Comparative perceptions of counselor behavior: A replication and extension.

LaCrosse, Michael B.

doi:10.1037/0022-0167.24.6.464

Cited by 52 publications

(52 citation statements)

References 19 publications

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“…Finally, the finding of a positive relationship between supervisor ratings of trainee performance and client satisfaction with counseling, supports Lacrosse's (1977) contention that the training process in counselor trainee development can be improved by providing a vehicle for feedback between client, supervisor, and trainee focusing on the improvement of the trainee's skill in working with a particular client.…”

Section: Resultssupporting

confidence: 62%

“…The usefulness of providing client feedback has been further supported by other research data examining the trainee-client relationship (Brown & Cannaday 1969;Bishop 1971;Silverman 1972Silverman , 1973Barak 8c Lacrosse 1977;Lacrosse 1977). In effect, the variable of client satisfaction is necessary for understanding the dynamics of counseling effectiveness.…”

mentioning

confidence: 85%

“…The importance of the client's perception of what occurs in counseling has been supported by a number of researchers who believe that counselors and clients must have similar perceptions of the therapeutic relationship if a meaningful outcome is to be achieved (Rogers, 1959; Truax 8c Carkhuff, 1967;Strong 1968;Zarski, Sweeney, 8c Barcikowski;. The usefulness of providing client feedback has been further supported by other research data examining the trainee-client relationship (Brown & Cannaday 1969;Bishop 1971;Silverman 1972Silverman , 1973Barak 8c Lacrosse 1977;Lacrosse 1977). In effect, the variable of client satisfaction is necessary for understanding the dynamics of counseling effectiveness.…”

mentioning

confidence: 93%

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Counseling Effectiveness and Trainee Helping Qualities: Another View

Zarski

Bubenzer

Walter

1980

Couns Edu & Supervision

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This study addresses the importance of client satisfaction as an index of counseling effectiveness and also examines the relationship between trainee personality characteristics and supervisor ratings of trainee performance. Results indicated that a significant inverse relationship existed between trainee levels of self-acceptance and client's ratings of counseling satisfaction. Supervisor's ratings of the trainee's performance and progress in supervision were also inversely related to trainee levels of self-acceptance. Agreement was found between supervisor's ratings of trainee performance and client satisfaction with counseling. Implications of these results are discussed in terms of counselor training programs and future research designs.A major concern facing counselor educators centers on the relationship among clients, trainees, and supervisors. This relationship has bearing on developing effective counselors, and ultimately influences client's welfare and counseling outcomes.Previous research has focused on examining different aspects of the client-trainee-supervisor interaction, but it has been disjointed. Little continuity has existed among these efforts, and the results have been confusing and contradictory. The following examples illustrate the complexity of these issues as they relate to counselor training programs.

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Section: Resultssupporting

confidence: 62%

mentioning

confidence: 85%

mentioning

confidence: 93%

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Counseling Effectiveness and Trainee Helping Qualities: Another View

Zarski

Bubenzer

Walter

1980

Couns Edu & Supervision

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“…Subsequently, LaCrosse (1977) found support for a three-factor oblique solution. Likewise, a number of investigators have reported much higher intercorrelations than are expected from such distinct concepts (e.g., Atkinson & Wampold, 1982;LaCrosse, 1980; Zamostny et al., 1981), which leads to speculation about a common "good counselor" factor (LaCrosse, 1977).By using client perceptions from actual counseling, Heesacker and Heppner (1983) factor analyzed the CRF with both oblique and orthogonal solutions. Both factor analyses supported a one-factor model.…”

mentioning

confidence: 99%

Social influence research in counseling: A review and critique.

