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.     

School Governors: conceptual and practical problems

ABSTRACT The new role of school governor poses questions about the proper conduct of these new authorities in regard to the professional work of schools. Schools have unique purposes and for that reason metaphors for their governors' conduct from commerce and from democratic decision-making have important limitations as well as some strengths. Schools need to account for their use of public funds, but they are not institutions whose main purpose is profit. They need to respect the popular will, but this cannot mean the handover of all professional functions to governors. The distinction between management and governance is considered and it is suggested that the jury might be a more appropriate model for school governors' activity.     

Admissions Policies for Graduate Programs in Counselor Education

A survey was conducted of a random sample of 100 counselor education programs with regard to their policies and procedures for admission of graduate students. The 68 usable responses also provided data on the number of students admitted to each degree program as well as size of faculty in 1965 and 1970. The results indicate a heavy emphasis on predictors of academic success as initial screening criteria, with a wide variety of other criteria considered. Most programs reported the use of different levels of administration in making admissions decisions, with the majority utilizing a departmental committee as one level.     

Using Action Research to Enhance Teaching and Learning at the University of Technology,Jamaica

As part of its quality assurance systems, the University of Technology, Jamaica initiated a project aimed at exploring how action research could be used as a vehicle for enhancing the quality of the teaching/learning process. Following a series of orientation sessions and the development of a handbook for project teams, five action research projects were undertaken in the second semester of the academic year 2001-2002. The projects focused on using a student-centred approach in traditionally teacher-centred courses. At the end of the project cycle, results indicated that students became more independent learners and instructors had learned much about student-centred classroom strategies.     

Comparative Perceptions of Practicum Counselor Behavior

Nineteen counseling interviews were rated by the respective clients, counselors, and supervisors on the Counselor Rating Form; these ratings of perceived counselor expertness, attractiveness, and trustworthiness were compared in a repeated measures analysis of variance. Results indicated that all three sources of perceptions were similar, although counselors rated their own behavior as significantly less expert than their clients. The article discusses the results in terms of their relevance to counselor supervision and training.     

Comparative Effects of Teaching Basic Counseling Competencies Through Brief Microskills Practice Versus Mental Practice

Students enrolled in an introductory counselor education course who lacked training and experience as interviewers were randomly assigned to one of two short-term attending and responding skills training groups or a wait-control (WC) group. Brief microskills practice (MS) and mental practice (MP) training methods were used in the two treatment groups. All students conducted posttraining simulated counseling interviews, and their videotapes provided data for analysis of the quality of their interview competence and their proficiency with attending and responding skills. MANOVA and follow-up analyses of data from independent ratings of the videotapes indicated that MS was superior to MP and WC on attending skills, MP led to superior performance on responding skills, and neither MP nor MS led to significant differences in perceived competence on qualitative dimensions.     

A Format for Case Conceptualization

The authors developed a format for case conceptualization to foster the systematic collection and integration of clinical data. The format is intended to complement training in counseling techniques.