The objective of this research was to constructively replicate the research of Brabham and Thoreson (1973) and Mitchell and Frederickson (1975) that led to the conclusion that handicapped counselors are preferred. Subjects were 337 male and female volunteers enrolled in psychology 101 which was taught during the Fall Quarter, 1984, at Utah State University. All subjects were asked to indicate their preference when considering 20 hypothetical problem situations for one counselor from among six photographs of handicapped and non-handicapped counselors. The 20 situations consisted of three types (personal, vocational, and educational). Each subject's score was the total number of times that the subject selected a handicapped counselor. T-tests for independent means were conducted to determined whether or not the group had a statistically significant preference for either handicapped or non-handicapped counselor when the subjects were considering all problems together and when subjects were considering specific problem types. Results indicate that subjects have no significant preference for either handicapped or non-handicapped counselor when all problems were considered. For Personal problems subjects preferred handicapped counselors. For vocational problems subjects preferred non-handicapped counselors. For educational problems subjects had no statistical significant preference. Interpretation of the results suggested preference for a handicapped or non-handicapped counselor is differentially affected by the problem type. It was recommended that much research remains to measure the magnitude of these preferences and the influence of these preferences on the process and outcome of therapy.

Due to demographic shifts and efforts to recruit culturally diverse professionals, it is plausible that more Caucasians will encounter ethnic minority counselors in the future. Yet, the majority of multicultural literature has only emphasized Caucasian counselors' multicultural counseling competence. Research has rarely discussed how ethic minority counselors influence the perceptions of Caucasian clients. The research purpose was to explore how acculturation and gender of Asian and Caucasian counselors influence Caucasians' perceptions of the counselors and counseling services. With an analog research design, 562 Caucasian college students read 1 of 8 randomly assigned counselor descriptions, which were varied by counselor characteristics, and reported their perceptions on dependent measures: Counselor Rating Form - Short Version (CRF-S), Working Alliance Inventory - Short (WAI-S) and 4 Willingness items. With the Attitudes Toward Seeking Professional Psychological Help - Shortened Form as a covariate, 15 hypotheses were expected that Caucasians would prefer high-acculturated, same sex, and same ethnic counselors tested by simple contrast, while an exploratory question, investigating main and interaction effects among independent variables (counselor ethnicity, acculturation and gender, and participant gender) on dependent measures, was examined by MANCOVA and ANCOVA. Although only 2 of 15 hypotheses showed significance, the exploratory investigation revealed: Caucasian participants had a preference of high-acculturated counselors on CRF-S attractiveness, WAI-S and willingness to seek help. However, present data did not replicate the impression of similar ethnic matching in counseling dyads. On CRF-S expertness, Caucasian participants reported that Asian male counselors were perceived as more expert than Caucasian male counselors. For gender differences, the current finding showed that female participants were more willing to seek help for academic/career concerns, whereas male participants were more willing to discuss their somatic concerns. For the research implications, with appropriate trainings in multicultural counseling competence, both Caucasian and non-Caucasian counselors could become effective therapists. Counseling agencies may need to keep counselors' background information minimum so it would not impede counseling relationships. With the limitation of analog study, the generalization of the current findings to actual clinical settings needs to be cautious. The qualitative research approach could expand our understandings concerning the current research direction in depth.

