Developing Video Models for Counselor Education

Three factors, attention, retention, and action, are considered in developing good video models. A discussion of each factor and specific techniques counselors can use to develop good effects of each factor are provided.     

Digital repositories ten years on: what do scientific researchers think of them and how do they use them?

Digital repositories have been with us for more than a decade, and despite the considerable media and conference attention they engender, we know very little about their use by academics. This paper sets out to address this by reporting on how well they are used, what they are used for, what researchers' think of them, and where they thought they were going. Nearly 1,700 scientific researchers, mostly physical scientists, responded to an international survey of digital repositories, making it the largest survey of its kind. High deposit rates were found and mandates appear to be working, especially with younger researchers. Repositories have made significant inroads in terms of impact and use despite, in the case of institutional repositories, the very limited resources deployed. Subject repositories, like arXiv and PubMed Central, have certainly come of age but institutional repositories probably have not come of age yet although there are drivers in place which, in theory anyway, are moving them towards early adulthood.     

Counselor Supervision as a Function of Trainee Experience: Analysis of Specific Behaviors

Fifty-one supervisees varying in both experience and training (a) judged 44 specific supervisor behaviors for the frequency that they were implemented in supervision and (b) judged supervision effectiveness, which was assessed on five separate scales. Factor analysis of the supervisor behaviors revealed four factors: Evaluative Support, Time/Structure, Method of Supervision, and Rapport. Results from multivariate analysis of variance showed that one factor, Method of Supervision, was statistically significant with beginning trainees emphasizing more the mechanics and task of supervision. Other trends showed that experienced supervisees entertained a less structured interaction with supervisors that was more supportive and considered more effective. Analysis of specific supervisor behaviors gave support to the notion that supervision over time can be conceptualized as a developmental process.