No description available.

No description available.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 117-127).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 117-127). Also available in print.

One purpose of this study was to investigate what personality and demographic characteristics of counselor-trainees would predict counselor effectiveness, and therefore could be considered as valid selection criteria for prospective counselor-trainees. Eight doctoral students in counseling were trained to use an established research instrument, The Carkhuff-Berenson Scales. Their mean ratings on the five scales measuring Empathic Understanding; Concreteness; Respect; Facilitative Genuineness and Gross Ratings of Facilitative Interpersonal Functioning served as one criterion of counselor effectiveness. Practicum supervisors' ratings on a relatively new instrument, the Counselor Evaluation Rating Scale (CERS) served as another criteria. The CERS provided three effectiveness scores--counseling, supervision and a cumulative score. Another purpose of the study was to validate the CERS as a measure of counselor effectiveness by investigating the degree of association and agreement between CERS ratings and Carkhuff-Berenson Scale ratings.The Edwards Personal Preference Schedule (EPPS), Sixteen Personality Factor Questionnaire (16 PF) and Rokeach Dogmatism Scale, used as personality measures, were administered to 41 counselor-trainees in practicum the first week of the quarter. Raters rated all trainees on three, three-minute excerpts from an audiotape made with a client the eighth week of practicum. Supervisors completed the CERS, indicated the grade earned and their recommendation for a counseling position for each counselor-trainee in their practicum at the end of the quarter.An earlier study (Murphy, 1971) was replicated to investigate whether similar counselor-trainee characteristics would predict effectiveness for a new population. Following Murphy's procedures, five multiple regression equations were computed separately for the EPPS and the 16 PF when the Carkhuff-Berenson Scale scores were the criteria. Best subtest predictors were chosen that predicted at least two percent of the variation on the criterion. Little or no agreement was found between the findings of Murphy and the findings of the present study. Using a Pearson Product Moment correlation, both studies found that the Rokeach Dogmatism Scale failed to predict with statistical significance effectiveness on any of the Carkhuff-Berenson Scales.For questions not concerned with replication, a best set of predictors was selected from all possible predictors. All predictors were considered simultaneously in a multiple regression equation for each criterion. Care was taken to eliminate predictors which were not significant at each step of the regression.When the Carkhuff-Berenson Scale scores were the criteria of effectiveness, the predictive characteristics and the scales they predicted were:1. fewer years of teaching experience--empathy, genuineness, concreteness and gross ratings.2. absence of teaching experience--respect.3. lower needs for achievement (EPPS-ach)--empathy, genuineness, and concreteness.4. more imaginativeness (16 PF - M)--genuineness and concreteness.5. sex of the counselor-trainee (female)--empathy, respect, and gross facilitativeness.When the three CERS scores were the criteria of effectiveness, the predictive characteristics and the scales they predicted were:1. fewer years of teaching experience--all three effectiveness scales.2. lower needs for endurance (EPPS - end)--effectiveness in counseling.3. more self-sufficiency, resourcefulness (16 PF Q2)-effectiveness in counseling.4. more autonomy (EPPS - aut)--effectiveness in supervision and cumulative ratings.5. more self-assurance, confidence (16 PF - 0)--all three effectiveness scales.When a "Yes" recommendation for a counseling position was the criterion, the following characteristics predicted effectiveness:1. fewer years of teaching experience.2. more confidence and self-assurance (16 PF - 0).When the grade earned in practicum was the criterion, the following characteristics predicted effectiveness:1. fewer years of teaching experience.2. more confidence and self-assurance (16 PF - 0). 3. more self-sufficiency and resourcefulness (16 PF Q2).Using a Pearson Product Moment Correlation the degree of association between the ratings on the Carkhuff-Berenson Scales and CERS was found not to be high.Using a K statistic the degree of agreement between the ratings on the Carkhuff-Berenson Scales and CERS was found to be greater than chance, but only moderately so.

