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Self-evaluation skills development among counselor trainees in counselor training programs has become an issue of importance in relation to counselor effectiveness. This study explored how the utilization of a structured self-evaluation procedure for the development of self-evaluation skills influenced counselor effectiveness. The study also attempted to determine the extent of agreement between counselor trainees' ratings and practicum supervisors' ratings of counselor effectiveness. The subjects were 30 graduate students who completed fifteen units of their graduate work and were enrolled in counseling practica at The University of Arizona. Seven faculty members were utilized as practicum supervisors to ensure usable data from thirty students. Response scores were obtained for each subject in the experimental group on the Interview Analysis Worksheet, a technique used to facilitate the development of self-evaluation skills. Response scores were obtained for each student subject on the Self-Evaluation Questionnaire, an instrument used to assess the level of skill development in the experimental group and the quality of the self-evaluations of all student subjects; and the Counselor Evaluation Rating Scale, a questionnaire consisting of 27 items on which to rate a trainee's performance during both counseling and supervision. This scale was also used by practicum supervisors as an instrument on which they rated their supervisees during the semester. Data were analyzed by means of t-tests and analysis of variance. The null hypotheses were tested at the .05 level. For the hypotheses tested, six results were obtained. First, utilization of a structured self-evaluation procedure had no effect on the trainees' development and use of self-evaluation skills. Second, trainees' level of self-evaluation skills had no significant influence on their self-ratings of effectiveness. Also the structured self-evaluation procedure was not significantly related to how the trainees rated themselves as counselors. Third, there was no difference in the counselor effectiveness of structured self-evaluating and non-structured self-evaluating trainees. The structured self-evaluation procedure did not significantly enhance the structured self-evaluating trainees' effectiveness as counselors. Fourth, of the ratings of supervisors and trainees of counselor effectiveness, the structured self-evaluating counselor trainees differed from supervisors on the second and third administration. Combined trainee ratings of counselor effectiveness were significantly different from supervisors' ratings for the first administration period. The remaining ratings did not show any significant differences. As these results were just significant at the .05 level, it was concluded that trainees and supervisors agree in their ratings of counselor effectiveness after the initial rating period. Fifth, there were no differences in trainees' ratings of their self-evaluation skills over any of the three administration periods. Finally, trainees tend to differ from supervisors in their ratings of counselor effectiveness when compared over time. The results of this study do not indicate that the concept of a structured self-evaluation procedure, as yet, is an important variable in counselor training. With improvement in instrument construction and methods for implementing skills training, it might be possible for a structured procedure to develop self-evaluation skills, and to make a contribution to the development of facilitative conditions in counselor training programs for the enhancement of a trainee's counselor effectiveness.

The purpose of this study was to describe counsellors' perceptions of their collaboration experiences with psychiatrists working in the context of a community mental health team. Specifically, perceptions of facilitating and impeding factors that influence collaboration were identified. Interpretive description (Thorne, Kirkham, & McDonald-Ernes, 1997), a qualitative methodology, was selected as the means of attaining descriptions of the collaboration process that would depict the commonalities among the participant sample while maintaining the unique experience of each individual. Participants included four female and four male Caucasian counsellors between the ages of 38 and 57 who possessed either an M.A. or M.Ed. degree and were currently working in a mental health team. The counsellors engaged in open-ended interviews in which they read an orienting statement and responded to the following directive: Talk about some of the particular collaboration experiences you have had with psychiatrists. Aspects of collaboration experiences fit into one of three general categories: 1) external-structural factors stemming from the work setting; 2) internal cognitive factors pertaining to counsellors' perceptions of psychiatrists and themselves; or 3) social-relational factors arising from communication styles and ways of interacting. The findings suggest that much of the quality of a collaborative interaction arises from the actual quality of the professional relationship. Findings are considered in relation to previous and future research, existing ethical codes, and counsellor training.