Heppner¹,

Claiborn²

1989

Journal of Counseling Psychology

122

125

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This review concerns recent research on counseling as a social influence process. Studies published since 1981 are presented in two groups, according to whether they pertain to the first or second stage of Strong's (1968) influence model, and within these groups, according to the type of methodology used (interview and noninterview analogue studies and field studies) and the variables of interest (counselor, message, and client variables, and combinations of these). Then, the social influence literature as a whole is critically examined as to its methodological and theoretical adequacy. Major criticisms include the low external validity of the research, the disproportionate emphasis of the research on counselor perceptions rather than influence itself, and the weak connection between research and theory. Solutions are proposed for particular methodological problems, and recommendations are made for further research and theory development. The goal of counseling is to help people solve problems and cope with life's difficulties (Fretz, 1982;Heppner, 1978) or, in other words, to help people change. Questions about the change process guide the work of counseling practitioners and researchers alike. For practitioners it is a practical question: "What can I do to help this client to change?" But the scientific A Review of Recent Social Influence ResearchWe thank Monica M. Menne for her tabulations on some of the studies, Rebecca M. Nerison for her editorial assistance, and Joan Rosenberg for her stimulating observations about the influence process in counseling.Correspondence concerning this article should be addressed to P. Paul Heppner, 210 McAlester Hall, Psychology Department, University of Missouri--Columbia, Columbia, Missouri 6521 I. version of the question differs only in its generality and scope: "What can counselors do to help a wide variety of clients change?" Inquiry into the principles and processes of change is at the heart of counseling research and, as these questions show, vital to its link with practice.Social influence theory is one attempt to answer questions about the change process in counseling. Though influence has long been recognized--and denied--as an important part of counseling and psychotherapy (see Pepinsky & Pepinsky, 1954), formal articulation of the social influence point of view probably began with the publication of Frank's (1961) Persuasion and Healing. Research on the influence process in counseling began in the 1960s, undoubtedly stimulated by the attitude change Zeitgeist in social psychology, but also by Journal of Counseliog Psychology, 1989, Vol, 36, No. 3, 365-387 Copyright 1988 by the American Psychological Association, Inc. 0022-0167/89/$00.75 365 366 P. PAUL HEPPNER AND CHARLES D. CLAIBORN such writers as Levy (1963), Goldstein, HeUer, andSechrest (1966), andStrong (1968), all of whom advocated a connection between social psychological and psychotherapeutic research. The rise of social influence theory reflected a disenchantment with the crude outcome research of the ti...

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“…To date, this has not been achieved. Studies employing multiple measures of counseling performance suggest that a single factor seems to account for the variance across these measures (Lacrosse, 1977;Scott et al, 1986).…”

Section: Operationalizing the Constructmentioning

confidence: 99%

The Construct Problem in Measuring Counseling Performance

Newman¹,

Scott²

1988

Couns Edu & Supervision

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This article describes the role of inadequate construct definition in the current problems involving measurement of counseling performance and suggests potential responses for improving measurement capability.Despite the fundamental role of assessment in counselor training, research, and practice , the development of effective methods for measuring counseling performance has proved to be a difficult task. A variety of factors seem to interact with one another to perpetuate existing barriers to the development of more effective measurement methodologies. Perhaps the most important of these factors is the lack of any clear, consistent, and comprehensive definition of effective counseling performance. What exactly is this phenomenon that we are trying to measure? What are the underlying dimensions that comprise effective counseling performance? Up to now, these questions have not been addressed in any formal systematic manner such that a clear definition of effective counseling performance has emerged. In the absence of an adequate definition of the construct, the delineation of specific assessment criteria, which relates directly to the validation of performance measures, has not been possible.Before substantial improvements in our ability to effectively measure counseling performance can be achieved, basic questions such as those above must be addressed. The purposes of this discussion are to briefly review current problems in assessing counseling performance, to examine the fundamental role of inadequate construct definition in current problems, and to suggest potential directions for enhancing measurement capabilities.

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Comparative perceptions of counselor behavior: A replication and extension.

Abstract: as well as all clients who participated in this research.

Cited by 52 publications

References 19 publications

Counseling Effectiveness and Trainee Helping Qualities: Another View

Counseling Effectiveness and Trainee Helping Qualities: Another View

Social influence research in counseling: A review and critique.

The Construct Problem in Measuring Counseling Performance

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