Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

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).

Thesis (Ph. D.)--Lehigh University, 2001. / Includes vita. Includes bibliographical references (leaves 108-118).

Thesis--PlanB (Ed. Spec.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

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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.

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