Assessing the Cognitive Development of Counseling Students: Changes in Epistemological Assumptions

Abstract

The author investigated the cognitive development of counseling students at 3 points in their training. A cross-sectional analysis of 205 counseling master's students at 13 colleges and universities showed a linear trend between the students' progression through the program and their cognitive development. Initial results of a longitudinal study of students in 2 counseling programs corresponded with the results of the cross-sectional data. The results of the cross-sectional and initial longitudinal studies lend initial support to the idea that it may be possible to capture the broad development of counselor education students with a generalized model.

The Exploration of Drawings as a Tool to Gain Entry to Students' Epistemological Beliefs

“…Since they were initially investigated by Perry (1970), epistemological beliefs are generally assumed to be implicit. The implicit nature is sometimes evident in the labels given to these beliefs: "epistemic assumptions" (e.g., Eigenberger, Critchley, & Sealander, 2007;King & Kitchener, 2004), "epistemological assumptions" (e.g., Baxter Magolda, 2004Granello, 2002), "epistemological forms" (Lovell & Nunnery, 2004), "implicit epistemologies" (Pirttillä-Backman & Kajanne, 2001). It is also apparent in researchers' descriptions of these beliefs.…”

In relationship: An illustrated autoethnography of counsellor identity development.

“…How does it feel to offer, or be offered, unconditional positive regard? Whether it is in developing skills or relating effectively to clients, learning to tolerate ambiguity is a necessary, but sometimes challenging, aspect of counsellor development (Granello, 2002).…”

“…However, the literature suggests that new counsellors enter training seeking the science: concrete skills, knowledge and facts about how to work more effectively with people (Granello, 2002;Ronnestad & Skovholt, 2003). Graduate students, in general, have a history of strong academic performance; that is, they are effective at linear, logical, sequential thinking and are able to absorb and integrate information well.…”

“…As training progresses, counsellors begin looking for ways to 'be' but how to 'be' as a counsellor is highly variable and individual. Without a concrete model to base a professional self on, novices often experience uncertainty (Granello, 2002). There is a need to draw on and trust one's own intuition and to balance that with appropriate use o f skills, however, new counsellors have a limited base o f experience and knowledge to draw on.…”

The development of self-awareness in counselling students: a workshop

“…Without structure or concrete approaches to learning, student counsellors may experience uncertainty and fear so the process of trusting one ' s own intuition becomes important. As trust in the self develops, students learn to incorporate intuition with appropriate skills and knowledge of building healthy relationships in the counselling process (Granello, 2002). Students can work through vulnerabilities through experiential activities and supervision, allowing them to connect their inner feelings and experiences to how they work as counsellors.…”