Counseling Behavor Change Though Self‐Analysis

Altekruse, Michael K.; Brown, Darine F.

doi:10.1002/j.1556-6978.1969.tb01310.x

Cited by 13 publications

(15 citation statements)

References 4 publications

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“…In particular, structured self-training can encourage greater awareness, self-reflection, and self-critique (Munson, 1983) and can enhance supervisor-facilitated training and provide for more effective use of training time (Bernstein & LeComte, 1979;Morrissette, 1999;Munson, 1983). Three empirical studies have shown the effectiveness of selftraining (Altekruse & Brown, 1969;Dennin & Ellis, 2003;Hector et al, 1979).…”

Section: Types Of Training For Working With Client Angermentioning

confidence: 99%

Teaching graduate trainees how to manage client anger: a comparison of three types of training

Hess

Knox

Hill

2006

Psychotherapy Research

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Section: Types Of Training For Working With Client Angermentioning

confidence: 99%

Teaching graduate trainees how to manage client anger: a comparison of three types of training

Hess

Knox

Hill

2006

Psychotherapy Research

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“…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). The present model provides a systematic means of developing self-critique skills among counselor trainees.…”

Section: Self-critique Trainingmentioning

confidence: 99%

Self‐Critique Technique Training in a Competency‐Based Practicum

Bernstein

Lecomte

1979

Couns Edu & Supervision

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This article describes a framework for the effective supervision and systematic evaluation of practicum skills. The practicum format has been developed with the intent of applying competency‐based evaluation methods to practicum and promoting self‐critique skills among counselor trainees. A methodology for counselor self‐critique, based on selective editing and focused discussion of videotaped sessions, is presented and explored.

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“…The supervisor decided, on the basis of these considerations and a review of the literature (Altekruse & Brown, 1969;Blane, 1968;Davidson & Emmer, 1966;Kelly, 1971;Martin & Gazda, 1970), that the intervention should consist of self-monitoring and supervisor reinforcement. Furthermore, the intervention should consume no more than about 10 minutes of each weekly supervisory session.…”

Section: Determining the Supervisory Interventionmentioning

confidence: 99%

Toward Accountability in Supervision: A Single‐Case Illustration

Holahan¹,

Galassi²

1986

Couns Edu & Supervision

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This article illustrates the potential of a single-case research design as a method for demonstrating supervisor accountability. A supervisor in training employed a multiple baseline design to evaluate the effectiveness of a brief supervisory intervention. The targeted counselor behaviors were a decrease in the use of questions and an increase in reflections of feelings. The intervention consisted of counselor self-monitoring and supervisor reinforcement. The data showed marked decreases in counselor questioning, accompanied by increases in reflections of feeling. Concomitant changes in client behavior included more active participation in the session and more frequent discussion of feelings. The decrease in counselor questions was stable over a follow-up period. The process and decisions involved in using a single-case design to evaluate supervisor effectiveness are discussed.

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Counseling Behavor Change Though Self‐Analysis

Cited by 13 publications

References 4 publications

Teaching graduate trainees how to manage client anger: a comparison of three types of training

Teaching graduate trainees how to manage client anger: a comparison of three types of training

Self‐Critique Technique Training in a Competency‐Based Practicum

Toward Accountability in Supervision: A Single‐Case Illustration

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