The purpose of this study consisted of three main components: 1) to identify effective counselor characteristics in the literature; 2) to describe existing admission requirements of counseling programs; and, if a need was determined, 3) to develop a framework for a standard set of admission requirements, balanced between cognitive-behavioral characteristics and personal-emotional characteristics, to more thoroughly assess prospective master’s level counseling students. This study discusses the typical admission requirements of master's level CACREP (The Council for Accreditation of Counseling and Related Educational Programs) counseling programs and what the research indicates are characteristics of effective counselors. A literature review of effective counselor characteristics and graduate admission requirements was conducted, CACREP guidelines were examined, and admission requirements and procedures for all 129 CACREP counselor education programs were analyzed. The findings from the literature review were then compared with the data collected and analyzed from existing master’s level CACREP counseling programs to determine gaps between the literature-identified characteristics of effective counselors and current admission criteria of CACREP programs. Follow-up telephone interviews with a faculty of leadership stature from a sample of 20 CACREP counseling programs were conducted. After determining a need, information collected was used to develop a framework for a standard set of admission requirements. Results indicated that currently, a) there is no framework for a standard set of admission requirements for assessing prospective students for master’s level counseling programs that identify personal-emotional characteristics, b) there are gaps between what the literature identifies as effective counselor characteristics and what is typically assessed during admission, c) an agreement exists that the counseling profession must do a better job of gate-keeping, and d) that a framework of admission requirements is needed by counselor educators to assist in a more thorough screening and examination of personal characteristics of prospective students. Finally, e) this research established a foundation for this framework of a standard set of admission requirements that could be used by faculty to more exhaustively assess prospective master’ s level counseling students. / Ph. D.

Preliminary research exists indicating the importance of counselor attitudes and organizational features as influencing use of evidence-based practices (EBPs). Conceptual models of evidence-based practice implementation posit relationships among factors theoretically associated with use of an EBP, yet little research exists that explores how a constellation of counselor characteristics relate to counselors’ use of evidence-based practices. Research is also lacking on the role of counselor characteristics in use of motivational interviewing, a specific evidence-based practice. In addition to identifying counselor characteristics associated with use of MI, this study explores how counselor characteristics directly and indirectly affect implementation relationships for MI. The study sample comes from a larger study testing how organizational facilitation influences outpatient substance abuse counselors’ use of MI, and client outcomes. Multiple regression was used to explore the contribution of counselor characteristics (amount of MI training, MI skill level, motivation to use MI, supportive attitudes toward MI, perception of organizational climate and MI skill level) on reported use of MI. Analyses with each dependent variable had different sample sizes: N=76 for relationships tested between counselor characteristics and use of MI and N=46 for relationships tested between counselor characteristics and MI skill level. Results suggest that among these characteristics, supportive attitudes related to MI and motivation to use MI significantly contribute to counselors’ use of MI with clients. Further, supportive attitudes related to MI and motivation to use MI each partially mediates the relationship between amount of MI training and counselor use of MI. But, findings are tempered by a sample comprised of relatively low levels of training and low MI skill level. Despite having very little training, and low skill levels, high usage of MI was reported by counselors. More empirical research utilizing larger samples with higher training levels is needed to better understand how counselor characteristics may affect EBPs implementation in order to promote the effective use of evidence-based practices. / text

Introduction: This is a study that explores how U.K.-based counselling psychology trainees perceive that they acquire the skills and abilities required for competent practice and their understanding of what it means to be competent practitioners. It outlines some of the factors that have influenced how therapeutic competence is defined in the current climate of NHS healthcare. It indicates that the training curriculum and the professional culture of their clinical placements influenced trainees' perceptions and definitions of therapeutic competence. Literature Review: The literature review for the thesis covers two major areas. Firstly the sources for discovering how therapeutic competence is defined in counselling and psychotherapy are presented before considering the standards for competent practice in counselling psychology. Secondly the literature on trainees' experiences in training and the qualitative studies related to trainees' experiences of developing competence in training. Key themes from this review indicate that the field of counselling psychology has a commitment to its philosophical roots in humanism, personal development, and evidence-based practice. Methodology: A philosophy of qualitative analysis which introduces the grounded theory method is outlined. The assumptions, values and epistemology of the researcher are stated. The phases of the study which include: 1, Recruitment, 2. Pilot Interviews, 3. Data Collection, 4. Data Analysis, and 5. Developing the Theoretical Framework are described. A qualitative research approach based on constructionist assumptions was utilised in this study. Eleven trainee counselling psychologists were interviewed. The interviews were analysed using grounded theory analysis. Findings: This section includes a summary of two analytical phases which produced focused codes and a coding hierarchy. The results were two core categories: Perceptions of Competence and Defining Competence. Seven subcategories were also developed. Three of these subcategories, Coursework, Observer Feedback and Self-Reflections on Competence, were associated with the core category, Perceptions of Competence. Four subcategories - Clinical Experience, Reflexive Thinking/Self-Awareness, Theories and Models, and Supervision - were linked with the core category, Defining Competence. Discussion: Methods were discussed by which trainees perceive, acquire, and define therapeutic competence. The themes of self-perception of competence and self-confidence were identified as being relevant to therapeutic competence. Some of the vehicles for developing competence were highlighted including the idea that participants reflect on their experiences in training and clinical practice to develop competence. Some surprising results included a lack of evidence to suggest that trainees were thinking about the influence of pharmacology on treatment and some key professional issues (like multicultural competence and the social justice agenda) did not garner very much attention in the interviews. My contribution to knowledge is to inform training and therapist development by illuminating these processes in the context of U.K. based training programmes and representing the trainees' voice in the literature on developing competence in counselling psychology.

