Research suggests that counselor educators continue to debate whether general personality characteristics, relationship building skills, or other knowledge or skills are important in selecting the most effective counselors (Crews et al., 2005). Further, counselor educators continue to rely on measures that have limited ability to predict counseling competence or success in graduate programs. Such measures include GRE and GPA scores along with heavy reliance on the personal interview that is well-known for bias. Moreover, research supports that there is a need for assessments that will assist in determining the most effective counselors and emphasize the importance of measuring those characteristics that have a solid empirical link to client outcomes. The purpose of this study was to bridge the gap in the literature and to measure counselor characteristics that have are grounded in current outcome literature. Outcome research has suggested that counselor empathy is one of the strongest predictors of client outcome. Therefore, two constructs were explored in this study that are linked to empathy: Loevinger‘s (1976) Theory of Ego Development and Altruistic Caring as measured by the Heintzelman Inventory (Robinson, Kuch, & Swank, 2010). The sample consisted of 81 graduate-level counselor trainees in their first or second semester of practicum at a large South Eastern university. Results revealed no statistically significant relationship between variables. However, further exploratory analysis yielded a statistically significant relationship between a component of altruistic caring, specifically early career choice in the counseling field (4.1% of the variance explained), and client outcome. Implications for counselor educators are presented along with areas for future research.

No description available.

A major concern many counselor trainees face when preparing to see their first couple-client is that of confidence because they have had little to no experience in interacting in a professional capacity with couples. Many beginning counselors experience anxiety, which can inhibit their effectiveness with clients (Scanlon & Baille, 1994). Introducing counselor trainees to a relatively non-threatening interaction with couples might reduce the initial anxiety that characterizes the neophyte counselor venturing into new clinical territory. The interaction may also enhance feelings of warmth and closeness of the couples. John Gottman's Oral History Interview (Gottman, 1999) was the protocol used in the interaction between trainee and couple. An instrument developed for this study to measure couple counseling confidence, the State Trait Anxiety Inventory (Spielberger, 1983), and the Personal Assessment of Intimacy in Relationships (Schaefer & Olson, 1981) were used to assess levels of counselor confidence, counselor anxiety, and couple intimacy, respectively. The confidence instrument and State-Trait Anxiety Inventory were administered to 37 students who were enrolled in four graduate level introductory couple counseling classes and who interviewed couples, as well as to 34 counselor-trainees who were enrolled in five graduate level counseling courses other than couple counseling and who did not interview couples. Analyses of the quantitative data revealed no statistically significant differences in confidence between trainees who interviewed a couple and trainees who did not interview a couple. Analyses of qualitative data suggested there were differences. The Personal Assessment of Intimacy in Relationships was administered to 67 individual couple participants who were interviewed by counselor trainees, and 35 individual couple participants who were not interviewed by counselor-trainees. Analyses of the quantitative data revealed no statistically significant differences in couples who participated in the Oral History Interview and those who did not. Analyses of qualitative data suggested there were differences. Regarding both counselor confidence and couple intimacy, future research using a larger sample size and more refined quantitative methods appears warranted.

This study investigated the extent to which formal training in developing effective case conceptualizations increased counselor competence among participants compared to those who were not exposed to the training. A total of 145 counselor trainees were recruited from three South Florida Universities. Participants in both the treatment group and comparison group received a brief lecture on case conceptualization, while those in the treatment group were trained to develop effective case conceptualizations using an integrative model. The brief lecture effectively reduced myths about case conceptualization for both the treatment and comparison group participants (p < 0.001). Oneway ANOVA results showed the effectiveness of the specific training (p < 0.001). The treatment group had a significantly higher mean score (M = 44.12; SD = 9.84) than the comparison group (M = 24.23; SD = 8.29). There was no significant difference in participants’ CCEF pre-test scores, therefore, they were treated as a non-treatment group and compared to the CCEF post-test scores of the comparison group and treatment group. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

