Counselor Preparation 1999-2001

Hollis, Joseph W.

doi:10.4324/9780203782446

Cited by 10 publications

(11 citation statements)

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“…In the 2008 edition, about one-third (16 of 45 responding programs) indicated they required work experience for admission (Schweiger, Henderson, Clawson, Collins & Nuckolls, 2008). However, the wording on the survey used for both reports did not indicate whether the experience needed to be in the counseling field, and the number of required years reported in 2000 (1.7 years) was similar to the number of years indicated as required for admission to a master's program (Hollis & Dodson, 2000). Therefore, it is not clear from those studies whether and how much post-masters counseling experience is needed for doctoral admission.…”

Section: Implications For Counselor Education Facultymentioning

confidence: 61%

“…Zimpfer (1993) reported from a study of 1984-1985 CES graduates that 25 percent indicated a faculty position was in their 5-year professional goals. A survey of doctoral programs conducted for the National Board of Certified Counselors indicated that, in 1996, 34% of doctoral graduates found positions as Higher Education faculty in their first year (Hollis & Dodson, 2000). As described below, some researchers have examined faculty vacancies and announcements in the past.…”

Section: Resultsmentioning

confidence: 99%

“…Some doctoral programs have a policy of admitting only students who have at least two years of clinical experience, while other doctoral programs may have built in avenues for students to gain counseling experience beyond the doctoral internship hours. In 2000, the edition of Counselor Preparation indicated that more than half (33 of 54) of the responding programs required work experience prior to their Doctoral admission, and the average requirement was 1.7 years (Hollis & Dodson, 2000). In the 2008 edition, about one-third (16 of 45 responding programs) indicated they required work experience for admission (Schweiger, Henderson, Clawson, Collins & Nuckolls, 2008).…”

Section: Implications For Counselor Education Facultymentioning

confidence: 99%

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Volume 6 Issue 1 Journal of Counselor Preparation and Supervision

Renfro-Michel¹

2014

JCPS

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There are six general categories that help focus the content of the journal.Research. These articles focus on research (qualitative, quantitative, mixed) in counselor preparation, professional development, supervision, and professional practice. Techniques. These articles focus on professional models for teaching empirically grounded techniques used by professional counselors, as well as teaching and supervision techniques used in professional preparation programs. Counselor Development. These articles include insightful commentary on means by which professional counselors can continue to develop professionally. Effective teaching strategies for counseling students as well as continuing education for experienced counselors will be highlighted. Supervision. These articles specifically target ideas, research, and practice related to counselor supervision. These articles should investigate and discuss supervisory issues from a perspective applicable to site supervisors, counselor educators and/or clinical supervisors (e.g., supervising professionals working toward a professional counseling license). Issues, Concerns and Potential Solutions. These articles identify and discuss significant issues facing the field of professional counseling with particular focus on issues in counselor preparation, professional development, and supervision. Exploration of these topics should include elaboration of the concerns as well as an examination of potential remedies or effective responses to the issues. Clinical Supervisors Stories. These articles describe current issues in counselor preparation and supervision from the perspective of site supervisors. The emphasis on these articles should focus on the story of the issue, potential solutions and the uniqueness of the message. Authors are encouraged to forgo significant literature review and attend directly to the intended message to the field. The Journal of Counselor Preparation and Supervision is an EBSCOHost and ProQuest affiliated journal. It is indexed under the Education Research Complete database. Submission Guidelines:Because JCPS is an on-line journal, all correspondence and submissions are electronic. Authors are to submit manuscripts in Microsoft Word (.doc or .docx), or rich text format (.rtf). We do not accept Macintosh or WordPerfect formats. Submissions to the journal should be sent to:http://repository.wcsu.edu/jcps/ Please use the following guidelines to attend to the details of manuscript submission.1. All manuscripts must be the original, unpublished work of the authors. We do not accept manuscripts that are currently under review with other journals. The Journal of Counselor Preparation and Supervision retains copyright ownership of all works published in said journal. 2. The editor of the journal will review each manuscript submitted. Once accepted for further review, the manuscript will be sent to at least two additional editorial board review members. Comments, suggestions and edits will be sent to authors. Authors and reviewers will remain anonymous duri...

