Success for new counselors.

Olsen, Leroy C.

doi:10.1037/h0040997

Cited by 3 publications

(2 citation statements)

References 10 publications

(5 reference statements)

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“…In these interviews they reported that the follow-up interviewer encouraged them to define quickly their role for colleagues, to establish their services, and to be a bit more daring than they otherwise would because they knew that support and consultation would be provided by the follow-up interviewer. Olsen (1963) made the point that counselors must not merely learn to play the counselor's role, they must learn to live it. To fulfill this expectation requires more than good didactic instruction and supervised experiences in counseling.…”

Section: Professional Preparationmentioning

confidence: 99%

Evaluation of Education for the Professions

Ohlsen

1969

Couns Edu & Supervision

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All who educate for the professions share certain common problems: (a) defining the professional's role in precise terms, (b) identifying the essential components to prepare him to function in that role, (c) developing these into an adequate program, (d) selecting good prospects for the profession, (e) appraising the adequacy of the program, and (f) encouraging the growth of professionals in practice. Because instruments available for screening prospective professionals are far from perfect, and using the data obtained from them tends to involve tough decisions, too many who educate for the professions tend to rely primarily on candidates' earlier academic records and measures of scholastic aptitude. Instead, they must continue to try to identify those unique factors which contribute to success in practice and develop measuring instruments, observation techniques, and/or standard interviews which can be used to predict success prior to admission to professional preparation programs. Finally, there can be no substitute for committed staff members who can teach, who care about their students as persons, who can encourage and excite learning, and who can do the necessary research to improve the quality of professional services.

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Section: Professional Preparationmentioning

confidence: 99%

Evaluation of Education for the Professions

Ohlsen

1969

Couns Edu & Supervision

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“…Goode and Cornish (1964) concluded that reinforcement by on-the-job affiliations also were important in helping beginners develop a professional image. Olsen (1963) made the point that counselors must not merely learn to play the counselor's role, they must learn to live it. To fulfill this expectation requires more than good didactic instruction and supervised experiences in counseling.…”

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Standards for the Preparation of Elementary School Counselors

Ohlsen¹

1968

Couns Edu & Supervision

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It would seem best, in this paper, to outline the basis upon which a professional program should be developed, describe the work of our committee, and include from our report only those parts in which our committee made the most changes in adapting the Standards for the Preparation of Secondary School Counselors (ACES, 1967) for our use.Basic requirements for every professional preparation program are carefully selected students, a well-qualified staff, a stimulating intellectual climate, and adequate laboratories, library, and teaching materials. Furthermore, everyone involved in professional education should evaluate the impact of his program upon his students. It is not sufficient to demonstrate that they have mastered the professional knowledge and skills that were taught; those who prepare professional workers also must be able to demonstrate that their students have defined for themselves an appropriate professional role which they can implement. Merton, Reader, and Kendall (1967) found that opportunities for social interaction and the degree of staff involvement with students as well as staff expectations, didactic experiences, and professional interaction influenced students' professional way of life. Goode and Cornish (1964) concluded that reinforcement by on-the-job affiliations also were important in helping beginners develop a professional image.Olsen (1963) made the point that counselors must not merely learn to play the counselor's role, they must learn to live it. To fulfill this expectation requires more than good didactic instruction and supervised experiences in counseling. When counselor educators ask prospective counselors to give up certain attitudes and behaviors which were satisfying to them as teachers, they must help them recognize and learn to cope with the reinforcers of old behaviors and attitudes. When prospective counselors have defined a meaningful professional role (and one which they believe they can implement on the job), and when they obtain specific assistance in implementing their role during professional education, their group nonns and the accompanying pressure from their peers enMerle M. Ohisen is Professor of Education, University of Missouri at Kansas City. 172Counselor Education and Supervision VII hance their chances of implementing their professional role. The chances of them implementing this role can be further enhanced by placement in a school system with one of these peers (Hasting et. al., 1961) or by the practicum supervisor helping them get acquainted with another counselor in that system, or in a neighboring system, who is trying to implement a similar role. Follow-up visits also can help a beginning counselor face and resolve the problems that he meets during his early efforts to establish his professional role and help him discover reinforcers for his professional role ( Ohlsen, 1967). Obviously even these activities cannot replace good supervision by a well-qualified specialist. Without good supervision and the known support of other counselors, beginning c...

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The Personality of the Counselor

Polmantier

1966

Vocational Guidance Quarterly

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Success for new counselors.

Cited by 3 publications

References 10 publications

Evaluation of Education for the Professions

Evaluation of Education for the Professions

Standards for the Preparation of Elementary School Counselors

The Personality of the Counselor

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