Counseling self-efficacy of supervisees is a significant outcome variable of counselor training. The Social Cognitive Model of Counselor Training (SCMCT; Larson, 1998a) provided a framework from which to examine the relationships of supervisory social influence in supervision, supervisory working alliance, and counseling self-efficacy. Supervisees' perceptions of their efficacy in counseling were assessed through the Counseling Self-Estimate Inventory (COSE; Larson, et al., 1992). The sum of the "client focus" and "rapport" subscales on the Supervisory Working Alliance Inventory--Trainee Version (SWAI-T; Efstation, Patton, & Kardash, 1990) represented a measure of the supervisory working alliance. Social influence of supervisors was operationalized by the composite score on three factors ("expertness," "attractiveness," and "trustworthiness") on the Supervisor Rating Form (the modified Counselor Rating Form--Short; Corrigan & Schmidt, 1983).Participants were 78 trainees of various experience levels at several counselor programs. Hierarchical regression analysis was used to test the following three hypotheses: 1) A strong working alliance would predict counseling self-efficacy of supervisees. 2) Perceptions of supervisors as high in social influence would contribute significantly to the criterion variable, counselor self-efficacy. 3) High social influence and a strong supervisory relationship, while controlling for experience level, would significantly predict a portion of the variance in counseling self-efficacy. The hypotheses were supported. Supervisory working alliance, experience level, and social influence contributed respectively, 22%, 13%, and 6% of the variance in counseling self-efficacy. In addition to its unique contribution, social influence enhanced the relationshipbetween counseling self-efficacy and the supervisory working alliance by acting as a suppressor variable.Exploratory analyses revealed that supervisees who perceived their supervisors to be high in social influence were more satisfied with supervision. A strong supervisory working alliance also correlated positively with satisfaction with supervision among trainees. Satisfaction with supervision, however, was not correlated with counseling self-efficacy. / Department of Educational Studies

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.

Thesis (D. Phil.(Social Work))-University of Pretoria, 2006. / Abstract in English and Afrikaans. Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (D. Min.)--Ashland Theological Seminary, 1985. / Abstract. Includes bibliographical references (leaves 112-115).

M.A. (Psychology) / Professional counsellors are overloaded with many cases and are in dire need of lay assistance. Specifically, pastors are overburdened with the number of counselees seeking their help, and they require lay members of the church to be equipped to counsel on a paraprofessional level. If executed effectively, this lay counselling will act as a filter by letting only those cases needing professional intervention to pass through to the pastor or mental health practitioner. The benefits to be obtained from the Biblical ministry of lay counselling are numerous, the most notable being that chances of burnout are lessened in professionals who now need only focus their attention and energies on. cases specifically requiring their expertise. However, as is the case with all ministries, there are potential dangers and pitfalls. These can be minimised by proper equipping. It is the knowledgeable, Spirit-filled and welltrained lay counsellor thatis at least risk. Acquiring the practical skills of effective counselling initially involves being formally taught and practising these within a learning environment. This dissertation proposes such a curriculum for the equipping of lay Christian counsellors on both the theoretical and practical levels. Though it is not the first of its kind in the United States, it does reflect a relatively new field in this country and much research must go into developing and modifying curricula for the South African context with its cultures and specific needs. This poses an exciting challenge to the pastors and mental health professionals of this country, who In addition to the actual clientele, will be the onesto benefit. In this dissertation, the domain of the research is introduced by discussions on Christian and lay Christian counselling. Definitions, general assumptions, Biblical basis and uniqueness are presented as well as why lay Christian counselling is a vital aspect of a caring church Some of the common goals that this field shares with secular counselling have been stated, as well as its unique goals. The selection of potential lay Christian counsellors has been discussed, offering some of the desirable therapeutic and ethical qualities of such counsellors...

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

This study was designed to investigate the effectiveness of large group supervision, small group supervision, and combined group and individual supervision on counselor trainees. Specifically, instruments were used to measure the progress in counselor efficacy and counselor development. Analyses of Covariance revealed that all supervision formats produced similar progress in counselor effectiveness and counselor development. Large group supervision, small group supervision, and combined group and individual supervision appear to be equivalent in their effectiveness.

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A new generation, Millennial Generation, is currently staffing summer camp programs. Camp directors need to be aware of the differences in learning styles this generation prefers. The Millennial generation is the first to grow up with the instant accessibility of the Internet. This project was created based on suggestions from Camp Directors and ideas that have been developed from the study of this generation. A pre-camp video game training script has been created and tailored to the Millennial camp staff in order to encourage Millennials to learn and use the information needed to take proper care of campers.

This study was designed to measure the effectiveness of accreditation standards (specifically, CACREP Standards for counselor education programs) on the development of counseling skills. A measure of counseling skill (The Counselor Rating Form-Short Version) was used to measure the counseling skills of counselor trainees from various masters programs. These students were enrolled in a doctoral program in counselor education and were taking their first semester practicum. A T-Test of Independent Means revealed that the student counselors from CACREP accredited masters programs scored significantly higher on the CRF-S than did students from non CACREP accredited programs. These students generally had higher levels of counseling skill as judged by this measure. Given the convenience of the sample and its size, results must be analyzed carefully. These results do, however, seem to suggest the necessity of further study. There are several conclusions that may be reasonably drawn from these results. The emphasis that the CACREP Standards place on the supervised experience may account for the difference in skill levels between the two groups. Prior research and student self-report support this theory. The fact that these requirements are daunting to unaccredited programs suggests a gap in experiential learning between the two groups.