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Section: Implications For Counselor Education Facultymentioning

confidence: 61%

Section: Resultsmentioning

confidence: 99%

Section: Implications For Counselor Education Facultymentioning

confidence: 99%

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Volume 6 Issue 1 Journal of Counselor Preparation and Supervision

Renfro-Michel¹

2014

JCPS

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“…The guidance professional, according to Hollis and Wantz (1993), as an agent of social and educational change, requires a review of the roles and competences of the vocational activity to observe if they configure it properly, and also their professionalization process and the culture that it develops.…”

Section: Introductionmentioning

confidence: 99%

Training Evaluation in ICT Competencies for Career Guidance Counsellors: An Innovative Experience

Fernández¹,

Sanz²

2012

JPR

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The initial and continuing training of guidance career counselors should be characterized by a permanent professional development in carrying out new roles and skills for continuous improvement and innovation of guidance action. The main stages in the continuous development of guidance professionals are the diagnostic evaluation of their training needs: (1) defining objectives and core and essential competences, especially in their professional practice; (2) design and implementation of an appropriate training plan; and (3) assessment of skills acquired based on criteria and indicators and use of tools and resources for the respective assessment. At present, the professional profile of the guidance career counselors requires new skills, especially in the field of ICT (information and communication technologies), which must be integrated with guidance skills, articulating them on a map of skills needed in the training curriculum of these counselors and in their subsequent professional action. As an example of innovative learning experience in this field, the authors present the design of a program concerned with the guidance career professionals' development with 100 hours of time, which contains the objectives, contents, training methodology, teaching resources, and especially, the assessment process of it. As assessment resources, a continuous estimate was used through personal and group tasks by the use of the e-mail and Website, specially. In addition, an assessment questionnaire for the quality of the program was applied following a series of variables such as: gender, age, profile and professional role, course organization, training methodology, users' satisfaction, etc.. The high average of 8.9 points out of 10 in terms of overall satisfaction of participants in the program is highlighted. The reliability obtained from the instrument applied by the Cronbach's model was 0.91, which shows a high internal consistency.

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“…Zimpfer (1993) reported from a study of 1984-1985 CES graduates that 25 percent indicated a faculty position was in their 5year professional goals. A survey of doctoral programs conducted for the National Board of Certified Counselors indicated that, in 1996, 34% of doctoral graduates found positions as Higher Education faculty in their first year (Hollis & Dodson, 2000). As described below, some researchers have examined faculty vacancies and announcements in the past.…”

mentioning

confidence: 99%

Counselor Education Faculty Positions: Requirements and Preferences in CESNET Announcements 2005-2009

Bodenhorn¹,

Hartig²,

Ghoston³

et al. 2014

JCPS

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Counselor Education faculty positions announced on CESNET from 2005 through 2009 (N = 424) were analyzed to ascertain current trends in required and preferred qualifications. Typical qualifications mentioned in announcements include education and experience in clinical settings, teaching, and research. After a doctoral degree, the most common qualification included was experience in clinical settings, indicated by either years of experience or licensure eligibility. Half of the openings did not specify one specialty; school counseling was mentioned most often. Teaching and research requirements frequently referred to "potential" and "commitment". Implications for faculty advisors and graduate students are included.

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Counselor Preparation 1999-2001

Cited by 10 publications

References 0 publications

Volume 6 Issue 1 Journal of Counselor Preparation and Supervision

Volume 6 Issue 1 Journal of Counselor Preparation and Supervision

Training Evaluation in ICT Competencies for Career Guidance Counsellors: An Innovative Experience

Counselor Education Faculty Positions: Requirements and Preferences in CESNET Announcements 2005-2009

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