The present study examined types of practical models evident in the reported practice of counsellors at the every-day clinical level. It was found that there was one dominant model. The practical model reported by graduate counselling students was similar to the predominant model indicated by professors. The model found tends to agree with the relationship aspect of counselling as described by Egan (1982) in Stage 1 and Stage 2. However, goal setting and problem-solving techniques found in Stage 2 and 3, respectively; were not apparent. Twenty-seven individuals, twelve faculty members and fifteen graduate students in the Department of Counselling Psychology at the University of British Columbia participated in the study. Using sixty statements selected from Egan's (1982) developmental model of counselling, each participant was asked to Q-sort the statements according to what was most characteristic of oneself as a practising counsellor or as characteristic of oneself as the practising counsellor one hoped to be. Participant's results were intercorrelated. The matrix of intercorrelations was submitted to principal components analysis and then to a varimax rotation. The clearest data reduction was achieved by the first principal component without rotation. The results indicated one dominant, hypothetical model of counselling used by this sample. Also, the similarities of the hypothetical counselling model and Egan's (1982) model were within Stages 1 and 2. They differed in setting goals and problem-solving techniques. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

published_or_final_version / Social Work / Master / Master of Social Sciences

Kim, Atkinson, and Umemoto (2001) proposed that the therapy process is enhanced when the client’s cultural values are consistent with values embedded in counseling. Thus far, empirical studies have yielded inconsistent results in terms of the effect of client adherence to Asian cultural values on perceived counselor effectiveness. The present study used an audiovisual analogue design to evaluate whether participants’ adherence to Asian cultural values predicts their perceived counselor effectiveness of an Asian American counselor, based on counseling styles (Asian vs. Western style). Five sets of contrasting features were identified from the literature that differentiated Asian-style vs. Western-style counseling, including: (1) counselor roles (facilitator vs. expert); (2) individualistic vs. collectivistic approaches (i.e. focus on individual vs. focus on context/family dynamics); (3) counselor preferred mode of expression (verbal vs. non-verbal; or low context vs. high context communication); (4) avoidance of direct guidance/suggestion vs. direct guidance/suggestion; (5) avoidance of counselor self-disclosure vs. counselor self-disclosure of strategies used in the past. We hypothesized that: 1(a) stronger adherence to Asian cultural values will predict higher rating of Asian-style counseling; 1(b) weaker adherence to Asian cultural values will predict higher rating of Western-style counseling; and (2) stronger adherence to Asian cultural values will predict larger difference between ratings for Asian-style counseling and Western-style counseling. Results from the present study failed to support the first hypothesis, which states that stronger adherence to Asian cultural values will predict higher rating of Asian-style counseling. In fact, participants rated the Asian American counselor as equally effective when she employed Asian-style counseling and Western-style counseling. The lack of a significant effect of participants’ adherence to Asian cultural values on perceived counselor effectiveness based on counseling styles in our study was not unexpected given inconsistent results from past research based on one-session volunteer client study. Our study based on video vignette of a mock session of an Asian American dyad was not able to provide empirical support to Kim, Atkinson, and Umemoto (2001)’s proposition.