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The utilization of a school counselor within the framework of an elementary school may be a practice which could help solve some of the many problems and eliminate some of the pressures facing the elementary school child.In an effort to determine the extent to which elementary school counselors in Indiana are willing, able and permitted to work in the areas of helping to solve and eliminate problems and pressures that daily confront the elementary child a study was undertaken to identify the role and function of practicing elementary school counselors in Indiana.Counseling, for the purpose of this study, is a learning process in which the helping person, the counselor, helps his client to learn more about himself in order that he will be able to reach realistically defined goals. The counselor is defined as a helping person.The review of the literature suggest that there are several aspects of elementary school counseling which have been considered by those writing in the field. First, elementary school counseling is dedicated to the self-enchantment and growth of all children. Related to this is the commitment to helping children in their planning and choice-making with a primary goal of helping each child achieve his positive potential. The third aspect was concerned with doing an effective job in meeting the individual child's needs throughout his school experience.A questionnaire consisting of three parts was sent to 89 elementary counselors determined to be currently employed in Indiana. Responses were received from 55 of the counselors for a 61.8 percent participation. The mean experience of the counselors was 4.75 years. Training schools for the counselors were Indiana Institutions in 65 percent of cases and counselors degrees were received in 58 percent of the cases after 1963.Counselor ages found 32.2 percent in the 41-45 age bracket. The most common length of contract was found to be nine and one-half months.The counselors in 35.6 percent of the responses were serving a city area and only 8.2 percent were serving Minority groups.There was little diversity among the respondents regarding the grade level (K-6) served by the counselor.Counselors listed 31 items as being effective aids to their counseling. A cooperative administration was listed by 80 percent of the respondents, a cooperative Staff by 67.3 percent of the respondents and cooperative parents by 25.5 percent.Counselors were asked to rank those items considered as Stumbling blocks to their being effective counselors. The respondents listed 26 different stumbling blocks with counselor-pupil ratio being listed in 36.4 percent of the cases; time was reported by 34.5 percent of the respondents and teacher attitude in 29.1 percent of the responses.Counselors responded with 30 Items they felt to be beneficial academic preparation for counseling. In 24 responses the practicum was listed, as the most beneficial of their academic preparation.Counselors were asked to indicate on a seven point continuum their feelings regarding 35 statements related to their present role, function and possible responsibilities as an elementary school counselor.Counselors' responses to the thirty-five statements regarding role, function, and responsibility showed much diversity. The counselors felt in approximately 20 percent or more of the cases that it was frequently their responsibilities:1. To conduct personal and social counseling on an individual basis.2. To conduct personal and social counseling on a group basis.3. To counsel with all students.4. To provide school liason with various referral agencies.5. To identify appropriate referral agencies. 6. To refer students to appropriate agencies.7. To confer with teachers about students’ problems. 8. To act as an advocate of the child (A defender of the child's rights).In 20 percent or more of the responses the counselors felt that the following statements were seldom their responsibilities.1. To arrange scheduling of student classes.2. To arrange transfer of student classes.3. To develop cumulative records. 4. To maintain cumulative records.5. To preside at parent-teacher conferences. 6. To counsel with all students.7. To be responsible for dispensing discipline.8. To provide school liason with law enforcement agencies.9. To conduct research studies.10. To conduct follow up studies.11. To conduct counseling in service education to aid teachers to do a better job with kids.12. To recommend school curriculum changes. ConclusionsConclusionsThe following major conclusions are based upon the findings of this study.1. There is a general acceptance on the part of elementary school counselors of wide responsibilities for the counselor.2. There is no specific job description for the elementary school counselor in Indiana. He tends to be a facilitator and defender of the child's rights,3. Elementary school counselors feel the pressure of the counselor pupil ratio and lack of time to adequately work with the children.4. Counselors feel that the greatest aids to being an effective counselor are a cooperative administration, a cooperative staff, and cooperative parents.

This study examined the client's perspective of the therapeutic alliance using written statements collected from clients in a previous study (Bedi & Duff, 2008). The 125 statements describe factors clients believe to be fundamental in the development of a strong alliance with their counsellor. Fifty participants sorted the statements into thematically similar piles and then gave each pile of statements a title. Multivariate concept mapping statistical methods (The Concept Systems, 2008, Version 4) were used to obtain the most representative sort across participants. The resulting 14 categories and associated ratings for helpfulness (on the scale of 1-5) are represented on scaled Concept Maps. Category titles selected arc: Emotional Support, Ability to Relate, Sharing the Counsellor's Personal Experience, Good Boundaries, Interpersonal Demeanour, Body Language, Provided Resources and Homework, Availability, Planning and Approach, Directed Process Appropriately, Attentiveness, Approachable, Non-Judgemental, and Effective Listening. Female and male helpfulness evaluations were not statistically significantly different. / Graduate / 0621

No description available.

Thesis (Ph. D.)--Oregon State University, 1990. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.

Thesis (Ph.D.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.S.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (ℓ.51-55).