Working With Persons Going Into Counseling

This study was conducted to determine whether significant benefits would be derived from providing counselor trainees with psychoanalytically oriented group psychotherapy. Twenty trainees were divided into 2 therapy groups that met for 30 1.5‐hour weekly sessions. Each experimental trainee was matched with a control (no treatment) trainee counterpart on the basis of sex, number of graduate credits, and counseling specialty. The instruments administered were: the Tennessee Self Concept Scale, the Elmore Psychological Anomie Scale, the Edwards Personal Preference Schedule, and the Porter Counseling Inventory. There were no significant differences on the Tennessee Self Concept Scale. On the Elmore Psychological Anomie Scale, the control subjects had an increase on Valuelessness (p = .181). On the Edwards Personal Preference Schedule, the experimental subjects had an increase on Deference (p = .033) and a decrease on Exhibition (p = .190) and Change (p = .091). On the Porter Counseling Inventory, the experimental subjects achieved an increase in Evaluative (p = .112) and Interpretive (p = .034) responses and a decrease in Understanding (p = .083) responses. The relevance to training of both the lack of definitive differences on some of the variables and the significant findings were discussed. The data were interpreted as providing support for the value of a psychotherapeutic experience as part of training programs, particularly those that accept a psychoanalytic orientation.

Self‐Understanding Seminars: The Effects of Group Psychotherapy in Counselor Training

Woody

1971

Perceived and Measured Needs Levels of Counselor Education Students

Loesch

Weikel

1976

Because the counseling profession places high value on counselors possessing accurate self‐awareness, this study investigated the differences and relationships between counselor education students' self‐perceived and measured needs levels. A sample of 107 counselor students estimated their needs levels and then completed the Personality Research Form (PRF). Significant differences between their perceived and measured needs levels were found for 10 of the 14 PRF scales. Wide variations were evident in both perceived and measured needs levels. Significant correlations between perceived and measured needs levels percentiles for all 14 scales indicated consistency in over or under estimation of needs levels. Age and number of quarter hours completed were generally unrelated to accuracy of needs level estimation.

Factors in Applicant Choice of a Counselor Education Program

White¹

1985

A study was made of factors considered of varying significance by people who completed a master's degree program in counselor education. Names of graduates were supplied by 25 randomly sampled counselor education programs. A 3 1 -item questionnaire was returned by 291 (78.6%) of the nationwide sample. The most important factors were nearness of institution to home, program specialization availability, and reputation of the institution and the department. Implications for counselor education and for further research about factors and the interactions among them in the choice of counseling as an occupation and of counselor education programs are discussed.After deciding to seek a master's degree in counselor education, why do people select the program they do? Several articles have appeared about selection from among applicants and about performances of enrollees, but seemingly little is known about the antecedents. What factors are important in the choice of a counselor education program? What implications might these factors, as valued by applicants, have for counselor education? DIFFERENTIATION AMONG OCCUPATIONSOccupational groups, including teachers and counselors, are known to differ from women and men in general (Heikkinen