There is a recognized need for counseling in military education. In recent years there has been a great deal of interest in videotape recording in counselor education. The present study was designed to assess the effectiveness of a videotape-based training program in the military educational environment utilizing Interpersonal Process Recall (IPR), a system of videotaped simulation and self-confrontation in conjunction with didactic presentations.A second purpose was to develop methodology for assessment of the effectiveness of counselor training. Many studies measuring the effectiveness of training methodologies assume behaviors they impart are beneficial to the counselee. The present study explores client outcome rather than counselor behaviors as dependent variables.Subjects consisted of 45 students/counselees at the USAFE NCO Academy, Ramstein, Germany, attending a six-week term at the Academy. These students/counselees were assigned to three treatment groups. Experimental Group One consisted of three counselors who had completed a minimum of five academic counselor training courses. Experimental Group Two and the Control Group consisted of three counselors each with no counselor training. Experimental Groups One and Two were trained utilizing a 50-hour IPR course. The Control Group received no IPR training.Each of the nine counselors was assigned five counselees, according to the NCO Academy's matched-triad procedures. All counselees saw their assigned counselors for a minimum of five, and a maximum of six, one-hour sessions.The study utilized a Posttest-Only Control Group Design. The Taylor-Johnson Temperament Analysis (T-JTA) was utilized to assess counselee traits needing improvement (designated Improvement Areas). For each of the three treatment groups, the principal dependent variable was the sum for all counselees of T-JTA traits on which improvement was necessary. Additionally, for each T-JTA trait, the number of each counselor's counselees whose score fell in the Improvement Area constituted a measure.Ten null hypotheses stated there would be no difference in the number of Improvement Areas among the three groups or in the number of individual traits needing improvement. The data were analyzed by the Kruskall-Wallis test and chi-square statistic for each of the traits. There were no statistically significant differences between any of the groups on any of the dependent measures.The study did not confirm the superiority of counseling performed by IPR-trained counselors on counselee outcomes as measured by the T-JTA Improvement Area. The sample size and time constraints may have contributed to difficulty in obtaining statistically significant results.Recommendations for further research considered extending the time frame for sessions, utilizing a larger sample size and multiple posttests to observe any differences due to time. It was also suggested that a longer counselor training program be utilized.

"This study is designed to determine if the Bell Adjustment Inventory is a more accurate device than the Minnesota Personality Scale for measuring adjustment of college freshmen. If the Bell Inventory correlates more highly than the Minnesota Personality Scale with a majority of the scales of the Minnesota Multiphasic Personality Inventory, it would indicate that the Bell Inventory measures poor adjustment resulting from personality problems as measured by the MMPI more accurately than does the Minnesota Personality Scale"--Introduction. / Typescript. / "August, 1955." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Includes bibliographical references (leaf 18).

This study examined the literature on leadership and counselling to determine their similarities, and investigated how principals perceived their leadership role in terms of the theories of counselling and contemporary leadership. It further explored the implications of the findings for the selection, performance appraisal and professional development of principals. The research was divided into four stages. Firstly, the literature of effective counsellors and educational leaders was reviewed to find their significant similarities. Secondly, 116 principals from Government and Catholic primary, secondary and special schools in Sydney, NSW, Australia were involved in a Q-sort survey to prioritise what they deemed to be the essential emphases of effective educational leaders in schools. Analysis was by descriptive quantitative methods to provide a basis for subsequent interviews and qualitative analysis. Thirdly, structured interviews were carried out with thirteen of these principals to cast further light on the Q-sort survey results. Qualitative analysis was largely based on Bohm???s interpretation of Strauss???s axial coding paradigm. Fourthly, content analysis was carried out on formal documents of the NSW Department of School Education and the Catholic School System of the Sydney Diocese to determine the degree of congruence between selection criteria, criteria for performance appraisal and components of professional development programs for principals and the emphases in the literature and the responses of principals in this study. Contemporary literature on both leadership and counselling emphasised the importance of the leader???s/counsellor???s authenticity, empathy, respect, and effective communication skills. Principals prioritised these counselling-related attributes after a focus on students and strategic leadership but ahead of organisation, resource management, evaluating and controlling. Some ranking differences by gender, years of experience, type of school and school system were noted and discussed. Document analysis revealed that the criteria by which principals are selected, appraised and professionally developed do not include an emphasis on the counselling-related attributes which is commensurate with the importance afforded these attributes both in contemporary leadership theory and from the principals??? own view of their role. Implications of these findings for theory, practice and further research were explored and recorded.

Graduation date: 1963

Graduation date: 1951