An Integrative Competency‐Based Counselor Education Model

Abstract

In the proposed integrative competence‐based counselor education model, the four major areas of counselor training are defined as theory education, skills training, experiential activity, and practicum experience. For each area we suggest specific objectives, possible courses, appropriate methodologies, and directions for evaluation. The formulation of behavioral curriculum goals and the construction of performance criteria for each aspect of the program are essential for the effective implementation of the model. The distinctive contribution of the model lies in its provision of (a) a series of conceptual definitions and objectives, (b) a sound framework for integrating traditionally conflicting counselor education approaches and for systematizing the student's educational experience, (c) a built‐in means for the transfer of training to professional placements, and (d) stimulation of research in the many problem areas to be found in counselor education.

Self‐Critique Technique Training in a Competency‐Based Practicum

“…Spice and Spice (1976) have emphasized the importance of having students learn supervisory critique skills. Positing increased professional autonomy as a goal for counselor education (Bernstein & Lecomte, 1976), the counselor's ability to function as his or her own supervisor is also viewed as essential. Within the broader process of counselor selfsupervision (Lecomte & Bernstein, 1978), counselor self-evaluation is considered a worthwhile training outcome (e.g., Altekruse & Brown, 1969;Loughary, Stripling, & Fitzgerald, 1965).…”

“…Although diverse approaches to supervisory philosophy, objectives, and methods have been offered, several issues have consistently emerged as critical. First, the development of counselor trainee selfreliance is gaining popularity as perhaps one of the most significant outcomes of a successful counselor education program (Bernstein & Lecomte, 1976). Indeed, the ACES Standards (1977) imply that laboratory experiences such as practicum are particularly conducive to "planned periodic self-evaluation (and) self-analysis" (p. 598).…”

“…Prerequisites to the effective use of video in practicum are stated objectives and systematic planning (Kurpius, 1974). Despite considerable progress toward competency-based counselor education (Beamer, Berg, Bonk, Dahm, Dameron, Landreth, Medler, Robb, Winborn, & Williams, 1973;Bernstein & Lecomte, 1976 Stewart, 1971), the crucial step of developing and adapting sets of competencies to program stages such as practicum remains a challenge for counselor educators.…”

Evaluating and Grading Preservice Counseling Students

“…Published expectations of professionals in general (Houle, 1980;Mayhew & Ford, 1974;McGrath, 1962;Menges, 1975;Pellegrino, 1977;Schein, 1972) and of helping professionals in particular (Bernstein & LeCompte, 1976;Burke & Stone, 1975;Durcharme and Nash, 1975;McCully, 1966) suggest the following categories of goals for preservice education:…”

Inservice training for clinical supervisors.

“…As training for the psychotherapist has become more exact, the skills of the clinical supervisor have come into focus. Following the specificity of therapy training models, the last few years have been characterized, in part, by developing and using training models for supervisors (Bernard, 1979;Bernstein & LeCompte, 1976;Gurk & Wicas, 1979;Haley, 1976;Montalvo, 1973;Schmidt, 1979;Sena, 1980;Stolenburg, 1981). The introduction of conceptual models for supervisors has added a new stratum in the hierarchy of graduate training.…”