Basic Counselor Skills Training and Counselor Cognitive Complexity

Abstract

This study examined the relationship between basic counselor skills training and cognitive complexity levels in counseling trainees. Data from graduate counseling trainees enrolled in basic skills training courses and a control group were collected (N = 72). Cognitive complexity levels were measured using the traditional 2‐person form of the Role Category Questionnaire (B. R. Burleson & M. S. Waltman) in a pre‐ and posttest design. Participants exposed to the basic skills training course showed a significantly higher cognitive complexity level than the control group when posttest means were compared.

The Counselor Cognitions Questionnaire: Development and Validation

“…As expected, participants who had completed master's degrees scored higher, on average, than master's students. This result suggests, in line with cognitive complexity theories and research (e.g., Crockett, 1965;Duys & Hedstrom, 2000;Granello, 2010), that additional training and experience enhances counselors' cognitions about their clients. Individual scores did vary within the degree level, however, with some master's students scoring higher than some post-master's counselors.…”

“…In sum, counselors at higher levels of cognitive development are better able to formulate a thorough, objective understanding of the client and communicate effectively and confidently in the counseling session. Researchers also have found support for the assumption that cognitive complexity increases during supervised counseling practice (e.g., Duys & Hedstrom, 2000;Granello, 2002;Granello, 2010).…”

“…Second, if graduate training increases counselor cognitive complexity as the literature suggests (e.g., Duys & Hedstrom, 2000;Granello, 2002), then post-master's counselors should score higher than master's students on the CCQ. This finding would provide additional evidence for the substantive aspect of construct validity.…”

The effects of communication training on teachers’ and students’ verbal behaviours during cooperative learning

“…The teachers spent time rehearsing these skills in triads and verbally processing the role plays with each other. In addition, they were asked to think and talk about their reactions to the role play situations, their assessment of the quality of the skills they were practising, and their hypothesis about how the children would react to these specific communication skills (Duys & Hedstrom, 2000). The researcher who conducted the workshops also moved among the group members and encouraged them to think and talk about their reactions to the use of these communication skills and how they might be used in classroom settings to promote discussion and thinking among group members.…”

Using Markov Chain Analyses in Counselor Education Research

“…Although many studies have examined training conditions that encourage the development of effective basic counseling skills (Duys & Hedstrom, 2000;Ivey & Ivey, 2003), using mtcrosktlls to define measurable states in a Markov chain analysis has not been attempted before, as far as we know. Because a Markov chain analysis has not been used to compare effective versus ineffective use of interviewing skills, our research question focused on the use of this method to examine the choices that counselors-in-training make in their use of counseling skills in sessions.…”