by Mak Ping See, Diana. / Bibliography: leaves 134-136 / Thesis (M.A.Ed.) -- Chinese University of Hong Kong, 1981

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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.

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 ascertain whether there were significant differences in practices and educational preparation among secondary school counselors. Five research questions and 130 hypotheses were formulated on the theory that counselor practices and educational background differ when counselors are categorized by various school environments. Data for the study were supplied by the National Longitudinal Study of the High School Class of 1972, specifically, the School File Documentation which includes counselor questionnaires from 1,057 secondary schools. One counselor questionnaire was selected from each of the schools to be included in the study. A chi square test was administered to find out if discrepancies among categorical groups were significant. The study found that major differences existed among groups classified under national geographical region, public and private control, and school location. Few differences were found among groups classified under the percentage of minority students in the school and the percentage of teachers with advanced degrees in the school. Results indicate that counselor practices and educational preparation are strongly influenced by geographical region, type of administrative control, and school location. While the study did not focus on the amount of training experienced by counselors, indication are that a sizable proportion of secondary school counselors had not taken any courses in educational, personal/family, or vocational counseling. Few in the sample had taken courses in minority group counseling. By the same token, a lack of practicum hours in these areas was also shown.

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Suicide is currently the third leading cause of death for adolescents ages 15- 24. While much attention has been given to this topic, no research has examined what specific information is being taught to pre-service school counselors. The purpose of this descriptive study was to evaluate the pre-service suicide prevention training in CACREP accredited school counseling programs. Fifteen areas of suicide prevention were assessed. The participants were 89 CACREP accredited programs. The instrument utilized was entitled Suicide Prevention Survey, and included fifteen areas of suicide prevention that could be included in program curriculum. The results were analyzed using frequencies and measures of central tendency. Respondents to the survey indicated that no CACREP programs offer a required course in suicide prevention. However, the issues of suicide were reported as being addressed in 39 different required and elective courses. Four percent (n=9) of the programs reported covering all fifteen categories included in the survey. One program reported coverage in area of suicide was non-existent. Implications for CACREP accredited programs as well as recommendations for future research is given. / Graduation date: 2003

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This study examined the influence of earlier life experiences on the development of beginning counsellors' personal theories of counselling. The significance of the study lies in its potential to extend counsellor educators' knowledge of the early processes involved in personal theory building. A qualitative method using a phenomenological design was chosen for the study. Five master's in counselling students, and two recent master's in counselling graduates were given a questionnaire to complete and then interviewed individually. A thematic analysis, and comparison to Skovholt's and Ronnestad's (1 992) study Themes in Counsellor Development were used to interpret the results. The findings revealed that theory development was impacted by normative and difficult life experiences and interpersonal relationships with parents, siblings, significant others, teachers, university professors, and counsellors. . . It was recommended that the findings be used to support future directions for structuring theory-building activities to better address the developmental and personal attributes of counselling students.