Reconstructing Counselor Education: Supervision,Teaching, and Clinical Training Revisited

The goal of this project is to systematically reflect on the foundations of counselor education and, through the thoughtful analysis reflected in these contributions, to stimulate a broad discussion of its assumptive foundations. It is hoped that this will ultimately serve as the basis for a reconstructed model of counselor education.     

CROSS-SECTIONAL VERSUS LONGITUDINAL DATA: AN EMPIRICAL COMPARISON OF MEAN DIFFERENCES IN ACADEMIC GROWTH

Three sources of data for studies of growth (matched longitudinal, unmatched longitudinal, and cross-sectional) were compared using mean achievement test scores collected from 32,000 students tested repeatedly from 1961 to 1967. The principal results were that matched longitudinal data yielded significantly higher means than unmatched longitudinal data, and that a school's dropout rate was highly related to the discrepancy between cross-sectional and matched longitudinal data ( r = .85). Seven sources of differences among the three types of data were considered: age differences, cohort differences, time changes, equating errors, retest effects, cohort change effects, and selection effects. Methodological guidelines for future research in studies of growth and change are presented.     

Simulation and Instructional Objectives in Counselor Education

Simulation is a controlled representation of a real situation. An instructional program using simulation to reach instructional objectives is described. The four levels of simulation discussed are reading and listening, modeling, practice experiences and role playing, and supervised experience.