An Investigation of Nonacademic Admission Criteria for Doctoral‐Level Counselor Education and Similar Professional Programs

Nelson, Kaye W.; Canada, Richard M.; Lancaster, Lee B.

doi:10.1002/j.2164-490x.2003.tb00164.x

Cited by 9 publications

(3 citation statements)

References 24 publications

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“…Hoskins and Goldberg (2005) noted that students who experience an academic mismatch between their educational goals and their CES doctoral program will, in some cases, discontinue doctoral pursuit, or relocate to different CES programs. By eliciting information about students' motivations to pursue a CES degree by using professional goal statements in the doctoral program application process (Nelson, Canada, & Lancaster, 2003), counselor educators can assess for academic match and use this information to inform decisions about program admissions. Through talking with students about the motivations that have influenced their decisions to begin doctoral work in CES, Counselor Educators can help them find programs that will match their needs.…”

Section: Implications For Cesmentioning

confidence: 99%

Volume 6 Issue 1 Journal of Counselor Preparation and Supervision

Renfro-Michel¹

2014

JCPS

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There are six general categories that help focus the content of the journal.Research. These articles focus on research (qualitative, quantitative, mixed) in counselor preparation, professional development, supervision, and professional practice. Techniques. These articles focus on professional models for teaching empirically grounded techniques used by professional counselors, as well as teaching and supervision techniques used in professional preparation programs. Counselor Development. These articles include insightful commentary on means by which professional counselors can continue to develop professionally. Effective teaching strategies for counseling students as well as continuing education for experienced counselors will be highlighted. Supervision. These articles specifically target ideas, research, and practice related to counselor supervision. These articles should investigate and discuss supervisory issues from a perspective applicable to site supervisors, counselor educators and/or clinical supervisors (e.g., supervising professionals working toward a professional counseling license). Issues, Concerns and Potential Solutions. These articles identify and discuss significant issues facing the field of professional counseling with particular focus on issues in counselor preparation, professional development, and supervision. Exploration of these topics should include elaboration of the concerns as well as an examination of potential remedies or effective responses to the issues. Clinical Supervisors Stories. These articles describe current issues in counselor preparation and supervision from the perspective of site supervisors. The emphasis on these articles should focus on the story of the issue, potential solutions and the uniqueness of the message. Authors are encouraged to forgo significant literature review and attend directly to the intended message to the field. The Journal of Counselor Preparation and Supervision is an EBSCOHost and ProQuest affiliated journal. It is indexed under the Education Research Complete database. Submission Guidelines:Because JCPS is an on-line journal, all correspondence and submissions are electronic. Authors are to submit manuscripts in Microsoft Word (.doc or .docx), or rich text format (.rtf). We do not accept Macintosh or WordPerfect formats. Submissions to the journal should be sent to:http://repository.wcsu.edu/jcps/ Please use the following guidelines to attend to the details of manuscript submission.1. All manuscripts must be the original, unpublished work of the authors. We do not accept manuscripts that are currently under review with other journals. The Journal of Counselor Preparation and Supervision retains copyright ownership of all works published in said journal. 2. The editor of the journal will review each manuscript submitted. Once accepted for further review, the manuscript will be sent to at least two additional editorial board review members. Comments, suggestions and edits will be sent to authors. Authors and reviewers will remain anonymous duri...

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Section: Implications For Cesmentioning

confidence: 99%

Volume 6 Issue 1 Journal of Counselor Preparation and Supervision

Renfro-Michel¹

2014

JCPS

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“…For several decades, personal interviews have been used by a majority of doctoral-and master's-level counselor education programs in countries such as the United States and Canada (e.g., Childers & Rye, 1987;Hosford, Johnson, & Atkinson, 1984;Leverett-Main, 2004;Nelson, Canada, & Lancaster, 2003, Redfering & Biasco, 1976Rem, Oren, & Childrey, 1987;Rickard & Clements, 1986). A general purpose has been to include ''appropriateness for the profession'' (Nelson et al, 2003, p. 3) as one of the admission criteria (see, for example, the Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2001).…”

Section: Introductionmentioning

confidence: 99%

Implications of an Individualized Admission Selection Procedure for Psychotherapy Training in Professional Programs in Psychology

Sundin

Ögren

2011

The Clinical Supervisor

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This study examined the impact of an individualized admission procedure compared to a traditional procedure on students' and supervisors' perceptions of learning during psychotherapy training in professional psychology programs. The study used a naturalistic design where self-rating scale data measuring psychotherapeutic knowledge and skills, relation to the supervisor, and relation to the supervision group were evaluated. Results suggested that students admitted based on the individualized procedure rated significantly higher on all components than those admitted the traditional way. An admission procedure that included a personal interview seemed to improve the selection process, in turn having a favorable influence on perceived professional development during the psychotherapy training.KEYWORDS admission procedure, attained psychotherapeutic knowledge and skills, personal interview, professional psychology program, relation to supervisor and supervisory group

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“…Recently in the field of counseling, there has been an increased emphasis on counselor education program admission criteria (Bradey & Post, 1991;Markert & Monke, 1990;Nelson, Canada, & Lancaster, 2003), methods used to screen counseling program applicants (Bradey & Post, 1991;Nagpal & Ritchie, 2002;Perusse, Goodnough, & Noel, 2001), and characteristics of and methods for addressing students with impairments (Bradey & Post, 1991;Forrest, Elman, Gizara, & Vacha-Haase, 1999;Gaubatz & Vera, 2002). One relatively new method for screening program applicants and for identifying students who may be unsuitable for work as a counselor, the criminal background check.…”

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confidence: 99%

Use of Criminal Background Checks in Counselor Education

Erwin

Toomey

2005

Couns Edu & Supervision

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To conduct an initial investigation into the use of criminal background checks and related issues in counselor education programs, surveys were sent to the contacts from 50 programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (2001). The results of this pilot study highlight the need for more research, discussion, and discourse about the benefits and disadvantages of using criminal background checks.

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An Investigation of Nonacademic Admission Criteria for Doctoral‐Level Counselor Education and Similar Professional Programs

Cited by 9 publications

References 24 publications

Volume 6 Issue 1 Journal of Counselor Preparation and Supervision

Volume 6 Issue 1 Journal of Counselor Preparation and Supervision

Implications of an Individualized Admission Selection Procedure for Psychotherapy Training in Professional Programs in Psychology

Use of Criminal Background Checks in Counselor Education

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