Characteristics of Counselor Educators

Counselor educators of 1964 are described comparatively through use of data obtained from a U.S. Office of Education directory of counselor educators and membership directories of APGA and APA. Highest degree groups were used for most comparisons, but ACES regional and professional membership groups were also used. PhDs outnumbered EdDs appreciably and Masters plus Others fell far behind both. Three ACES regions outranked the two others significantly on proposition of PhDs. APGA membership was higher than APA with EdDs ranking first on the former and PhDs on the latter. Employment, certification, and licensure and professional interest data showed PhDs more psychologically oriented than EdDs. Overall, the group represented education more than psychology and limited commitment to and interest in counseling and counselor education.     

Educating Future Counselor Educators

The literature in Counselor Education and Supervision has had a variety of focuses, ranging from humanistic counselor education (Chenault 1968) to systems technique in training (Canada & Lynch 1975) and from Arbuckle (1974) to Ellis (1974) and back (Arbuckle 1975). However, there has been a scarcity of articles directed toward the education of future counselor educators who will lead the way in innovation, training, and research. I gather that this group has not been intentionally disregarded but that, through various counselor education programs, graduate students are given the opportunity to emerge as counselor educators. This process must vary with each institution. I would like to share one avenue that is being taken to help future counselor educators develop competencies in professional writing and convention program presentations.     

Concerns of Beginning Counselor Trainees

The concerns of beginning counselor trainees were factor analyzed. The analysis yielded five distinct variables about which trainees expressed concerns: whether clients liked the counselor, counselor adequacy, counselor role, counseling techniques, and client needs. The relative importance of the concern variables, the specific items that trainees rated of greatest concern, and the implications of these findings for counselor educators are presented.     

Orwell: 1984 and Counselor Educators

In 1949, Eric Blair, the English Socialist, wrote his powerful novel, 1984, under the pen name of George Orwell. The novel depicted a world in the year 1984 where the masses would be controlled by technology masterfully manipulated by “Big Brother.” The Ministry of Truth would provide such slogans as “War is Peace,” “Freedom is Slavery,” and “Ignorance is Strength.” The old languages of the world would be replaced by the official language of 1984, Newspeak. This article discusses how close we are, in 1984, to an Orwellian world and what the role of counselor educators is in combating an Orwellian philosophy. How can we use the knowledge, skills, and technologies we possess to assist ourselves and our fellow human beings in reaching higher levels of personal, intellectual, and social development and awareness? What changes are needed in counselor education to prepare counselors for the rest of this century and the first quarter of the 21st century?     

Counselor Educators: Comparing NDEA and Non-NDEA Participants

This study examines the impact of National Defense Education Act (NDEA)-sponsored programs on current counselor educators. Questionnaires were sent to half of all counselor educators listed as teaching three-fourths time or more in a counselor education program. NDEA- and non-NDEA-sponsored respondents are compared in terms of demographic variables, professional productivity leadership measures, and perception of NDEA impact.     

Personality and Functional Specialty Preference of Prospective Counselor Educators

This study examined the personality needs of doctoral students in counselor education who preferred functional specialties as administrators or practitioners. The sample consisted of doctoral students in counselor education at 20 southern universities. Achievement, dominance, order, and social recognition needs, as measured by the Personality Research Form (PRF), were found to differentiate between the groups.     

Unique Ethical Dilemmas in Counselor Training

The author proposes that when counselor candidates are allowed to participate as clients in counselor-training laboratories, an indirect dual relationship is established, which may create unique ethical conflicts.     

Attitudes Toward Teaching Prevention and Developmental Issues Among Turkish Counselor Educators

The goal of this study was to determine existing attitudes of Turkish counselor educators regarding the need to emphasize prevention and developmental issues in counselor education programs and to propose ways of incorporating these functions into the counseling area as necessary. Data were collected via questionnaire from 104 counselor educators who have been working at Turkish universities. Of the 50 professors, 23 instructors and 31 research assistants who responded, 36 had prior school counselor experience and 68 had not. The counselor educators reported they had given less attention to prevention and developmental issues in their courses than other issues, but indicated positive attitudes towards teaching preventive and developmental issues.     

Bridging the Gap Between Counselor Educators and the Administrators of Programs for the Elderly

This article compares the results of a nationwide survey of gerontological counseling experts and a sample of executive directors of Area Agencies on Aging identifying, confirming, and rank ordering the goals and roles of gerontological counselors. The data indicate that a wide gap exists between gerontological counselor educators and administrators of social service programs for the elderly in the priority they ascribe to the goals and roles of counselors of older persons. Social service program administrators, however, indicate that counseling can be readily incorporated into the aging services network as it presently exists.     

Achieving Cultural Competency: Assessment of US-Based Counselor Educators Instructing Internationally

This article presents the outcomes of a qualitative investigation addressing the global exchange of counselor education. Findings delineate key traits and behaviors applied by counselor educators and counseling psychologists in cross-cultural exchanges. Personal traits noted by educators as essential for international exchanges included flexibility, respect, openness to learning, and passion for the experiences provided by international travel. Factors that increased cultural competency were cited as communication skills, increased comprehension of the context, and understanding of the counseling profession within the culture.     

特色学校建设的伦理关怀

教育的伦理规定性决定了特色学校建设应当具有伦理关怀的品性.特色学校建设必须基于对教育内在利益的深刻理解和把握,促进儿童生动活泼且个性化地发展应成为特色学校建设首要的和根本的目的.特色学校建设应平等地关怀每一个儿童,为儿童的兴趣扩展和个性成长提供平等的机会和平台,儿童在特色学校建设中应受到平等关怀和对待.特色学校建设必须尊重儿童的尊严,将儿童作为享有人格尊严的独立主体.特色学校建设应是为儿童着想的,儿童的自由和健康发展是特色学校的目的所在,儿童不是特色学校建设、展示的工具.     

《推销员之死》的伦理关怀

《推销员之死》是阿瑟·米勒的代表作。本文试图从伦理的视角来分析主人公失败的原因。威利是传统伦理文化和资本主义文化的混合体,而这两者之间充满了矛盾性,从而导致了主人公以自杀来无意识地维护和实践传统文化中对儿子成功的观念和维护自己尊严。     

Assessing the Impact of Counselor Licensure in Ohio as Perceived by Counselors,Counselor Educators,and Legislators

This study investigates the perceptions of counselors, counselor educators, and legislators regarding the impact of counselor licensure in Ohio.     

Counselor Training and Ethical Issues With Older Clients

Working with older adults requires specialized preparation in professional ethics. A rationale for including this training in the counseling curriculum and a possible approach to this instruction are presented.