Mindfulness-based practices are associated with increased attentional qualities, improved self-focus styles, enhanced empathic understanding, and strengthened self-compassion, making these practices a viable addition to counselor training programs. However, current mindfulness training models are primarily designed for relief of psychological distress, stress reduction, and increased well-being rather than focused on enhancing therapeutic skills and require intensive time commitments that may present logistical difficulties for overburdened curricula and graduate students. This study piloted an on-line, eight-week mindfulness-based practices learning management system for counselors (MBLMS-C) with a specific focus on the cultivation of qualities associated with successful therapeutic relationships. Ten of forty-six recruited counseling master's students enrolled in their first basic skills course at a sample of accredited universities across the United States completed the exit survey. Data were analyzed using multivariate repeated measures analyses comparing pre- post- counselor relational qualities of mindfulness traits, empathy, self-focus style, and self-compassion. Results indicated no statistically significant difference with a partial ?2 = .73. What-if analyses (N = 30) indicated statistical significance may have been obtained given a larger sample. Variance was explained by increased self-compassion (partial ?2 = .34) and mindfulness traits (partial ?2 = .31) and decreased self-focus style rumination (partial ?2 = .23) and empathic personal distress (partial ?2 = .12). Changes were observed in the desired direction for self-focus style reflection and empathic perspective taking/empathic concern. Discussion includes a review of the findings including examination of participant feedback regarding training experience. Study limitations and implications for counselor education, professional enhancement, and suggestions for future research are also offered.

In the last several decades, multiculturalism has became the one of the most popular research topics in psychology and counseling, and the counselor preferences of ethnic minority clients has been well researched. However, in the history of research on counselor preferences, the needs and preferences of ethnic majority clients have been neglected. This study investigated the counselor preferences of White university students. This study examined three primary research questions: whether counselor ethnicity influenced White university students’ initial counselor preferences, what were White university students’ preferences for various counselor characteristics, and whether White university students preferred specific counseling styles for different problem types. A survey consisting of three parts, a demographic questionnaire, a questionnaire including three analogical counselor-client vignettes, and a Preferred Counselor Characteristics Inventory, was administered to students at a university in the southeastern United States. With regard to preferences for counselor ethnicity, the findings suggested that counselor ethnicity generally did not affect White participants’ initial counselor preferences. Aside from ethnicity, the study investigated White students’ preferences for various counselor characteristics: credibility, counseling style, age, gender and race. The results indicated that the characteristics valued by the highest percentage of White students were counselor credibility and counseling style. Moreover, participants’ preferences were influenced by their own gender and past experiences with counseling. Lastly, participants favored different counseling styles depending on the problem type, and gender played an important role in preference for counseling style.

