Self-Generated Performance Feedback in Interviewing Training

The present study examined the effect of self-generated performance feedback, of expert performance feedback, and of no performance feedback on novice counselor trainee's production of counselor tacting response leads (CTRLs). Self-generated performance feedback consisted of the participants responding to a video-taped client and then orally evaluating their own response on the basis of a performance standard. Expert performance feedback consisted of verbal feedback from a designated expert given over a bug-in-the-ear apparatus. Analysis of four measures of CTRLs revealed no differences resulting from either source of feedback—self or expert—however, those who received feedback outperformed the controls. These differences were maintained over a short time span.     

Helping Counselors Minimize Client Reluctance

A review of work settings in which counselors are employed suggests that almost all counselors work with a number of reluctant clients. Counselor education, however, is largely directed toward preparing counselors to work with voluntary clients. This article reviews some of the bases of client reluctance, certain motivational principles appropriate to counselor practice, myths associated with counselor preparation, and some suggestions of existing techniques that may be helpful with reluctant clients.     

A Two-Study Comparison of Written and Video Modeling and of Written and Oral Assessment

This article presents the findings from two research studies. In Study I, 21 counseling students were given either a written standard model, written serial model, or a videotape model of how to ask tacting questions. While there were no differences between the written and video models, significant multivariate differences were found between the two forms of the written models. In Study II, 24 counseling students received either the written or video model and then were assessed either by orally responding or by writing reflections of feeling responses to a series of client vignettes. Once again, no differences were found for mode of model presentation. Students who responded in writing, however, outperformed those who responded orally. The discussion focuses on the implications these two studies have for counselor education.     

Still a gendered technology? Issues in teaching information and communication technologies at the UK Open University

Over the last 5 years the Faculty of Technology of the UK Open University has redesigned most of its courses in the information and communication technologies. This paper reviews some of the issues, the changes made and what has been achieved. The combination of changes to content, pedagogy and marketing appears to have made the new generation of courses significantly more attractive to women--although it is difficult to disentangle the effects of the various changes.     

This Thing Called 'The Philosophy of Education'

The RoutledgeFalmer Reader in Philosophy of Education brings together a number of book chapters and articles in the philosophy of education. These cover a wide range of issues that engage and, in many cases, trouble contemporary philosophers of education, beginning with the perennial and fundamental one of the relationship between philosophy and education. The other sections, which include a rich selection of readings, concern the nature of education and its politics, policy-making and the moral dimensions of teaching. The whole is preceded by a provocative introductory essay written by Wilfred Carr, the book's editor. In it he suggests a different Aristotelian perspective on these issues, a different narrative from the usual contemporary post-analytic one we are used to and a means of responding to them, inspired mainly by the work of Alasdair MacIntyre. This essay both takes up Carr's provocations in this Introduction and comprehensively reviews the book and the chapters in it.     

Graduate and Undergraduate Internships in Human Services: A National Directory

The authors describe a national, generic directory of bachelor's, master's, and doctoral internships for human service agencies. Internships are listed for the following types of human service agencies: community mental health, mental retardation, corrections, rehabilitation, and others. Each internship listing includes, by degree level, the following information: (a) number of internship positions available, (b) availability of stipends, (c) typical intern roles and functions emphasized and percentage of time spent in each, (d) length of internship, (e) major theoretical orientations of agency staff, and (f) prerequisite training and experiences. By degree level, the number of human services internship positions listed in the directory are as follows: bachelor's, 65; master's, 246; and doctoral, 163.     

Critical Issues in Counselor Education: Mentors,Models, and Money

Three issues that affect research in counselor education and supervision are discussed. Mentoring practitioners, methodological diversity, and funding issues are critically examined.     

Summarizing Reflections

The proceedings of the UNESCO-CEPES Jubilee International Conference, 6-8 September 2002, are summarized by its rapporteur, who begins by commenting that many questions were answered but that few definitive answers could be given. The questions and discussions, in fact, centered on two fundamental questions: "How can international cohesion be achieved without also reducing diversity?", and "How can collateral damage to local higher education systems be avoided?", and elicited responses from a representative sampling of protagonists and stakeholders. The answers--for the short term--that were provided reveal the dynamic nature of higher education and prove that it is a "highly productive ecosystem".