In this study, researchers wanted to develop a psychometrically sound instrument to assess counseling skills, dispositions, and behaviors. Counseling skills, dispositions, and behaviors are imperative to the counseling process. For instance, during the 1940’s, researchers assessed counseling skills by measuring the counselor’s verbal responses. During the 1970’s, counselors adopted Carl Rogers approach, facilitative conditions or what is currently known as Person-centered therapy (empathy, positive regard, congruence, and Genuineness). Currently, counselor educators measure counselors by their verbal responses, nonverbal behaviors and facilitative conditions in counseling (Swank, Lamie, & Witta, 2012).
Since counselor educators measure
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Swank, Lamie, and Witta (2012) examined three research questions. (1) What is the loading factor of CCS? (2) What is the interrater reliability between supervising instructors and supervising instructors and supervising doctoral students using the Counseling Competencies Scales to evaluate counseling students’ competencies? (3) What is the relationship between counseling students’ scores on the Counseling Competencies Scales and their academic performance, as measured by the student’s final grade in a counseling practicum …show more content…
The procedure included an informed consent form, the Counselor Competency Scale with manual, and a demographic questionnaire. The instruments used in the study included the Counselor Competency Scale and demographic questionnaires for counseling practicum students and supervisors. The competency scale included response categories in a rubric form: Harmful (0), below expectations (2), near expectations (4), meets expectations (6), and exceeds expectations (8). The first section of the Counselor Competency Scale focused on the counseling skills of the students. The two other sections of the Counselor Competency Scale focused on the professional dispositions and professional behaviors. Researchers measured professional dispositions and professional behaviors by observation. The Counselor Competency Scale assessed for counseling competencies by incorporating demographic questionnaires for supervisors and students. The demographic questionnaire for supervisors includes the following: (1) Counseling specialty, (2) theoretical orientation, (3) number of times teaching practicum, (4) teaching status. The demographic questionnaire for students includes the following: (1) program track, (2) Practicum level, (3) theoretical orientation, (4) counseling courses
My professional identity is fundamentally grounded on my commitment to social welfare through which I achieve my sense of purpose. Furthermore, I support the humanistic values that uphold the core philosophy of the counseling profession and uniquely distinguish counseling from other helping professions. Specifically, I endorse the wellness model wherein optimal health is achieved via holistic integration of mind, body and spirit (CITATION). Likewise, I believe that successful integration begins and ends with the counselor-client relationship; a secure, genuine and empathic relationship is at the heart of well-being and personal growth. Finally, my academic studies as well as the experiential learning process thus far have imparted a sincere sense of pride in the field of counseling; I value the dedication that is required to become a counselor and I am confident in our abilities and our mission as a profession. For that reason, I strive to exemplify those values which promote professional competence and enhance the collective identity of the counseling profession.
“Counseling has not established a single entity containing its accreditation, credentialing, and membership organizations”. (Mascari & Webber, 2013). In the institutions, “counselor educators with a different education background, other than counseling, contributes confusion” (Mascari & Webber, 2013). CACREP has been striving to establish a unified counseling profession by “creating common standards accepted by the profession and influenced by the degrees and license of the faculty” (Mascari & Webber, 2013). Through CACREP accredited programs, CACREP is assisting in clearing counselor identity through its process of preparation program accreditation. (Mascari & Webber, 2013).
The purpose of this paper is to examine various instruments utilized to provide counselors with the most accurate assessment in family, couple and individual counseling. Nonetheless, this paper will also explore the interventions that are most appropriate for this case study. As it will further bring a better sense of awareness to the techniques used in family assessments.
The American Counseling Association is the largest professional counselor association in the world and serves over 56,000 helpers by providing resources and tools to utilize for best practices in the counseling field (ACA, n.d.). As an ACA member, professional counselors have access to professional journals, webinars, forums and other mediums that can strengthen and enhance helping skills and best practices. It would be of great advantage for both graduate students training in a counseling field, as well as professional counselors working in their field to take advantage of the being a member of the ACA.
