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Guidance curriculum of the American School Counselor Association school counseling standards implementing the forty developmental assets under the nine standardsAlexander, Kathleen Rae. January 2002 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.
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The influence of supervision training on supervisor self-efficacy among doctoral interns at university counseling centersHaley, Sarah Jane. January 2001 (has links)
Thesis (Ph. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains xii, 222 p. Includes abstract. Includes bibliographical references (p. 142-150).
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Counselor trainees' sexual attraction toward their supervisors : a qualitative study /Melincoff, Deborah S., January 2001 (has links)
Thesis (Ph. D.)--Lehigh University, 2001. / Includes vita. Includes bibliographical references (leaves 108-118).
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Stressors reported by elementary school counselors across the State of Wisconsin and implications that lead to career resiliencyErickson, Eric J. January 2002 (has links) (PDF)
Thesis--PlanB (Ed. Spec.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.
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Nature of vocational rehabilitation counselors' reflective practicesLightfoot, Brenda Jean, 1940- 28 August 2008 (has links)
Not available / text
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Counselor effectiveness and the evaluation process: a comparison of two groups of counselor traineesJupinko, Celeste Nanette January 1980 (has links)
No description available.
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ADLERIAN COUNSELOR EDUCATION AND STUDENT SELF-EVALUATIONSánchez, Francisco Antonio January 1980 (has links)
This study raised four questions pertaining to counselor education, the development of counseling competencies, and self-evaluation. These questions were as follows: (1) Does Adlerian counselor education significantly change how students perceive their counseling competencies? (2) Do students evaluate their competencies in Adlerian counseling differently than in an eclectic approach? (3) Do students perceive themselves more like professional counselors as they near completion of their graduate training in counselor education? (4) Does specific Adlerian feedback from peers and supervisors influence the way students evaluate their Adlerian counseling competencies? To answer the aforementioned questions, 46 graduate counseling students and 11 professional Adlerian counselors volunteered to evaluate themselves with the Self-Evaluation Guide, a Likert-type scale, which contains 25 Adlerian counseling competencies and 25 eclectic counseling competencies. Using this instrument, beginning, intermediate and advanced counseling graduate students evaluated their perceived level of counseling competencies before and after one semester of Adlerian and eclectic counselor education. Additionally, peer and supervisory feedback was analyzed for its influence on self-evaluation ratings. In order to establish a realistic criterion in relation to student counselors, student scores were compared with self-evaluation scores obtained from professional Adlerian counselors. The analyses of the data indicated a number of significant findings. First, Adlerian counselor education significantly enhanced the perceived competencies of beginning (p ≤ .05) and intermediate (p ≤ .0001) counseling students. Second, no significant pre- post-training differences were found when eclectic scores were analyzed. It was concluded that beginning, intermediate and advanced counseling students were unable to perceive significant eclectic learnings as measured by the Self-Evaluation Guide. Third, the results indicated that students were perceptive enough to judge their counseling strengths and weaknesses in a reliable manner. Fourth, it was found that self-evaluation scores become like those of professional Adlerian counselors as students completed their counselor education program. Finally, the results of this study indicated that students having received specific Adlerian feedback did not evaluate their Adlerian competencies differently when compared with students who did not receive the same feedback. Three possible reasons for this finding were given. A number of implications were presented along with recommendations for further research. This study concluded by specifying three components considered important to effective counselor education programs. These components were: (1) That performance-based structured educational experiences be provided throughout the student's training program. (2) That students adopt and implement a specific theoretical model. (3) That self-evaluation procedures be infused into the counselor education process and training.
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ATTITUDES OF COLLEGE COUNSELORS AND ADMINISTRATORS CONCERNING CONFIDENTIAL INFORMATIONCampbell, Harold Gordon, 1936- January 1970 (has links)
No description available.
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REHABILITATION COUNSELOR VOCATIONAL DECISIONS AND DIAGNOSTIC REPORT RECOMMENDATIONSBoyer, Clayton Leon, 1941- January 1970 (has links)
No description available.
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CERTAIN PERSONALITY TRAITS OF EFFECTIVE AND NONEFFECTIVE COUNSELING STUDENTS ENROLLED IN SECTARIAN AND NONSECTARIAN INSTITUTIONSBol, Douglas John, 1935- January 1973 (has links)
No description available.
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