The purpose of this study was to determine the correlation (r) between the criterion variable of cognitive flexibility and each of the selection criteria variables used by the Ball State University Graduate Studies Committee in screening applicants into a doctoral program in Counseling and Guidance. The differential effect of these selection criteria variables on various multiple correlations (R) was also examined.

Using session events from nine dyads (counsellors-in-training and their clients), the present study examined how counsellors-in-training react to client weeping events. Trainees' reactions were observed across three different phases of psychotherapy (early, middle, and late) in order to investigate whether there were important changes in counsellors' reactions across time. Two studies---using distinct but complementary methodological perspectives---were employed for this investigation. / Results from the first, quantitative analysis indicated that, during weeping events, trainees adopted a mainly warm and empathic attitude towards their clients. To a lesser degree, they adopted an exploratory stance by working with clients' thoughts, feelings, and behaviours. Finally, they demonstrated almost no negative attitudes that would be characterized by a defensive or judgmental style. A further important finding from this analysis was that therapist attitudes and behaviours did not significantly change across the three phases of psychotherapy. / A finer-grained, qualitative examination using discovery-oriented methodology indicated that changes in trainees' behaviours and attitudes over time were discernible. Therapists became more focused on the present, learned to balance their focus on clients' cognitions as well as emotions, and used a variety of interventions to do so. Throughout all three phases, they were found to adopt an empathic and accepting attitude towards their clients. Trainees were also found to become more active and solution-oriented in the last phase of therapy. In terms of the quality of trainees' tasks, some commonalities were found between tasks judged positively and negatively regardless of time, however, no clear pattern of quality of tasks was found across the three phases.

An analogue study examines the acquisition and generalization of problem identification and remedial plan skills following client-centered, school case consultation. Nine trained consultants interacted with 35 undergraduate female consultees in one of three intervention conditions. Conditions involved the consultants either viewing the same problem as consultees, not viewing the problem, or attention control. Consultees viewed ten minute video tapes of a problem student in a classroom, then provided written problem descriptions and remedial plans. They then received twenty minutes of consultation or control, and again wrote descriptions of the problem and remedial plans. The same procedure was repeated two day later. One week later, subjects viewed another video tape of a problem student, provided written problem descriptions and remedial plans, but received no interventions.

No description available.

Multicultural education in counselor education is a popular topic among counselor educators and scholars. To date, scholars have focused on understanding the experiences of counselor educators who teach dedicated multicultural courses. However, less attention has been given to other counselor educators who are required by ethical and training standards to address multicultural issues across the curriculum. The purpose of this study was to understand counselor educators’ experiences addressing multicultural issues in courses that do not have a specific multicultural or diversity focus. I used phenomenological methodology to explore the experiences of counselor educators who hold doctoral degrees in counseling or a related field, have taken a multicultural/diversity course in their graduate training, are full-time clinical or tenure-line faculty members in CACREP-accredited programs, and have never taught courses dedicated to multicultural or diversity issues. Twelve participants (six men and six women), ranging in age ranged from 31 to 65, participated in the study. Ten participants identified as White, one African-American, and one Hispanic. The research team identified eight themes: (1) reasons for avoidance, (2) constraints, (3) qualities and practices, (4) educator as a factor in student development, (5) infusion, (6) personal background, (7) awareness of biases and assumptions, and (8) counselor educator responsibility/gatekeeping. Findings from this study will add to the literature regarding infusion of multicultural issues across the curriculum. Additionally, the implications offered will serve as a resource for counselor educators as they experience unique personal and professional challenges when addressing multicultural issues in classrooms beyond the main multicultural or diversity course offered in counseling programs. Implications for this study may lead to development of more focused guidelines on how to increase the increase the comfort of counselor educators as they facilitate multicultural discussions and assist counselors-in-training in working toward cultural competence.

