Essential Characteristics of Master's Level Counselors: Perceptions of Agency Administrators

The purpose of this study was to determine to what degree the Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards represent skills and knowledge that mental health agency employers use to judge candidates for master's level counseling positions. A total of 84 professionals who hired master's level counselors in their agencies rated the likely effect of each CACREP knowledge and skill area on their judgment of a potential candidate. Respondents also checked specific knowledge and skills they considered important and the type(s) of master's degrees typically possessed by counselors hired by their agency. Data suggested that each knowledge and skill area may have a moderate to significant impact on the employers' judgments, although some competencies were clearly seen to be more relevant than others. Family intervention was the most highly endorsed specialization, and candidates with social work degrees were hired far more frequently than was any other single type. Implications for counselor education programs and graduates are discussed.     

The Crisis of Relativism: Helping Counselors Cope with Diversity

Counselors are sometimes disoriented by the massive variety of approaches to the helping process. This plurality of counseling methods often pushes both students and practitioners toward an epistemological crisis—“the crisis of relativism.” A developmental scheme outlined by William Perry in 1970 is employed to interpret some of the typical cognitive transitions that can occur among counselor trainees who struggle with diversity. Also, the authors offer suggestions that may meet the particular needs of counselors coping with this multitude of therapy options.     

The Ethics of Inclusion: Gender as a Critical Component of Counselor Training

An inclusive and ethically responsible curriculum must attend to gender as a core component of counselor training. The ethical importance and potential ethical problems involved in doing so are addressed.     

Starting Early: girls and engineering

This paper describes an action research project, ‘Girls into Science and Technology’ (GIST) which focussed on girls’ subject choices in the first three years in their secondary schools in the North of England. This age group was addressed because of the strong tendency of girls in state educational comprehensive schools to choose to drop the study of physical sciences and technical subjects as soon as the opportunity presents itself at about 14 years of age

The GIST project had two main purposes: firstly, to research further the courses and processes which lead girls to avoid physical sciences and technical subjects at school, and secondly, to devise school-based interventions which might begin to change the situation. The paper summarises the initiatives taken by the GIST team in conjunction with the ‘action‘ schools, and the research findings and final outcome of the project.     

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StoryTech: Exploring the Use of a Narrative Technique for Training Career Counselors

This article describes the use of a narrative technique, StoryTech, in a career counseling class. Student evaluations, comments, and recommendations for the use of StoryTech in a career counseling class are included.     

Educating Counselors For Primary Prevention

Although the idea of primary prevention has become prevalent in the literature of the helping professions, actual services in this area have lagged behind. If counselors can develop the special skills needed to carry out primary prevention strategies, they may be effective in helping their clients find and maintain personal and environmental resources that they need to ward off problems. Primary prevention skills include educational skills, program development skills, and change agent skills, all of which can be learned in the context of master's level education or in-service training. Mention the words “primary prevention” in mental health circles these days and you're a hero!     

A Comparison of Two Interview Styles in Simulated Crisis Situations

This study investigated the effects of an affective-counselor and a behavioral-counselor interview style on coached-client, within-interview behavior. The dependent variables were client precipitating event; coping; alternative related; self-reference affect; and past-, present-, and future-oriented statements. Eight female subjects presented two crisis roles—abortion and suicide—to two groups of female counselor-experimenters. The behavioral style elicited significantly more alternative-related and future-tense statements and significantly fewer coping statements than the affective style. The abortion role produced significantly more alternative-related and future-tense statements and significantly fewer precipitating events and past-oriented statements than the suicide role.     

Shovelling Smoke? The Experience of Being a Philosopher on an Educational Research Training Programme

This paper is a reflective account of the experience of designing and teaching a philosophy module as part of a research training programme for students studying for research degrees in education. In the course of the discussion, I address various problems and questions to do with the relationship between philosophy and educational research, the nature of philosophy of education and the role of the foundational disciplines in educational research.