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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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.

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