In the last several decades, multiculturalism has became the one of the most popular research topics in psychology and counseling, and the counselor preferences of ethnic minority clients has been well researched. However, in the history of research on counselor preferences, the needs and preferences of ethnic majority clients have been neglected. This study investigated the counselor preferences of White university students. This study examined three primary research questions: whether counselor ethnicity influenced White university students’ initial counselor preferences, what were White university students’ preferences for various counselor characteristics, and whether White university students preferred specific counseling styles for different problem types. A survey consisting of three parts, a demographic questionnaire, a questionnaire including three analogical counselor-client vignettes, and a Preferred Counselor Characteristics Inventory, was administered to students at a university in the southeastern United States. With regard to preferences for counselor ethnicity, the findings suggested that counselor ethnicity generally did not affect White participants’ initial counselor preferences. Aside from ethnicity, the study investigated White students’ preferences for various counselor characteristics: credibility, counseling style, age, gender and race. The results indicated that the characteristics valued by the highest percentage of White students were counselor credibility and counseling style. Moreover, participants’ preferences were influenced by their own gender and past experiences with counseling. Lastly, participants favored different counseling styles depending on the problem type, and gender played an important role in preference for counseling style.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this master s thesis is to know the adjustment process of graduate students to their courses. It was realized two studies. The first study consisted of a systematic review of literature that aimed to investigate in an exploratory way personal, relational and institutional factors that are described in the literature as influences in the graduate students adjustment to their courses. The 15 international peer-reviewed articles that composed the final sample of this research showed that the integration with graduate life depends on the setting with the demands of the graduate program, on financial security and, above all, on the establishment of a rewarding relationship between advisor and student. Based on this information and on the lack of studies about the subject in the Brazilian graduate scenario, the second study was proposed to investigate the master students vision about their advisors and the perception of students about the relationship between advisors and students, besides to identify the possible influence of this perception in the adjustment of these master students to their courses. It participated in the study 12 graduate students from two graduate programs of a public university located in south of Brazil. The answers given by them to the issues of a semi-structured interview were subjected to content analysis. It was noticed that the vision (positive or negative) that the students had about the personal attributes and behavioral styles of their advisors influenced the nature of the relationship (satisfactory or unsatisfactory) between them. It is believed that the results of this work will stimulate government, development agencies and higher education institutions in Brazil to concern about the adjustment of graduate students to their courses in order to minimize cases of failure in masters and doctoral programs in the country. / Esta dissertação objetivou conhecer o processo de adaptação acadêmica dos estudantes de pós-graduação stricto sensu aos seus cursos. Para tanto, foram realizados dois estudos. O primeiro estudo constitui-se de uma revisão sistemática de literatura que visava investigar exploratoriamente os fatores pessoais, relacionais e institucionais que são descritos na literatura como influências no processo de adaptação de estudantes de pós-graduação stricto sensu aos seus cursos. Os 15 artigos internacionais revisados por pares que compuseram a amostra final dessa pesquisa permitiram concluir que a integração com a vida de pós-graduando depende da ambientação com as normas e demandas do programa de pós-graduação, de segurança financeira e, sobretudo, do estabelecimento de uma relação gratificante entre orientador e orientando. Com base nessa informação e na escassez de estudos sobre a temática no cenário da pós-graduação brasileira, o segundo estudo foi proposto para investigar exploratoriamente a visão de mestrandos a respeito de seus orientadores e a percepção dos discentes sobre a relação estabelecida entre orientadores e orientandos, bem como identificar a possível influência dessa percepção na adaptação desses mestrandos aos seus cursos. Participaram dessa pesquisa 12 mestrandos provenientes de dois programas de pós-graduação de uma universidade pública localizada no sul do Brasil. As respostas concedidas por eles às questões de uma entrevista semiestruturada foram submetidas à análise de conteúdo. Percebeu-se que a visão (positiva ou negativa) que os orientandos apresentavam a respeito dos atributos pessoais e dos estilos comportamentais de seus orientadores influenciavam na natureza da relação estabelecida (satisfatória ou insatisfatória) entre eles. Acredita-se que os resultados desta dissertação irão estimular a preocupação do governo, das agências de fomento e das Instituições de Ensino Superior do Brasil com a adaptação de pós-graduandos aos seus cursos a fim de minimizar os casos de insucesso nos cursos de mestrado e de doutorado do país.