Styles of Counselor Supervision as Perceived by Supervisors and Supervisees

The purpose of the present study was to evaluate the preferences of supervisors and supervisees for 4 styles of counselor supervision and the perceived frequency of use of the 4 styles during a 10‐week supervision experience. The styles are labeled directive teacher, supportive teacher, counselor, and consultant. Data collected using 90 doctoral student supervisors and 168 master's‐degree student supervisees showed significant correlations among the styles. Implications for the process of counselor supervision are offered.     

Stress in Israel: Voices in One Group Counseling Session of Counselor Trainees

This paper reveals the hidden voices of university students in a counselor training program who are caught in the Arab-Jewish conflict in Israel. These usually hidden voices emerged in a group counseling session, demonstrating the devastating effect that this type of stress has on Jewish and Arab Israelis alike. Implications for school counselors are discussed.     

Relationship Between Counselor and Client Perceptions of Psychological Problems and Counseling Outcomes

This study examined congruence levels between client and counselor beliefs about psychological problems and its impact on counseling outcomes. Clients and counselors endorsed differing views for causation and treatment of psychological problems. Counseling outcomes were unaffected by congruence levels. Practical implications for college counseling staff are provided.     

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.     

Using Cognitive Interventions With Counseling Practicum Students During Group Supervision

The authors argue that students in counseling practicum courses experience many self‐defeating thoughts and anxieties. These worries can impede their performance as new counselors and can have a negative impact on the supervision process. The authors outline innovative methods used by cognitive therapists to address this anxiety. In addition, a model is presented for counselor educators to use cognitive restructuring techniques as a supervision tool. Summary Throughout their studies, counseling graduate students face many possible fears and anxieties that arise from their classroom experiences. The greatest fears and anxieties seem to be related to the counseling practicum experience. This experience is one in which students may feel incompetent, vulnerable, and unskilled as they begin to put their classroom knowledge and experiences into practice. If these fears and anxieties persist, students have a hard time making progress in the area of the counseling relationship and skill building. We have examined how practicum students' fears and anxieties might be addressed, using cognitive interventions. Such interventions allow students to take irrational thoughts and change them to rational thought patterns. This is accomplished by asking students to state their fears verbally, to think about the effects of the fears and the consequences, to think about intervening beliefs and thoughts, and to restate the fears in a rational manner. Our experience suggests that cognitive interventions are useful strategies to help practicum students combat fears and anxieties. Further research might examine the use of other behavioral interventions to address these fears. For example, does role‐playing a counseling technique in supervision make a student less anxious about applying it in a real counseling session? In summary, fear and anxiety can impede the preparation of counselors during their practicum experiences. Understanding the underlying thoughts that cause these fears can help students overcome self‐defeating thought patterns. Cognitive restructuring techniques have been shown to reduce tension and can be used with counseling practicum students to help relieve performance and supervision anxiety.     

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.     

Relationship of a Group Counseling Course,Hours in Counselor Education,and Sex to Empathic Understanding of Counselor Trainees

This study investigated the relationship of a graduate course in group counseling, the number of hours completed in counselor education, and sex to the empathic understanding of trainees in a counselor education program. The trainees were taped in similar counseling sessions, and their responses were rated independently by three counselor educators, who used Carkhuff's empathic understanding scale. A three-way analysis of variance determined only one significant difference. The trainees who had completed a course in group counseling were significantly higher (p <.05) than those who had not. The level of empathic understanding of the higher group, however, was less than the level considered to be the minimum for effective counseling.     

Self-Understanding Seminars: The Effects of Group Psychotherapy in Counselor Training

This study was conducted to determine whether significant benefits would be derived from providing counselor trainees with psychoanalytically oriented group psychotherapy. Twenty trainees were divided into 2 therapy groups that met for 30 1.5-hour weekly sessions. Each experimental trainee was matched with a control (no treatment) trainee counterpart on the basis of sex, number of graduate credits, and counseling specialty. The instruments administered were: the Tennessee Self Concept Scale, the Elmore Psychological Anomie Scale, the Edwards Personal Preference Schedule, and the Porter Counseling Inventory. There were no significant differences on the Tennessee Self Concept Scale. On the Elmore Psychological Anomie Scale, the control subjects had an increase on Valuelessness (p = .181). On the Edwards Personal Preference Schedule, the experimental subjects had an increase on Deference (p = .033) and a decrease on Exhibition (p = .190) and Change (p = .091). On the Porter Counseling Inventory, the experimental subjects achieved an increase in Evaluative (p = .112) and Interpretive (p = .034) responses and a decrease in Understanding (p = .083) responses. The relevance to training of both the lack of definitive differences on some of the variables and the significant findings were discussed. The data were interpreted as providing support for the value of a psychotherapeutic experience as part of training programs, particularly those that accept a psychoanalytic orientation.     

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.     

Counselor Education and Supervision: Reader Perceptions

This study reports the perceptions of ACES members concerning CES. Demographic characteristics of respondents, opinions on article types, strengths and weaknesses, and inclusion of brief reports and special Issues are presented. Results indicate that research articles are of adequate quality and the types of articles included in the journal are adequate. These and other results are discussed.     

Counseling Athletes: A New Specialty in Counselor Education

A master's-level specialization in athletic counseling is described. Development of the program, course work, student recruitment, and program evaluation are discussed.     

Counselor Trainees' Experiences Counseling Disability: A Phenomenological Study

Transcendental phenomenology was used in this study to examine the lived experiences of counseling interns (N = 10) receiving multicultural training to assist clients with disabilities. Five essential themes were identified. Drawing on their findings, the authors recommend programmatic and curricular changes, including the infusion of personal narratives and service learning, to the multicultural training of counselors.