Trends in Counselor Preparation: Courses, Program Emphases, Philosophical Orientation, and Experimental Components

Wantz, Richard A.; Scherman, Avraham; Holds, Joseph W.

doi:10.1002/j.1556-6978.1982.tb01688.x

Cited by 23 publications

(13 citation statements)

References 7 publications

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“…Miles and Hum-me1 (1979) surveyed 92 counselor education programs and found that 44% of them offered consultation courses, but only 32.5% required such courses as part of their master's degree curriculum and only 27.5% at the advanced graduate level. Data supplied by Wantz, Scherman, and Hollis (1982) indicate that even fewer supervision courses were available in counselor education curricula. Between 1977 and 1980 only one supervision course was initiated for every three new consultation courses.…”

Section: Status Of Training In Consultation and Supervisionmentioning

confidence: 99%

An Integrative Approach to Teaching Consultation and Supervision

Drapela

1985

Couns Edu & Supervision

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This article describes an approach to teaching consultation and supervision. The course treats the two helping processes as natural outgrowths of counseling within an integrated conceptual framework. The course is not meant to train specialists in consultation and supervision. Rather, it is designed to help future practitioners gain adequate understanding of the two helping functions and acquire attitudes and skills required for consulting and supervisory roles. The didactic component of the course is based on the Three-Dimensional Intervention Model. It helps clarify the generic unity and specific differences of consultation and supervision vis-a-vis counseling. The course structure also provides students with opportunities to adapt counseling skills to situations typical in consulting and supervisory work. Victor J . Drapelo: is a professor and chair, Counselor

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Section: Status Of Training In Consultation and Supervisionmentioning

confidence: 99%

An Integrative Approach to Teaching Consultation and Supervision

Drapela

1985

Couns Edu & Supervision

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“…This trend is further reflected in the special issues that the Elementary School Guidance and Counseling journal (February 1981) and The School Counselor (January 1981) devoted to models and techniques of family-based intervention. Academic departments also have responded to this trend with changes in program emphases, orientation, and coursework (Caulfield & Perosa, 1983;Meadows & Hetrick, 1982;Piercy & Hovestadt, 1980;Wantz;Scherman, & Hollis, 1982).…”

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confidence: 99%

Healthy Family Functioning: The Other Side of Family Pathology

Wilcoxon

1985

Jour of Counseling & Develop

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“…Many excellent entry-level programs may need only minor changes to meet CACREP standards in the area of community-agency counseling. Wantz, Scherman, and Hollis (1982) found that the most common response to program upgrading has been to expand the existing curriculum, thus, adding to the already demanding teaching and supervisory roles of faculty. In light of the tendency to change through expansion, it is understandable that many faculty members may be hesistant to tackle CACREP accreditation.…”

mentioning

confidence: 99%

Community‐Agency Counseling: A Model for Counselor Preparation

Wilcoxon

Cecil

1985

Couns Edu & Supervision

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This article features a model program of study for entry-level students pursuing a degree in community-agency counseling. The authors provide a review of professional literature concerning accreditation and perceived obstacles that may hinder faculty efforts toward pursuing accreditation. The authors address these perceived obstacles by observing that many programs in community-agency counseling may be close to meeting the accreditation standards as set forth in the American Personnel and Guidance Association's (1979) Standards for Preparation in Counselor Education and that an interdisciplinary approach in program modification may bring such programs into compliance with accreditation standards. The article features a detailed description of a model program in communityagency counseling, with specific focus on curriculum organization for core and elective course work, internship placements, and related features. The authors also discuss the impact of program accreditation in student employment opportunities and professional development. S . Allen Wilcoxonis axtitant professor, and Jean H . Cecil W professor and chairperson, Department of Counselor Education, The University of Alabama, University. DECEMBER 1985 99

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Trends in Counselor Preparation: Courses, Program Emphases, Philosophical Orientation, and Experimental Components

Cited by 23 publications

References 7 publications

An Integrative Approach to Teaching Consultation and Supervision

An Integrative Approach to Teaching Consultation and Supervision

Healthy Family Functioning: The Other Side of Family Pathology

Community‐Agency Counseling: A Model for Counselor Preparation

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