Relation between conceptual level and counseling-related tasks: A meta-analysis.

Abstract

Conceptual systems theory (CST) has been used to predict the relation between a counselor's conceptual level (CL) and the counseling process. A meta-analysis was used to review 24 studies that applied CST in one of the following two ways: (a) to investigate the effect of CL on the counselor's performance and (b) to investigate the matching of CL and environmental structure. The results corroborated the predictive power of CST in the context of the counseling situation. First, the prediction that counselors who were matched with a compatible environment (i.e., low-CL individuals with high structure and high-CL individuals with low structure) would perform better than those who were mismatched was corroborated. Second, it was found that low-CL individuals generally performed significantly better in more highly structured environments, whereas high-CL individuals showed only a slight improvement in their matched low-CL environment. Due to the lack of standardization in the task stimulus, it was unclear whether higher CL individuals generally performed better than low-CL individuals. Methodological, conceptual, and training issues are discussed. CL Interactionist ModelThe central principles of the CL interactionist model include (a) CL as a cognitive structure in information processing, (b) environmental structure, and (c) matching of person A portion of this study was conducted while we were at the

Clinical Supervision: Lessons From the Literature

“…Although there has been some contro-versy about the extent to which conceptual level varies according to trainees' experience and training (see e.g., Holloway, 1987), it is generally understood as a relatively stable attribute. In their meta-analysis, Holloway and Wampold ( 1986) concluded that trainees low in conceptual level preferred a more structured environment, whereas those higher in conceptual level were more comfortable with a relatively less structured training environment. Winter and Holloway (1991) have also found that trainees with higher conceptual level were less concerned about evaluation and requested more critical feedback from their supervisors.…”

Behavioral versus pharmacological treatments of obsessive compulsive disorder: a meta-analysis

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The Impact of Metaphor on Clinical Hypothesis Formation and Perceived Supervisor Characteristics

“…Given the importance of cognitive skill development, it seems ironic that most research to date has focused on performance skills (i.e., empathy, self-disclosure, confrontation) even though it has been argued that the development of the cognitive counseling skills are equally, if not more, important in the development of the counselor-in-training (Fuqua et al, 1984). In fact, as early as 1980, Holloway and Wolleat noted that counselors with more developed cognitive abilities were better able to produce effective clinical hypotheses; subsequent work has supported their conclusions (e.g., Holloway & Wampold, 1986). Furthermore, there is some evidence that counselors who produce better hypotheses are more effective clinicians (Morran, Kurpius, Brack, & Rozecki, 1994).…”