An Examination of Counselor Preparation Doctoral Program Goals

Doctoral counselor education programs nationwide were surveyed to determine their relative emphases on the professional roles of instruction, supervision, scholarship, clinical practice, and leadership, and how they carried it out.     

Research on client perceptions and expectations: Client Perceptions of Counselors' Nonverbal Behavior: A Reevaluation

The purpose of this audiovisual counseling study was to determine if variations in counselor nonverbal behavior result in enhanced or debilitated perceptions of counselor expertness, attractiveness, trustworthiness, and helpfulness. Three groups of participants rated the perceived expertness, attractiveness, trustworthiness, and helpfulness of a counselor emitting nonverbal behavior at a high, moderate, or low frequency. In addition, a fourth group rated the perceived expertness, attractiveness, trustworthiness, and helpfulness of the counselor role. Results indicate that: (a) low frequency counselor nonverbal behavior results in debilitated perceptions of counselors; (b) the counselor role is perceived as moderately expert, attractive, trustworthy, and helpful; and (c) compared with the counselor role, high frequency counselor nonverbal behavior does not enhance the perceived expertness, attractiveness, trustworthiness, and helpfulness of counselors. Implications for counseling practice, theory, and research are discussed.     

Teaching Children to Draw in the Infants School

We report an approach to the teaching of drawing in the Infants school which involves children in observing real objects set in context and discussion and negotiation with the teacher of ways in which the objects might be drawn. We also report the findings of an evaluation study which showed an improvement in the drawings when children experienced the ‘negotiated drawing’ approach compared with those taught in a more conventional way.