Recent research has supported the application of cognitive-behavioral theory to the field of counselor training and supervision. This study examined the effects of teaching counselor trainees a cognitive self-instruction strategy versus teaching clinical hypothesis knowledge. Three training conditions and a placebo control were compared on dependent measures of trainee internal dialogue and quality of clinical hypothesis formulation. Results indicated that acquiring a cognitive self-instruction strategy increased the trainees' ability to perform the conceptual portion of selected counseling tasks. However, there was no evidence that clinical hypothesis knowledge was associated with similar increases in conceptual ability.Empirical research has supported the effectiveness of cognitive change as a cause of actual behavior change (

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We identified categories of counselor self-talk and explored for possible dimensions that underlie the categories. The 38 counselors conducted 25-min interviews with a female client and then completed a stimulated-recall, thought-listing exercise. Trained judges categorized the resulting 768 self-talk statements into 14 categories, with approximately 61% of the statements accounted for by the four largest categories (client-focused questions, summarizations, inferences or hypotheses, and self-instructions). A multidimensional scaling analysis identified two underlying dimensions that reflect Attending and Assessing vs. Information Seeking and Integrative Understanding vs. Intervention Planning. The findings are discussed in terms of counselor cognitive processing and are related to previous research on counselor intentions. Suggestions for future research are provided.

Major ethical issues related to training and supervising counseling practitioners are discussed including transference, dependency, and power in the supervisory relationship, dual relationships, stereotyping, and the imposition of the supervisor's beliefs on the supervisee, Suggestions for lessening the threat of ethical violations are identified, Ethics is defined as the process of making moral decisions about individuals and their interactions in society while still attempting to protect the rights and welfare of those same individuals. The American Association for Counseling and Development (AACD, 1988) has formulated a code of ethics in an effort to provide strong ethical gutdelmes for counselors and counselor educators. As with any rules or policies designed to influence human thinking and behavior. these standardized principles cannot explicitly cover all the moral, ethical, and legal dilemmas that occur in the actual counseling practice. This is especially true for ethical standards regarding the conduct of counselor educators and supervisors in their relationships with student supervisees and their clients.Supervision of helping professionals has been defined by several educators (Bradley. 1989; Brammer & Wassmer, 1977;Hart. 1982;Kurpius. Baker. & Thomas. 1977;Kutzik, 1977; Loganbtll, Hardy. & Delworth, 1982; Walberg. 1987) as a teaching procedure in which an experienced person aids a less experienced person in the acquisition of a body of knowledge and experience that will foster competence and skill in handling therapeutic situations. In this role the DeWayne Kurpius is a professor in

This article describes a model for training counselors in cognitive skills that can be used to supplement any systematic training approach to behavioral skills. The four phases of the training model are designed to teach counselor trainees cognitive skills and self‐instructional strategies related to (a) attending to and seeking information, (b) forming hypotheses and conceptual models, and (c) intervention planning and self‐instruction. Instructional techniques and exercises are described for each training phase.