Counseling psychology doctoral trainees’ satisfaction with their clinical methods training is an important predictor of their self-efficacy as counselors, persistence in graduate programs, and probability of practicing psychotherapy in their careers (Fernando &Hulse-Killacky, 2005; Hadjipavlou &Ogrodniczuk, 2007; Morton &;Worthley, 1995). Much of the extant literature related to assessing psychology graduate students’ satisfaction with their training has focused on supervision processes and has not adequately assessed other elements of training such as coursework, clinical experiences, and the learning contexts of practicum sites and program settings. Additionally, the available research is largely quantitative data based on geographically restricted samples that does not adequately explain reasons for trainees’ satisfaction or dissatisfaction. The purpose of the present study was to broadly identify factors that contribute to counseling psychology doctoral students’ satisfaction with their clinical methods training in coursework, clinical experiences, supervision, and practicum and program contexts. Eight advanced doctoral trainees from APA-accredited programs in counseling psychology were interviewed about their satisfaction with their training experiences. Data was analyzed using Consensual Qualitative Research (Hill, 2012). Results indicated that trainees generally entered programs with broad/unclear expectations, but some identified preferences for practicum settings, developing clinical skills, learning approaches to psychotherapy, and training in multicultural competence. Participants expressed higher satisfaction with courses that included multicultural content, training in theoretical approaches to therapy, and clinically-applicable content using teaching methods that included combining lecture with dialogue and experiential exercises. Diversity in clients’ demographics, presenting concerns, therapeutic modalities, and distress levels contributed to higher satisfaction with clinical experiences. Additionally, participants expressed their value for the opportunity to accrue client contact towards internship requirements. Strong supervisory relationships were most frequently identified as contributing to participants’ satisfaction with supervision. Participants expressed highest satisfaction with supervisors who conveyed care and support; were respectful, invested, competent, and experienced; provided new learning and feedback; and demonstrated multicultural competence. Practicum sites which provided an appropriate balance of training and clinical work, met trainees’ expectations for developmentally-appropriate training and clinical experiences, and fostered positive relationships between trainees and competent, invested staff members were described to produce highest satisfaction. Participants also expressed highest satisfaction when they had open, safe interpersonal relationships with faculty and felt secure in their ability to secure practicum placements in a range of settings. All participants stated they would feel more satisfied with their programs if more courses were available, but opinions varied as to the type of additional training desired. Findings are considered from the perspective of experiential learning theory (Kolb, 1984) and situated learning theory (Lave &Wenger, 1991). Implications for program faculty, practicum staff, and future research are discussed.

Perfectionism in the counselor trainee has the potential to undermine counseling self-efficacy and relationships with client and supervisor (Arkowitz, 1990). Perfectionism is defined as “a predilection for setting extremely high standards and being displeased with anything less” (Webster’s II New College Dictionary, 1995, p. 816). In this study, 143 counselor trainees and 46 supervisors (46 supervisor-trainee dyads) completed surveys designed to assess the relationships between adaptive and maladaptive perfectionism and counseling self-efficacy, the working alliance between supervisor and trainee, as well as the working alliance between trainee and client. Trainee participants completed the Almost Perfect Scale – Revised (Slaney, Rice, Mobley, Trippi, & Ashby, 2001), the Self-Efficacy Inventory (Friedlander & Snyder, 1983), the Supervisory Working Alliance Inventory – Trainee Version (Efstation, Patton & Kardash, 1990) and the Working Alliance Inventory – Short Form Therapist Version (Horvath, 1991). Supervisor participants completed the Supervisory Working Alliance Inventory – Supervisor Version (Efstation, Patton & Kardash, 1990). Results indicated that maladaptive perfectionism was positively correlated with working alliance between trainee and client (r = -.261, p = .002) and positively correlated with the working alliance between supervisor and trainee (from the perspective of the supervisor, r = -.345, p = .019). Results also demonstrated evidence for counseling self-efficacy as a significant moderator between adaptive perfectionism and the supervisory working alliance (from the perspective of the trainee) and between maladaptive perfectionism and the supervisory working alliance (from the perspective of the supervisor). Supervisors should consider perfectionism in counselor trainees as this may affect counseling self-efficacy and working alliances between supervisor and trainee as well as between trainee and client.

Thesis advisor: Tarrell A. Portman. Includes bibliographic references (p. 140-155).

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 140-149). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 118-141). Also available on the World Wide Web.

This study investigated potential relationships between master's level counseling students' levels of ego development and their identified orientations to one of six guiding theories of counseling; students' theoretical orientation classifications when classified according to the theory's domain of emphasis: affective, behavioral, or cognitive; students' degrees of confidence in identifying their theoretical orientations; and students' degrees of comfort in applying their theories in clinical practice. Seventy participants enrolled in a master's level practicum course completed the Washington University Sentence Completion Test, a measure of ego development, and the Counseling Theory Survey, a survey developed by the researcher, in order to identify students' identified theoretical orientations, students' degrees of confidence in identifying their theoretical orientations, and students' degrees of comfort in applying their theories in clinical practice. Ego development level was operationalized as a dichotomous variable consisting of level E5 and below and E6 and above, based on the developmental task attained at E6: a shift from emphasis on in-group identity to self-evaluated standards. To determine potential relationships between the students' ego development levels and their theoretical orientations and their orientations when classified by domain of emphasis, 2 x 4 and 2 x 3 Chi-square analyses were used. Independent t-tests were conducted to determine if the students' degrees of confidence in identifying their theoretical orientation and their degrees of comfort in applying their orientation varied across the two groups. No statistically significant results were found. Alternative explanations for the identification of theoretical orientation, limitations of the study, and suggestions for future research are discussed with emphasis on the need for greater integration of current theories related to the identification of theoretical orientation.