Counselor Competence, Performance Assessment, and Program Evaluation

Tate, Kevin A.; Bloom, Margaret; Tassara, Marcel Hernani; Caperton, William

doi:10.1177/0748175614538063

Cited by 13 publications

(15 citation statements)

References 21 publications

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“…Even with the need for a standardized assessment to evaluate CITs’ competencies, few instruments exist that measure competencies specific to CMHC practice and are developmentally appropriate (Tate et al., 2014). While scholars have developed several evaluation tools to assess counseling competencies among CITs, including the Counseling Competencies Scale (CCS; Swank et al., 2012), CCS‐Revised (Lambie et al., 2018), the Counseling Skills Scale (CSS; Ericksen & McAuliffe, 2003), and Comprehensive Counseling Skills Rubric (Flynn & Hays, 2015), these scales were created for use across counseling specialty areas and do not represent unique CMHC competencies.…”

Section: Limitations In Existing Evaluation Measuresmentioning

confidence: 99%

Assessment of clinical mental health counseling competencies for preparation programs

Lambie

Haugen

2021

Couns Edu & Supervision

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Section: Limitations In Existing Evaluation Measuresmentioning

confidence: 99%

Assessment of clinical mental health counseling competencies for preparation programs

Lambie

Haugen

2021

Couns Edu & Supervision

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“…Counselling is a complex integration of knowledge, values and behaviours, that is best assessed through several performance based assessment methods (Schiersmann et al, 2013;Swank & Lambie, 2016;Tate et al, 2014). Schiersmann et al (2013), based on Iller and Wick (2009), revealed the usefulness of certain survey instruments in terms of the extent to which they assess competence and the information they capture (see Fig.…”

Section: Measuring Competencementioning

confidence: 99%

“…Counselling, defined as "a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals" (Kaplan et al, 2014, p. 366), is a complex practice which requires equal measures of knowledge and ability, when performed competently. The acquisition and measurement of counselling competences is at the core of counselling training (Little et al, 2005;Rousmaniere et al, 2017;Tate et al, 2014). The definition of competence used here follows a concept that goes back to Heinrich Roth (1971) and closely follows the tradition of education theory.…”

Section: Introductionmentioning

confidence: 99%

“…Problematically, however, the training of systemic counsellors has been little orientated on forms of knowledge that result in competent systemic counselling practice (Bauer & Weinhardt, 2020;Falender & Shafranske, 2004Rousmaniere et al, 2017). Due to this lack of competence orientation, it was unclear for a long time how competences could be measured at all (Foster & McAdams, 2009;Swank & Lambie, 2012Tate et al, 2014). But the ability to determine the counselling competence of master's level trainees counselling competence is essential, so that these trainees can provide ethical and effective counselling (ACA, 2014;APA, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Knowledge Formation in Systemic Counselling Trainees from Germany: A Pilot Study from a Competence-Based Perspective

Henrich

2021

Int J Adv Counselling

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This pilot study has two areas of focus. It examines how the knowledge and competences of twelve Master’s-level systemic counselling trainees are connected, and how well their own assessment of their competence corresponds to external assessment. Methodologically, three instruments were used: first, an instrument to measure their explicit knowledge; second, videos of consultations with simulated clients to measure their competence in practice; third, a self-assessment measure to explore how externally assessed competence corresponds to self-assessment. The results show no indication that knowledge is related to externally assessed competence. Furthermore, their self-assessment did not show any systematic connection to the external assessment. The study concludes that the development of systemic counselling skills is a long-term process of theory acquisition, practise, and reflection. Important reflection processes can be stimulated by self-assessment. However, such assessments are not sufficient to capture the quality and scope of competence.

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“…This service also helps overcome weaknesses and obstacles as well as problems faced by students at school (Purwoko, 2017). Types of counseling services include orientation services, information services, placement and distribution services, content mastery services, individual counseling services, group guidance services (Liberati & Braon, 2018;Mester et al, 2017), group counseling services, consulting services, mediation services and advocacy services (Prayitno, 2012;Bulantika, 2019;Tastan et al, 2018;Tate et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Improving Political Behavior Through Group Counseling Services with Sociodrama Techniques in Schools

Ilhamuddin

Alisyahbana

2020

Stud. Philos. Sci. Educ.

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Sociodrama technique is a method of role-playing learning to solve problems related to social phenomena. The use of sociodrama techniques in this study is to improve the polite behavior of students through group guidance services. This study uses action research, with two cycles, namely cycle 1 and 2, each of which has two meetings and at each meeting allocates 40 minutes. Data collection methods used are observation, interviews, and documentation to determine the level of politeness of students in the implementation of group guidance services in school. The subjects of the study were ten students from grade 8th, Unesa Middle School who had problems in their polite behavior. Based on the observations of students in both cycles, there is an increase in the politeness of students, including good criteria in the implementation of group guidance services using Sociodrama techniques. After the implementation of the first cycle, it can be seen that there is a 63% change in students' behavior which means it shows the politeness behavior of students in the Good Criteria. At the meeting, after the second cycle, there is an increase to 76% in the Good criteria. Thus, from the results of the analysis, it can be concluded that the action research hypothesis that reads "The use of sociodrama techniques can improve polite behavior of students through the implementation of group guidance services in School " can be accepted so that it can be implied as an alternative and reference in providing guidance services to students or children.

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Counselor Competence, Performance Assessment, and Program Evaluation

Cited by 13 publications

References 21 publications

Assessment of clinical mental health counseling competencies for preparation programs

Assessment of clinical mental health counseling competencies for preparation programs

Knowledge Formation in Systemic Counselling Trainees from Germany: A Pilot Study from a Competence-Based Perspective

Improving Political Behavior Through Group Counseling Services with Sociodrama Techniques in Schools

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