The authors discuss the use of motion pictures to provide learning experiences for students in counselor education programs. A review of the counseling literature revealed many references to teaching with films; only 2 articles, however, recommended using film in counselor education. This article includes activities for teaching diagnosis, counseling theories, interventions, and ethics. Positive feedback was received from 182 graduate students who responded to a 5‐item qualitative and quantitative follow‐up questionnaire after they completed such a course.
This national web-based study used the Schwartz Value Survey (Schwartz, 1994) and Super's Work Values Inventory-Revised (Zytowski, n.d.) to identify general life and work value orientations of 674 female and male entry-level counselor trainees residing in 27 states. In general, trainees emphasized benevolence, self-direction, and achievement and the work values lifestyle, supervision, and achievement. Significant multivariate and univariate differences for age, gender, and program of study were found on both value domains. The sample of practicing counselors scored significantly higher on several values than did trainees. Implications for how students construe values to develop toward their professional role of counselor are considered.Counselor educators generally agree that counselor trainees become aware of their values and recognize the effect of their value systems on the therapeutic relationship. Although scholars have explicated the typical motivations and needs of helping professionals (e.g., Corey & Corey, 2003;Henriksen & Trusty, 2005), value orientations of entrylevel counselor trainees have rarely been discussed for how they can help trainees prepare for the role of counselor. Consequently, empirical studies of the value orientations of counselor trainees remain sparse in the counselor education literature. Awareness of one's value orientations becomes salient as students question their self-concepts and the personal characteristics needed for the work of counseling (Ronnestad & Skovholt, 2003). A profile of counselor trainees' value preferences, therefore, may expand discourse on the function of values as a viable component of counselor preparation. We begin with a description of values in general followed by life and work values in particular. A review of the literature regarding the role of values during counselor preparation is followed by an empirical investigation of the general life and work value orientations of counselor trainees. We conclude with a discussion of the importance of value orientations in the development of master's-level counselor trainees.
Career development theory postulates that a client's career choice readiness influences the experience of an interest inventory. This study examined career choice readiness as it related to satisfaction with, retention of, and use of a videotaped interpretation of the Strong Interest Inventory (SII; Hansen & Campbell, 1985). Students (N = 186) from two urban midwestern universities participated in this study. Results indicated that two attitudinal factors of career choice readiness, namely attitudes toward career planning and attitudes toward career exploration, predicted how much and how well clients used their interest inventories. Career choice readiness did not predict immediate satisfaction with the inventory interpretation nor cognitive retention of the inventory results. The discussion of these findings emphasizes differential use of interest inventory results based on the client's degree of career choice readiness.
The perceptual measurement-individual attribute approach is employed in this investigation of the Charles F. Kettering, Ltd. School Climate Profile (CFK), an instrument which has been widely used to gather data for administrative planning and curriculum revision. Three samples of subjects were administered the CFK General Climate section: (a) 822 elementary and secondary school students and administrators; (b) 747 secondary school students, administrators, and teachers; and (c) 415 secondary school students, administrators, and teachers (257 of whom had been respondents in the second sample and were retested on the CFK). Factor analyses for two of the three data sets yielded a six-factor solution suggesting concerns related to the CFK's division into eight subscales. Possible explanations for inconsistencies in the factor structure were discussed.
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