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.     

THE COMPARABILITY OF THE WAIS, WISC, AND WBII

Three Wechsler scales (the Wechsler Adult Intelligence Scale, Wechsler Intelligence Scale for Children, and Wechsler-Bellevue II) were administered in a counterbalanced design to 72 randomly selected 17 year-old high school Ss in order to investigate their comparability by testing the equality of ( a ) means, ( b ) variances, ( c ) reliability coefficients, and ( d ) validity coefficients based on scaled scores and IQs. Results indicated that the subtest scores and IQs for the given three scales were not equivalent. The present findings conform with most of the previous results regarding the comparability of Wechsler scales. Although the three scales investigated all evidence high similarity of item content and format, they clearly fail to meet the statistical criteria of equivalence for 17 year-old subjects.     

Development and Preliminary Validation of an Instrument To Measure Cognitive Growth

This study deals with the design and pilot validation of an instrument to measure cognitive growth during counseling supervision. An instrument was designed to reflect issues and concepts frequently addressed in supervisory sessions. This instrument, called the Counselor Perception Questionnaire (CPQ), is based on responses to videotaped counseling interview material. The CPQ yields two scores, a Differentiation score (D) and an Integration score (I). Scorer reliabilities were computed using independent scorers, and a convergent and a discriminant validity study was done. Administration of the instrument to samples of master's degree students and experienced counseling psychologists with PhD degrees showed that the D score differentiated between the two groups at a statistically significant level. The potential usefulness of this kind of instrument is briefly discussed in terms of developmental approaches to supervision.     

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.     

The Collaborative Team as a Training and Therapeutic Tool

Within the field of systemic family therapy, the collaborative team is emerging as a powerful training approach as well as a valuable therapeutic tool. This article presents the collaborative team as a method of counselor supervision and training. Issues around the developing team process and potential pitfalls are elaborated. Finally, examples, which serve to integrate discussion of training and clinical applications, are presented.     

THE FORCED-FREE DISTINCTION IN Q TECHNIQUE1

Arguments favoring free- over forced-distribution Q sorts have assumed that forcing leads to loss of important statistical information and interferes with interval properties, rendering Pearson's r inappropriate for analysis. Q sorts with identical item orderings but with varied distributions are shown to provide essentially the same correlations and factor structures when coefficients are computed using Spearman's r^s, Kendall's τ, and Pearson's r, leading to the conclusion that the same results are obtained, despite distribution and whether interval or ordinal statistics are used.     

Counselor Gullibility

In this article the author argues that it is mandatory that counselors suspend any disbelief in their clients during the early stages of counseling. Disbelieving interferes with counselor spontaneity and empathy. Indeed, the real work of counseling cannot start until clients perceive counselors as gullible. I offer a justification for being gullible during the initial sessions, along with suggestions for what can be done to develop appropriate levels of gullibility in counselors in training.