Enhancing Counseling Gatekeeping with Performance Appraisal Protocols

Academic and site supervisors of counselors-in-training perform the important function of serving as gatekeepers to the counseling profession. Their endorsement of a trainee implies that the trainee is capable of carrying out the role of a counselor in an ethical and effective manner, without endangering clients. Limited guidelines and training in the gatekeeping function pose a problem for supervisors. In the quest for improved gatekeeping processes, the counseling profession may achieve greater clarity and fairness by incorporating performance appraisal protocols from the business and management fields.     

朋辈心理咨询员训练对心理健康水平影响--以高职院校为例

朋辈心理咨询是心理咨询的一种特殊方式，通过在高职院校大学生中开展朋辈心理咨询员心理训练的研究表明，训练过的学生在自我认知、人际交往能力等方面都有提高，朋辈心理训练对校园自助助人气氛的形成，对高职院校大学生心理健康水平的提高是一种有效的辅助方式。     

高职辅导员心理辅导能力的构成及培养

高职辅导员心理辅导能力包括沟通能力、观察能力、甄别能力、解决问题能力、辅导关系构建能力。培养辅导员的心理辅导能力是对学生进行心理健康教育的需要,也是促进辅导员自身心理健康的需要。具体培养途径有赖于辅导员自身的主观努力、高职院校的监督保障及教育主管部门的引导扶持。     

Experiences of HIV/AIDS Counselors in Zimbabwe and Their Perceptions on the State of HIV/AIDS Counseling in Zimbabwe

This study investigated Zimbabwean counselors' experiences of providing HIV/AIDS counseling and their perceptions about the state of HIV/AIDS counseling in Zimbabwe. The participants were a diverse group of counselors, 30 through 59 years of age, who provided counseling services to HIV/AIDS clients. Participants thought HIV/AIDS counselors in Zimbabwe received minimal support and supervision and were undertrained. They identified that the first sessions with clients were the most difficult. They also found it problematic to work with couples who were serodiscordant (one partner who is HIV positive and the other HIV negative) and couples wanting children. The later stages of the counseling process were also found to be challenging. Though the participants acknowledged they had negative psychological experiences when counseling HIV/AIDS clients, they also expressed feelings of satisfaction and fulfillment in their work.     

Refining the Map of the Counselor Development Journey: Response to Rønnestad and Skovholt

In this article, we respond to Rønnestad and Skovholt's reformulated counselor development model itself, then to some of its implications. With respect to the model: (a) although this version is more parsimonious than the original, we show that it could be more so; and (b) because the authors do not discuss determinants of psychotherapy as a career choice, we draw from existing literature to suggest some. With respect to the implications of the work, we note that: (a) trainee anxiety may not be as important as its prominence in their model suggests; (b) Rønnestad and Skovholt's finding that older practitioners turn to alternative sources (e.g., cinema; literature) to learn about human nature may be related to the consistent finding that practitioners are not research consumers; and (c) the importance Rønnestad and Skovholt attach that post-licensure supervision should be given more attention.     

Counselor educators’ views on cognitively complex trainees: A Q method study

Our Q method exploration of counselor educators’ perspectives of minimally acceptable cognitive complexity (CC) in trainees at the end of internship yielded two factors: Trainee's Conceptual Integration Ability and Trainee's Ability to Apply Integrated Knowledge. Implications for teaching, supervision, and research pertinent to assessment of and enhancement of CC conclude.