Counseling Research, Theory and Practice--1965.

Abstract

A comprehensive review and analysis of the literature in counseling research, theory and practice during 1965 A multidimensional model for counseling process and outcome is articulated in a topical analysis of the relationship to counseling outcome of counselor, client and contexual variables, and the use of specialized techniques Suggestions and implications for lesearch, theory and practice are considered 130 articles aie reviewed

Silver anniversary: The Journal of Counseling Psychology as a matter of policies.

“…Note that within the past 8 years, the percentage of empirical research represented by outcome studies dropped from 22% to 2%, whereas that for process research rose from 9% to 25%, and that for process-outcome research rose from 2% to 25%. The last increase may have been influenced by the repeated admonition to relate the outcome of counseling to its process (e.g., Berdie, 1973;Carkhuff, 1966;Paul, 1967). A spate of experiments on social influence in counseling, driblets of which were being published in the mid-sixties, appear to have been further stimulated by this phenomenon, we believe.…”

A content analysis of the Journal of Counseling Psychology.

“…Articles and briof reports appearing in the first 19 volumes of the Journal of Counseling Psychology, excluding test reviews, hook reviews, letters to the editor, and notes on the passing scene, were classified by the writer into one of the content categories listed below. These categories were generated by the writer on the basis of (a) a consideration of several counseling research reviews (Carkhuff, 1966;Patterson, 1966;Schmidt & Pepinsky, 1965)…”

Linking an intervention model to the Myers‐Briggs Type Indicator, consultancy and managerial roles

“…It is a progressive model, based on counselling disciplines and research both into the effectiveness of helping others (e.g. the work of Truax[2], Carkhuff[3,4] and others) and on effective change management. The 1979 model divides the process into four stages and indicates the skills most appropriate at any stage.…”