Changes In Values And In Interpersonal Functioning Of Counselor Candidates

Guidelines for research on Carkhuff's training model.

“…Typical kinds of response measures have included use of written responses to written stimulus statements (e.g., Anthony & Wain, 1971) or to audiotaped stimulus statements (e.g., Bierman, Carkhuff, & Santilli, 1972;Carkhuff, 1969b;Collingwood, 1969Collingwood, , 1971Holder, 1969) as well as use of volunteer client interviews (e.g., Kratochvil, 1969;. Carkhuff (1969b) studied therapists' responses to different client affects and found that written response measures limit the upper levels of highly functioning therapists.…”

“…Volunteer clients often are not motivated to explore their feelings and may seek a personal relationship rather than help in solving specific problems. A further problem arises when several trainees interview one volunteer client (Berenson, Carkhuff, & Myrus, 1966;Carkhuff, Piaget, & Pierce, 1968;Kratochvil, 1969). Client level of selfexploration may be affected by boredom, fatigue, passage of time, or when they see a particular counselor as well as counselor skills.…”

Client Perceptions of Counselors With and Without a Practicum

“…The literature suggests that the practicum may be the most important single phase of counselor education (Association for Counselor Education and Supervision, 1967;American Psychological Association, 1952;Arbuckle, 1968;Hansen & Moore, 1966;Rogers, 1962). The need for research on the results of counselor education was stated by Lister (1966) Research has been reported suggesting that counselor candidates do change during training and practicum (Havens, 1968;Ivey, Normington, Miller, Morrill, & Haase, 1968;Kratochvil, 1969;Schoch, 1966). Most of this research focuses on counselor change during or immediately following the practicum.…”

Comparison of two mental health counselor training programs

“…The demand for additional manpower in mental health settings (Arnhoff, Rubinstein, & Speisman, 1969) as well as the recognition that certain functions can be performed by nonprofessionals has led to questions concerning selection and training. Evidence has accumulated that demonstrates the effectiveness of nonprofessional training programs (Berenson, Carkhuff, & Myrus, 1966;Kratochvil, 1969;Lynch & Gardner, 1969;Martin & Carkhuff, 1968;Rioch, Elkes, Flint, Usdansky, Newman, & Silber, 1963). However, the training method that offers the most research evidence in training nonprofessionals, that of Truax, Carkhuff, and Douds (1964), has not directly compared its integrated didactic-experiential approach with the traditional method typified by a graduate training program.…”