school counselors. A supervision model based on a ten-month counseling contract is described.     

A Model for On-Site Supervision of the School Counselor

This article proposes a series of linkages which can be created between counselor educators and local schools by on-site supervision. Methods and issues relating to such a possibility are discussed.     

School Counselor Supervisors' Perceptions of the Discrimination Model of Supervision

The authors examined 38 school counselor supervisors' perceptions of the Discrimination Model (DM; Bernard, 1979, 1997) of supervision, replicating and extending Ellis and Dell's (1986) investigation of the DM with mental health counselor supervisors. Participants judged the dissimilarity of each unique combination of roles and foci of the DM. The authors conducted a confirmatory multidimensional scaling analysis to compare the implicit dimensions and constructs that school counselor and mental health counselor supervisors used to make decisions. Results suggested partial similarities in the conceptual maps of school counselor and mental health counselor supervisors. Implications and suggestions for future research are discussed.     

School Counselor Consultation Preparation: A National Study

The authors examined trends in school counselor consultation preparation using data collected from 238 program websites, 73 program survey responses, and 57 syllabi. The results indicated an emphasis on consultation content related to theories, stakeholders, and topics, rather than experiential practice. The findings suggest a need to incorporate and assess more application-specific consultation activities and assignments.     

Extending Counselor Supervision

This article proposes that supervision of the counselor trainee be extended into the trainee's first employment setting following completion of his master's degree program. This extension would be of benefit to the producer (counselor training program), the product (counselor trainee) and the consumer (local school or agency). The proposed model is suggested as also being relevant to the training of counselor supervisors.     

Social Justice: A National Imperative for Counselor Education and Supervision

In this introduction to the special issue of the Counselor Education and Supervision journal, the guest editors provide a brief history of the social justice movement within the Association for Counselor Education and Supervision and discuss the importance of addressing social justice issues in counselor education and supervision. The authors challenge all counselors to make social justice an integral part of their work.     

A National Survey of Assessment Instruments Taught by Counselor Educators

This study reports results of a questionnaire of 210 counselor educators regarding assessment instruments covered in their assessment courses. Instruments are ranked on how extensively they are covered, and comparisons of coverage are made by assessment category (e.g., educational, clinical) and by instructor and program characteristic (e.g., Council for Accreditation of Counseling and Related Educational Programs [CACREP] vs. non‐CACREP). Suggestions regarding which assessment techniques to cover in a basic counselor education testing and assessment course are made.     

The Deans' Views of Counselor Education: Report of a National Survey

The results of a national survey of college (school) deans of education are presented. The purpose of the survey, which was conducted in the spring of 1983, was to assess the views of these individuals towards the counselor education program in their institutions.     

A National Survey of School Counselor Preparation Programs: Screening Methods,Faculty Experiences,Curricular Content,and Fieldwork Requirements

This article describes the results of a national survey regarding the preparation of entry‐level school counseling students. The questionnaire asked counselor educators about credit hours, screening methods, previous faculty experiences in a school setting, course content, and fieldwork requirements. Survey results revealed similarities and differences among school counselor preparation programs.     

A National Survey of the Program and Enrollment Characteristics of Counselor Education Programs

ACES sponsored a national survey of state supervisors of guidance and counselor education institutions and of nontraditional institutions offering graduate degrees in guidance and counseling in order to secure information regarding (a) the licensure of guidance counselors, (b) the use of a competency-based approach to the certification of counselors, (c) the manpower needs for persons in guidance and personnel work, and (d) the program characteristics of counselor education institutions. Only a relatively small number of states anticipate becoming involved in the licensure of conselors in the foreseeable future; 53.6 percent of the states expect their certification of counselors to be competency-based within 2 to 5 years, and 76.1 percent of counselor education institutions have decided to make their programs competency-based but progress is slow. There is an oversupply of BA-level guidance persons, school counselors, and doctoral-level persons seeking faculty positions; there is a strong preference for ethnic minorities and women to fill counselor education positions; and abnormally high faculty/graduate ratios were reported for many institutions.     

The Role of Religion and Spirituality in Counselor Education: A National Survey

A national survey of counselor education programs indicated that a minority of programs include religious and spiritual issues. Survey respondents, however, who are predominantly program heads, generally consider these issues important in counseling.     

Supervision Regulations in Counselor Licensure Legislation

Legislation regarding supervisor criteria and the conduct of supervision for counselor licensure applicants in 34 states is summarized and compared with ACES and AACD standards.     

An Attributional Approach to Counselor Supervision

The supervision process is examined from an attributional perspective. Counselor supervision is conceptualized as an interactional process in which trainees learn to describe and manage cause-effect relationships. Attribution theory from the social psychological literature is reviewed, and common biases and errors in the attribution process are discussed in terms of their relationship to supervision. Finally, several interventions are proposed to help supervisors minimize the influence of these attributional biases on their own and their trainees' perceptions and behaviors.     

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.