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.     

Occupational Stress Within the Counseling Profession: Implications for Counselor Training

Counselors with higher levels of perceived occupational stress report significantly greater personal strain and less coping resources than do counselors perceiving lower levels of occupational stress.     

A Review of the Empirical Basis for Counseling: Implications for Practice and Training

This article reviews the empirical literature in terms of three components of counseling including existing counselor and client factors, the counseling process, and the outcome of client change. The counseling process is based on the therapeutic relationship, general factors, and common techniques or interventions, as well as specific counseling approaches. The review supports the contention that there are common factors exhibited by skilled therapists that are empirically related to positive client change. Recommendations are made for the use of this information by counselor educators in training student counselors and designing training programs.     

Including Diagnostic Training in Counseling Curricula: Implications for Professional Identity Development

During the last decade, diagnostic training has been increasingly assimilated into counseling curricula; however, the consequences for counselor identity of including this training have seldom been critically examined. The author argues that this diagnostic trend has major implications for the formation of individual counselor identity and for the counseling profession. He discusses associated risks and suggests ways of presenting diagnostic topics.     

Culturally Responsive Counseling for Asian Americans: Clinician Perspectives

Research has consistently found acute mental health treatment disparities among Asian Americans. One proposed reason for the underutilization of mental health services by Asian Americans is that available services are not culturally competent. This exploratory study presents qualitative data gathered from interviews with professional counselors who serve Asian American clients. Findings revealed significant barriers to counseling due to cultural stigma and shame, suppression of emotions, and communication gaps between clients and counselors. In response, clinicians frequently made adjustments to therapeutic approaches to accommodate the cultural beliefs and practices of clients and families. Implications for practice and research are discussed.     

College Counseling and Student Retention: Research Findings and Implications for Counseling Centers

College counseling centers may come under increasing scrutiny by administrators regarding how their services contribute to student retention. College counselors can use data to demonstrate a positive influence of counseling on retention, but they also need to educate administrators that student retention should be a consideration among many when evaluating the efficacy of services. The author reviews findings from studies on the impact of college counseling on retention and addresses implications for counseling centers.     

Marketing Counseling: Guidelines for Training and Practice

Counselors in all settings must understand marketing principles and be able to apply them ethically and effectively. Guidelines for counselor training and practice are suggested.     

Hidden Hypnotic Patterns: Implications for Counseling and Supervision

The purpose of this article is to examine the hypothesis that many subtle hypnotic patterns used by Milton H. Erickson are found in the person-centered approach to counseling espoused by Carl Rogers. The authors point out that counselors and supervisors need not be trained in hypnosis, but that they should be aware of the possible hypnotic elements embedded in seemingly simple suggestions. Examples of counselor-client and supervisor-trainee dialogue are presented to demonstrate the ways in which a counselor's and supervisor's behavior and words can have profound hypnotic influences. Throughout the article the deep respect afforded the client or trainee as a person and views of self and the world held by Erickson and Rogers are cited to demonstrate the similarities of basic philosophical convictions about the facilitative and therapeutic process.     

Multicultural Career Counseling: Ten Essentials for Training

In the past 20 years, several changes have taken place within the field of counseling and psychology with regard to practice and research with individuals from racial/ethnic groups. At the same time, the United States population has experienced a dramatic shift in its composition. Both have contributed to transformations in graduate training. This article will highlight salient aspects from the multicultural literature regarding culturally competent practice and apply it to the training of vocational counselors.     

Unrealistic Expectations for Suicide Prevention: Implications for Counseling Centers

Counseling centers are under intense pressure to prevent student suicide. When a student dies by suicide, the counseling center practitioner may be held liable as though all such deaths are ultimately preventable. Expectations that suicide can be prevented 100% of the time conflict with the actual capabilities of treatment providers and disregard their limited power to control the behavior of others. These expectations also fail to recognize that mental health professionals’ ability to accurately predict suicide is no better than chance. Nonetheless, the unattainable demands placed on clinicians do not originate with higher education but from the treatment community itself. Some of the consequences of these high expectations regarding the behavior of clinicians are reviewed. A plea is made for the treatment community to adopt more reasonable expectations internally and to promote them outwardly among stakeholders.     