Hood, A.B., & Johnson, R.W. (2007). Assessment in Counseling: A guide to the use of psychological assessment procedures (4th ed.). Alexandria, VA: American Counseling Association.
Stone, G. L., & Archer, J., Jr. (1990). College and university counseling centers in the 1990s:
Counseling supervision is a process of training that involves a supervisor monitoring and evaluating an internship or practicum student’s performance and the quality of service provided associated with learning and skill development experiences (Corey et.al, 2011). In this professional experience, a supervisor designs a supervision model to train the supervisee on therapeutic techniques as well as ethical issues that may be encountered within a professional counseling setting. After researching several methods of supervision, the behavioral model approach along with the developmental model approach proves to be an effective model for and counseling supervision.
Hutchinson, David. (2012). The essential counselor: Process, skills, and techniques (2nd ed). Thousand Oaks, CA.: Sage Publications, Inc.
Whiston, S. C., Tai, W. L., Rahardja, D., & Eder, K. (2009, May 27). School Counseling Outcome: A Meta-Analytic Examination of Interventions. Lamar Library Database. Retrieved June 8, 2014, from http://web.b.ebscohost.com.libproxy.lamar.edu/ehost/pdfviewer/pdfviewer?sid=bf1a795d-657c-406a-83fc-99831939c79c%40sessionmgr113&vid=5&hi
He has done various contributions to the field of psychology in terms of doing numerous research, publishing articles and authoring books in the field of psychology. It is evident that most of his books including Assessment for Counselors and Research and Evaluation in Counseling have played a major role in setting up standards of evaluating school counselors. In this book, Erford addresses some of the guidelines that ought to be strictly followed in the assessment for school counselors. He touches on the professional standards that schools and states ought to consider in their assessment and evaluation of their school counselors. Some of the specific standards that he presents in his book include the conduct of the counselor, the report from his or her supervisors, and the feedback from their
Sometimes individuals consider becoming counselors after overcoming some major life challenge such as addiction or a history of bad relationships. Perhaps an individual has encountered a particularly effective counselor or therapist and has a desire to follow in those footsteps. Others may have had a bad experience with counseling and concluded that it can be done better. People do not think of this work so much as a job, or even as a career. More typically, a constellation of life experiences that demand explanation and a sense that others seek one out for assistance and emotional sustenance become driving forces leading one toward the counseling profession” (An invitation to). .
According to author Kendra Cherry, “professional counseling is an application of mental health, psychological or development principles, through cognitive, affective, behavioral or systemic intervention strategies, that address wellness, personal growth, or career development” (Cherry - Paraphrase). Many counselors specialize in specific forms of therapy. Generally, counselors who focus on specific types of counseling methods usually require advanced knowledge in the specific field. Counseling can be described as guidance of an individual by utilizing psychological methods especially in collecting case history information, using various techniques of the personal interview and testing interests as well as aptitudes. Cognitive behavioral therapy is one of the most commonly used methods for psychotherapeutic treatment.
Assessment is used as a basis of identifying problems, planning interventions, evaluating and diagnosing clients. Assessment involves identifying statements; actions and procedures to help individuals, groups, couples and families make progress in the counseling environment. Although counselors have the opportunity to limit their scope of practice with respect to modalities, theories, and types of clients, a counselor cannot function without an understanding of the processes and procedures of assessment in counseling. Formal and informal help counselors more accurately assess client issues, create case conceptualizations and select effective empirically proven therapies. The focus of assessments is on gathering information. Thus testing is a way in which counselors construct a measure of psychology through instruments or specified procedures to obtain valid and reliable methods in assessing a client. Counselor uses established scientific procedures, relevant standards and current professional knowledge
Whiston, S. C. (2009). Principles and applications of assessment in counseling. Belmont, CA: Cengage Learning.
...d willing to recognize and correct errors.”(Ronald M. Epstein & Edward M. Hundert, Downloaded from www.jama.com by guest on August 19, 2008) Maintaining high levels of competence for a lifetime requires self-motivation and self-direction, serious dedication to professionalism and a desire to uphold the standards of the counseling profession, a commitment to one’s personal code of ethics, and a true enjoyment of the quest for learning.