With the renewed interest in the role of cognition in counselor training, numerous studies examining this phenomenon have emerged. This article reviews existing literature relevant to cognitive issues in training. The effects of various cognitive attributes such as conceptual level and cognitive style are discussed. Similarly, the impact of various cognitive training strategies on trainee performance are examined, such as modification of trainee cognitions to enhance skill generalization and cognitive restructuring techniques to alter maladaptive cognitions of trainees. In addition, methodological issues that have served to limit research activity are addressed. Brief recommendations are offered for future research and training efforts. Dale R . Fuqua i s an associate professor in the Department of Counseling, Universaty of North Dakota, Grand Forks. A1 W . Johnson, Mark W . Anderson, and Jody L. Newman are graduate assistants in the same department. SEPTEMBER 1984 U5

An investigation of task-distractive and facilitative dimensions of the internal dialogue of 30 counseling trainees in a laboratory setting was conducted. The correlations of internal dialogue to counseling performance, personality dimensions, and state/trait anxiety were examined and discussed.

This article addresses the comparability of peer ratings, supervisor ratings, and self-ratings of counseling performance early in training. Earlier studies of the relationship of performance ratings from different sources have indicated some comparability across source of rating, particularly late in the training process. The results of this study, however, indicate considerable variability across sources of ratings used early in training. The implications of the findings and practical training strategies are discussed.