The principal investigator (PI) for this study analyzed mean scores on the National Counselor Examination (NCE) of students from CACREP accredited and non- CACREP accredited programs. Data was provided by the National Board of Certified Counselors, Inc., for a total of ten examination administrations across six years. The fourteen variables examined in the study consisted of the eight common-core knowledge domains identified in CACREP standards, the five counselor work behavior areas identified by NBCC via periodic job analysis of counseling practice, and one overall or total score on the NCE. NCE mean scores of students from CACREP accredited programs were higher than NCE mean scores of students from non-CACREP accredited programs on all variables across all ten NCE administrations. Data seem to indicate that students from CACREP accredited programs perform significantly better on the NCE than students from non-CACREP accredited programs, in all fourteen variables. Sample size was large, totaling 9707, so the PI calculated effect sizes using Cohen's d for each variable to aid interpretation of statistical significance. Five variables had large effect sizes of .70 or higher. The higher effect size statistics were associated with the counselor work behavior areas, with the highest effect size (.85) associated with the overall, or total, score on the NCE. Statistically significant results in the counselor work behavior areas, in the presence of large effect size statistics, may represent reasonably good support for CACREP accredited programs' superiority in developing overall counselor clinical skills and knowledge beyond simply content knowledge. Additionally, the large effect size of the Total Score variable might be interpreted to indicate that student knowledge gained from CACREP accredited programs is superior to student knowledge gained from non-CACREP accredited programs.

The purpose of this study was to investigate student preferences for content, timing, and method of informed consent within counselor education programs. Participants included 115 students enrolled in counseling internship courses at six counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Participants completed the Informed Consent Preferences Questionnaire (ICPQ), an instrument designed specifically for this study through systematic instrumentation development. Descriptive statistics highlighted participants' moderate to high ratings of perceived importance for an array of suggested content pieces for student informed consent. Participants varied among themselves and between items in relation to preferred timing of informed consent, and they consistently reported a desire for student informed consent to be facilitated through a combination of both oral and written methods. Results of exploratory factor analysis revealed a simple eight-factor structure within the ICPQ and suggested strong internal reliability. Correlations for participant scale scores for the eight factors revealed a variety of small to medium correlations. Results from t-test and one-way analysis of variances (ANOVA) indicated that participant preferences did not vary according to demographic variables. Finally, participants' qualitative responses revealed high levels of support for student informed consent. Findings of this study may aid counselor educators in evaluating current program informed consent practices. As a result of evaluation, counselor educators can affirm existing, and/or design new informed consent practices that accurately reflect the needs and desires of counseling students. Future researchers may also utilize the results to guide additional studies related to the practice of student informed consent.

This study compares the effects of a relationship-oriented practicum to those of a mixed, didactic-intellectual, relationship-oriented practicum upon counseling behavior and personality. These effects are determined by ratings of audiotape recordings as well as by a personality inventory. The audiotape ratings measure changes in counseling behavior, while the personality inventory measures personality changes.

No description available.

The problem of this study was the reduction of a hypothesized fear of intimate interpersonal interaction among counselor trainees. This study had three purposes: 1. To determine whether implosive therapy is effective in reducing conditioned fear of close interpersonal interaction. 2. To determine whether the use of implosive therapy is effective in enhancing the counseling effectiveness of counselor trainees. 3. To provide information that may be beneficial for future research involving the use of implosive techniques in counselor training. Six hypotheses were formulated for the study. The .10 level of significance was chosen as the level at which the hypotheses would be accepted or rejected. Hypotheses I, II, and III were not supported. Hypotheses IV, V, and VI were accepted; however, no conclusions could be drawn without prior acceptance of at least one of the three hypotheses: I, II, or III. It was concluded that: 1. Group implosive therapy, as utilized in this study, was not effective in reducing conditioned fear of close interpersonal interaction. 2. The underlying assumption of the present study that the counselor trainees are as likely as clients to have developed a fear of close interpersonal interaction is seriously questioned. 3. Group implosive therapy as applied in this study is not effective in increasing the counseling effectiveness of counselor trainees.