Toward Developing a Behavioral Counselor Education Model

Jakubowski‐Spector, Patricia; Dustin, Richard; George, Rickey L.

doi:10.1002/j.1556-6978.1971.tb01452.x

Cited by 20 publications

(5 citation statements)

References 6 publications

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“…The findings lead to a number of conclusions related to the hypotheses. The first conclusion is that the Transfer of Training Model of Counselor Education (Jakubowski-Spector, Dustin, & George, 1971) is supported; that is, the trainees did produce restatement at a substantially higher rate after a lecture describing and supporting its usage. The effectiveness of the lecture also supports Bandura's (1962) point that once verbal A second conclusion is that a complementary written presentation outlining restatement produces a significantly greater amount of restatement in trainees after a lecture presentation.…”

Section: Discussionmentioning

confidence: 97%

Lecturing, reading, and modeling in counselor restatement training.

Kuna

1975

Journal of Counseling Psychology

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In this study, counselor students' verbal behavior change was viewed as being dependent on the training program components, that is, verbal, written, and model presentations. Specific hypotheses were derived concerning the quantitative production of the target verbal behavior given the training program design. Ninety-two trainees were randomly assigned to one of four experimental groups: (a) control group; (b) lecture presentation; (c) lecture and reading presentation; and (d) lecture, reading, and model presentation. After exposure to the training program detailing restatement, trainees responded to 10 audiorecorded client statements. One-way analyses of variance demonstrated that the lecture presentation produced a significant increase of target verbal behavior, as did the addition of reading. Model presentation after the two symbolic model presentations did not cause a significant increase in production. The implications of symbolic modeling for counselor training and research are discussed.

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Section: Discussionmentioning

confidence: 97%

Lecturing, reading, and modeling in counselor restatement training.

Kuna

1975

Journal of Counseling Psychology

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“…During recent decades, psychotherapy supervision has been considered a crucial psychotherapy training method for beginning psychotherapists, and in consequence it has received considerable attention (e.g. Ekstein & Wallerstein, 1972; Holloway & Neufeldt, 1995; Jakubowski‐Spector, Dustin, & George, 1971; Linehan, 1980; Rice, 1980). Up until now, this attention has mainly been directed towards the training of beginning psychotherapists whereas the training of the supervisors has been neglected (Falender et al , 2004; Milne & James, 2002; Russell & Petrie, 1994; Watkins, 1998; Whitman, Ryan, & Rubenstein, 2001).…”

mentioning

confidence: 99%

Supervisor trainees' and their supervisors' perceptions of attainment of knowledge and skills: An empirical evaluation of a psychotherapy supervisor training programme

Sundin

Ögren

Boëthius

2008

British J Clinic Psychol

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Objectives This study aimed to evaluate the success of a two-year, part-time training programme for psychotherapy supervisors. A second aim was to examine factors that might contribute to perceived knowledge and skills attainment during the training course.Design This is a naturalistic, longitudinal study where several measures are used to examine group process and outcome.Methods Supervisor trainees' (n=21) and their facilitators' (n=6) ratings of learning (knowledge and skills), relations to the supervisor and supervision group, usage of the group, and supervisor style were completed at three time points. ResultsThe findings suggested that both trainees and their supervisors perceived that the trainees attained a substantial amount of knowledge and skills during the course. In accordance with the literature and expectations, the regression analysis suggested a strong negative association between a strong focus on group processes in the initial and middle phases of the training and perceived knowledge and skills attainment in the final phase of the training. The expected, positive role of relations among trainees in the supervision group in the first half of the training and perceived knowledge and skills attainment in the final part of the training was obtained, whilst the hypothesized significance of the relationship between trainee and supervisor did not receive support. ConclusionsThe supervisory course seemed to provide a training that allowed trainees to attain knowledge and skills that are necessary for psychotherapy supervisors. The results of this pilot study also emphasize the need of more research on learning in the context of group supervision in psychotherapy.

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“…221. ) Although many counselor educators agree that existing counseling programs are haphazard in administration and incomplete in areas of emphasis (Jakubowski-Spector, Dustin & George 1971;Whiteley 1967;Woody 1971), there is little consensus concerning viable training approaches for producing effective counselors. Traditional programs have typically used a didactic approach relying heavily on readings, lectures, and discussion.…”

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confidence: 99%

Three Counselor Training Models: A Comparative Study

Cormier

Hackney²,

Segrist³

1974

Couns Edu & Supervision

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This study investigated the effects of three prepracticum counselor training approaches on counselor performance: T group, behavioral skills, and discussion control. Pre‐ and postmeasures consisting of 30‐minute video‐recorded counseling interviews were administered to all subjects. Counselor performance was evaluated by client completion of the Counseling Evaluation Inventory (CEI) and by three trained judges' ratings of four five‐minute interview segments using the Counseling Strategies Checklist (CSC). Data from each instrument were subjected to a 3 × 2 factorial analysis of variance. A significant group × time interaction occurred for the CEI. Significant time effects occurred on four of the seven dependent variables of the CSC. The results of the study have implications for both the length and type of training approach used in effective counselor education practices.

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Toward Developing a Behavioral Counselor Education Model

Cited by 20 publications

References 6 publications

Lecturing, reading, and modeling in counselor restatement training.

Lecturing, reading, and modeling in counselor restatement training.

Supervisor trainees' and their supervisors' perceptions of attainment of knowledge and skills: An empirical evaluation of a psychotherapy supervisor training programme

Three Counselor Training Models: A Comparative Study

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