Counseling is not a Profession—Yet

Criteria for a profession established by McCully and Miller (1969) and others were applied to the occupation of counseling. It seems that counseling is not yet a profession primarily because it lacks professional autonomy and legal recognition.     

Thriving With Social Purpose: An Integrative Approach to the Development of Optimal Human Functioning

This article responds to the need to synthesize theory and research in educational psychology by introducing the Thriving with Social Purpose (TSP) conceptual framework. TSP results when the four components of human motivation—goals, capability beliefs, context beliefs, and emotions—are amplified in dynamic, mutually reinforcing patterns. The centerpiece of the TSP motivational pattern is an active approach goal orientation informed by a fundamental concern for others (social purpose). This orientation is supported and strengthened by a firm belief in one's ability to make progress toward meaningful goals (personal optimism), a persistent tendency to imagine alternative pathways when progress is challenged (mindful tenacity), and intentional efforts to align emotions and circumstances in ways that will best facilitate goal progress (emotional wisdom). The TSP framework also emphasizes positive (discrepancy increasing) feedback cycles that accelerate learning and competence development, facilitate meaningful change, and promote personal and social well-being.     

THE CONTRIBUTION OF ACADEMIC INTEREST MEASURES TO THE DIFFERENTIAL PREDICTION OF MARKS

In a study of differential predictions of course marks in grades 12 and 13 interest measures were found to add appreciably to differential validities, particularly at the high school level. Differential validities remained quite low; however–typically in the .20's and .30's-probably because of high intercorrelations among the criteria. The relationship between intercorrelations of actual criteria and intercorrelations of predicted criteria was examined, and the implications of this relationship for differential validities were discussed.     

Dual-Focus Supervision: A Nonapprenticeship Approach

This article provides a professional model for practicum supervision using supervisors with equal responsibility and status. The authors discuss the influence of preprofessional guilds on practicum supervision and cite the major tenets that distinguish a profession from a guild. A model that attempts to meet some of the deficiencies identified in the literature on practicum supervision is proposed. With this model we stress the use of professional knowledge in both the content and process of practicum supervision. Dual-focus supervision is seen as the integration and application of two approaches to practicum supervision. Theory congruency is defined as the ability to translate espoused theory into practice. Interpersonal dynamics refers to the ability to recognize and attend to the impact of the counselor's and the client's behavior on each other. The application of the model is described, and examples from the use of the model are given. Student comments tended to support their satisfaction with the dual-supervision model. The model was seen to produce changes in trainee behavior and in supervisor behavior.     

Current Use of the DSM-III-R in Counselor Education

A survey of 146 counselor education programs revealed that most teach the Diagnostic and Statistical Manual of Mental Disorders (3rd edition, revised) as part of practicum or internship; few offer a separate course.