Institutional Affiliations and Graduate School Origins of Editors and Editorial Board Members of Counselor Education and Supervision

Institutional affiliations and graduate school origins of current and past editors and editorial board members of Counselor Education and Supervision (CES) were investigated.     

Factor Structure of the Supervisor Emphasis Rating Form

Factor analysis of the Supervisor Emphasis Rating Form suggested the presence of two underlying factors corresponding to supervisors' focus on professional behavior and process skills.     

PILOTing Courseware

The declining costs of microcomputers will enable counselor education programs to take advantage of this medium in developing instructional programs and units. PILOT, an amazingly simple computer language, is outlined for producing computer-assisted instruction (CAI). Authoring systems that internally contain the logic and programming necessary for the development of CAI lessons are discussed. Applications for training, especially simulations, are included.     

Enhancing the Effects of Modeling Through Role-Play Practice

The effects of yoking role-play practice to modeling treatments designed to teach the rudimentary counseling skill of reflection of feeling were investigated. Twenty-eight novice counselors-in-training were randomly assigned to one of the four treatment conditions: written model, videotape model, written model plus role-play practice, and videotape model plus role-play practice. Effectiveness was measured by ratings of students' oral responses to 16 videotaped client vignettes. The multivariate analyses revealed that although there were no significant differences between the two modeling conditions without role-play practice, there were significant differences between students who received an opportunity to role-play practice and those who did not. From the results of the analyses, it was concluded that role-play practice significantly enhanced the effectiveness of the written model but not the video model. These results are discussed in terms of counselor skills training.     

Presidential Address: Advocating for Meaningful Linkages to Our Global Future

Reproduced here is the presidential address delivered at the Association for Counselor Education and Supervision (ACES) luncheon at the American Counseling Association's annual conference in Indianapolis, Indiana on March 30, 1998. Life is a journey. Its direction is more important than its destination. Whether you try surfing at 30 or 80, the fact that you reached out to experience it is the key. I'm always leery when I think “I have arrived,” for then the creative process in me erupts to jolt me to the realization that the journey is never-ending and the essence of being human. … I can choose. It is my lot as a human being to choose growth. (Thomas, 1992, xiii)     

Engineers as Information Processors: a Survey of US Aerospace Engineering Faculty and Students

US aerospace engineering faculty and students were surveyed as part of the NASA/DoD Aerospace Knowledge Research Project. Faculty and students were viewed as information processors within a conceptual framework of information-seeking behavior. Questionnaires were received from 275 faculty members and 640 students which were used to determine (1) use and importance of information sources, (2) use of specific print sources and electronic data bases, (3) use of information technology and (4) the influence of instruction on the use of information sources and products by faculty and students. As information processors, US aerospace faculty and students are ‘information naïve’, seek out information alone or with the help of co-workers, tend not to make use of the information products and services oriented to them, make limited use of librarians, and make considerable use of computer and information technology. Little evidence was found to support the belief that instruction in library or engineering information use has significant impact either on broadening the frequency or range of information products and sources used by US aerospace engineering students.     

Effective Physical Functioning: A Precondition for the Helping Process

Within the human resource development model, there is an emphasis on operationalizing and developing the counselor's physical, intellectual, and emotional skills necessary to deliver an effective helping process. Until recently, there has been little discussion of physical functioning. However, within this model physical fitness is viewed as a key factor of counselor functioning. A review of the literature reveals that fitness is related to several physical, intellectual, and emotional factors that can have a bearing on counselor and client functioning. The review also relates the development of fitness to the development of other intellectual and emotional factors. Implications for the training of counselors on fitness and for the importance of physical programs as they relate to the helping process are explored.     

Professional Identity: Effects on Evaluation of Helper Effectiveness

The purpose of this study was to examine the ability of guidance counselors, rehabilitation counselors, and social workers accurately to distinguish low-, medium-, and high-functioning helpers when the helpers were identified as being from the participants' own or the other two professions. One hundred eight graduate students, 36 from each of the three disciplines, were asked to rate a standard series of 28 interaction sets on total level of functioning. These interaction sets differed only in helper identity and level of functioning. A three-way analysis of variance was conducted, the variables being professional identity- of the rater, professional identity of the helper, and helper's level of functioning. Results showed that significant main effects were accounted for by helper's level of functioning rather than helper's professional identity. Implications for training and supervision of students are discussed, and recommendations are made for future research.     

A Modularized Counselor- Education Program

Counselor-education programs may be enriched through the use of modularized learning experiences. This article notes several recent articles on competency-based counselor education, the concepts of simulation and modularization, and describes the process of developing a modularized master's program at the University of Bridgeport in Connecticut. Such an approach to counselor education offers a flexibility and individualization not often available in traditional programs and integrates theory and practice. The program consists of 26 one-credit modules of 10 contact hours plus practicum. The modules include a statement of instructional experiences, resources, and performance criteria for evaluation. The modules in the program are grouped in four levels of application taken sequentially: didactic, simulation, performance, and experiential. A discussion of experiences with the program is included.