Text in Afrikaans / In this study a description of the development of meaningful alternative constructions has been provided. The development of meaningful alternative descriptions of a painful situation within which people find themselves could create the possibility of movement taking place. · The development of alternative descriptions was discussed by means of the following components of a therapeutic conversation: The therapist uses the different punctuations of the family in their description of the problem and takes complementary descriptions into consideration. (Punctuation/complementation.) In the description of alternative realities the therapist uses a language that creates hope for change. (Reframing.) The therapist listens to the family with respect and endeavours to hear the family's themes, to understand and to use them. (Language.) The therapist, by asking questions of which the answers facilitate further questions, accepts the responsibility to facilitate discussions that encourage participation in the therapeutic process. (Participation/questions leading to further questions.) The discussion was based on a constructivist approach. A case history was described to illustrate how meaningful alternative descriptions were developed in a therapeutic conversation. / In hierdie studie is 'n beskrywing van die ontwikkeling van betekenisvolle alternatiewe konstruksies gegee. Die ontwikkeling van alternatiewe beskrywings vir 'n pynlike situasie waarin mense hulle bevind kan die moontlikheid skep dat beweging plaasvind. Die ontwikkeling van alternatiewe beskrywings word bespreek aan die hand van die volgende vier komponente van 'n terapeutiese gesprek: Die terapeut gebruik die verskillende punktuasies van die gesin in hulle beskrywing van die probleem en neem komplementerende beskrywings in ag. (Punktuasielkomplementering.) In die beskrywing van alternatiewe realiteite gebruik die terapeut 'n taal wat die hoop op verandering skep. (Herformulering.) Die terapeut luister met respek na die gesin, en poog om die gesin se temas aan te hoor, te verstaan en te gebruik. (Taal.) Die terapeut neem, deur vrae te vra waarvan die antwoorde tot verdere vrae aanleiding gee, die verantwoordelikheid op hom om gesprekvoering te fasiliteer wat deelname aan die terapeutiese proses aanmoedig. (Deelname/vrae wat aanleiding gee tot verdere vrae.) Die bespreking is gebaseer op 'n konstruktivistiese benadering. 'n Gevallestudie word beskryf om te illustreer hoe betekenisvolle alternatiewe beskrywings in 'n terapeutiese gesprek ontwikkel is. / M.A. (Social Work)

Text in Afrikaans / In this study a description of the development of meaningful alternative constructions has been provided. The development of meaningful alternative descriptions of a painful situation within which people find themselves could create the possibility of movement taking place. · The development of alternative descriptions was discussed by means of the following components of a therapeutic conversation: The therapist uses the different punctuations of the family in their description of the problem and takes complementary descriptions into consideration. (Punctuation/complementation.) In the description of alternative realities the therapist uses a language that creates hope for change. (Reframing.) The therapist listens to the family with respect and endeavours to hear the family's themes, to understand and to use them. (Language.) The therapist, by asking questions of which the answers facilitate further questions, accepts the responsibility to facilitate discussions that encourage participation in the therapeutic process. (Participation/questions leading to further questions.) The discussion was based on a constructivist approach. A case history was described to illustrate how meaningful alternative descriptions were developed in a therapeutic conversation. / In hierdie studie is 'n beskrywing van die ontwikkeling van betekenisvolle alternatiewe konstruksies gegee. Die ontwikkeling van alternatiewe beskrywings vir 'n pynlike situasie waarin mense hulle bevind kan die moontlikheid skep dat beweging plaasvind. Die ontwikkeling van alternatiewe beskrywings word bespreek aan die hand van die volgende vier komponente van 'n terapeutiese gesprek: Die terapeut gebruik die verskillende punktuasies van die gesin in hulle beskrywing van die probleem en neem komplementerende beskrywings in ag. (Punktuasielkomplementering.) In die beskrywing van alternatiewe realiteite gebruik die terapeut 'n taal wat die hoop op verandering skep. (Herformulering.) Die terapeut luister met respek na die gesin, en poog om die gesin se temas aan te hoor, te verstaan en te gebruik. (Taal.) Die terapeut neem, deur vrae te vra waarvan die antwoorde tot verdere vrae aanleiding gee, die verantwoordelikheid op hom om gesprekvoering te fasiliteer wat deelname aan die terapeutiese proses aanmoedig. (Deelname/vrae wat aanleiding gee tot verdere vrae.) Die bespreking is gebaseer op 'n konstruktivistiese benadering. 'n Gevallestudie word beskryf om te illustreer hoe betekenisvolle alternatiewe beskrywings in 'n terapeutiese gesprek ontwikkel is. / M.A. (Social Work)

The purpose of this study was to add to the limited amount of information on the effectiveness of play therapy interventions in a school-based counseling program. The study focused on examining the reasons why clients were referred to counseling, the frequency and duration of their behavior, the clients' academic performance at the beginning and end of treatment, the total number of sessions received, and the type of play therapy that was used to determine how effective play therapy interventions were during treatment.