Selection and Training for Human Rights Counseling

Human rights counseling is needed today as much as or more than it was in the 1960s. Counselor educators can help meet societal needs for human rights counselors by selecting counselor trainees sensitive to human rights issues and by preparing them to work with problems resulting from oppression. This article examines the shortcomings of traditional selection and training procedures and presents suggestions for improving them vis-á-vis human rights counseling.     

Research: Korean International Students' Expectations About Counseling

This study examined the counseling expectancies of Korean international students in the United States. The results indicated that Korean students expected to terminate counseling quickly if the process was viewed as unpleasant or did not seem to be immediately helpful. The Korean students expected to approach counseling as a classroom learning situation in which they could present problems, ask questions about the problems, and work on assignments to solve the problems. Implications for outreaching and counseling Korean international students are discussed.     

Baccalaureate Programs in Counseling: Follow-up and Implications

Several counselor education programs across the country have become increasingly involved in the training of helping professionals at the undergraduate level. This article reports the results of a follow-up study of the first 144 graduates of the baccalaureate programs offered in the department of Counseling and Personnel Services at the University of Missouri-Columbia. The author also describes what the graduates did initially on completion of their programs and suggests several implications that baccalaureate programs have for colleges of education, counselor education programs, and the helping and human services professions in general.     

Cognitive and Affective Empathy in Aggressive Boys: Implications for Counseling

The purpose of the study was to explorecognitive and affective empathy in aggressiveboys. A difference between aggressive boys andtheir non-aggressive peers was anticipated,particularly in affective empathy. Fifty-twoboys (25 aggressive and 27 non-aggressive) werecompared for levels of aggression and forcognitive and affective empathy as expressedduring a group interview involvingbibliotherapy. Results confirmed the mainhypothesis; that is, aggressive boys showed alower level of affective empathy, although thegroups did not differ in cognitive empathy. Theproportion of affective empathy amongnon-aggressive boys was double that amongaggressive children. Affective empathy seems toincrease with age, although this result wasinconsistent. The aggressive boys also showed ahigher level of endorsing aggression. Thediscussion focuses on implications forcounseling aggressive boys.     

Counseling Self-Efficacy and Counseling Competence in Prepracticum Training

Counseling self-efficacy and counseling skills were examined over time in a graduate prepracticum class. Efficacy increased with training, but its relationship to performance of skills was weak.     

An Epistemology of Counseling: Implications for Counselor Education and Research

Administrators of counselor education programs have identified specific skills and content areas for their students to master. Counselors in training need to make theory applicable to individuals through the use of counseling techniques and assessment. What counselors do is related to the qualitative, quantitative, and performative knowing that Maccia (1973) found present in student-teacher relationships. This epistemology can be applied to what a counselor needs to know to counsel. Such applications of the epistemology described by Maccia (1973) are significant for counseling in two ways. First, they may aid counselor educators and students in making clear distinctions between content and skill areas as well as making strong connections between content and skills. Second, an epistemology of counseling may point to fruitful areas of research.     

Computer-Based Accountability: Implications for Training

Since the call for professional accountability in the early 1970s, counselors and counselor educators have attempted to assess counseling effectiveness, to upgrade programs as a result of assessments, and to communicate results of program assessment and change to their publics. Until recently, their efforts have been impeded by the interpersonal nature of counseling, insufficient training in research and evaluation, and available low-cost computer technology. This article addresses each of the impediments with the focus on how present computer technology, specifically computer-assisted systems, can be used to help counselors and counselor educators ethically input, store, and retrieve pertinent client and program data—data that can be used to achieve program evaluation and lead to accountable program development. The Counselor Accountability System is presented as an example of an easy-to-use computer program designed to facilitate counselor accountability.     

Personal Counseling for Counselors in Training: Guidelines for Supervisors

Personal counseling is a valuable growth experience for counselors in training. The authors provide a decision tree and guidelines for the supervisor's use in recommending personal counseling.     

Implications of Self-Monitoring Theory for Counseling Supervision

The author reviews literature on self-monitoring and discusses its implications for counseling relationships, as well as issues germane to the supervision of high and low self-monitoring counselors.