Conceptualizations of novice and experienced counselors.

Abstract

We examined the conceptualizations of 23 (II experienced and 12 novice) counselors, with respect to general counseling process and specific client concerns by means of a two-part conceptual mapping task (CMT). Analyses of the CMT data revealed an interaction effect of counselor experience and generality of conceptual task on the exlensiveness of counselor conceptualizations. Experienced counselors displayed slightly more extensive conceptualizations on the general CMT and less extensive conceptualizations on the specific CMT. This interaction effect was interpreted as evidence that experienced counselors possess extensive abstract, general knowledge of counseling that they use to conceptualize specific instances of counseling efficiently and parsimoniously. On the other hand, novice counselors, who lack such abstracted knowledge, engage in more extensive, unique conceptual work for each separate client.Research on expertise in a variety of domains has shown that expertise involves a complex interaction between (a) knowledge acquired through repeated experience in a particular domain and (b) cognitive operations, processes, and strategies that relate situational information to such knowledge structures (cf. Chi, Glaser, & Rees, 1982; Gick, 1986). The role of experience in the acquisition of expertise is pivotal because it is through experience that experts acquire an adequate knowledge base for conceptualizing situational information in ways that permit effective conceptualization, problem solving, and action. Although there obviously are no guarantees that experience alone will lead to expertise, the two concepts appear to be highly correlated in well-structured domains such as physics or mathematics (e.g., Larkin, Mc-Dermott, Simon, & Simon, 1980; Schoenfeld & Herrmann, 1982). Whether or not this same relation between experience and expertise exists in much more multifaceted and flexibly structured professional domains like counseling and teaching is not presently clear.Some evidence (see Leinhardt & Smith, 1985) suggests that expertise in the teaching of highly structured subjects such as mathematics develops through extensive experience with both the knowledge structure of the discipline and representative classroom contexts. But what of counseling, a profession in which relevant knowledge bases are likely to be multifaceted, highly variable, and much less formally structured? Does experience as a counselor contribute to the acquisition of

Applying the integrated developmental model to korean supervisees

“…The differences are: (a) characteristics of a supervisee, such as anxiety level during counseling session (Hill, Charles, & Reed, 1981;Reising & Daniels, 1983); (b) expectations about supervision atmosphere and issues discussed, such as need for structure (Ellis, 1991;Heppner & Roehlke, 1984;Stoltenberg, Pierce, & McNeill, 1987); and (c) a supervisees' actual performance, for example, during a cognitive mapping task and in forming a working alliance (Mallinchrodt & Nelson, 1991;Martin, Slemon, Hiebert, Hallberg, & Cummings, 1989;Mayfield, Kardash, & Kivilighan, 1999). The differences are: (a) characteristics of a supervisee, such as anxiety level during counseling session (Hill, Charles, & Reed, 1981;Reising & Daniels, 1983); (b) expectations about supervision atmosphere and issues discussed, such as need for structure (Ellis, 1991;Heppner & Roehlke, 1984;Stoltenberg, Pierce, & McNeill, 1987); and (c) a supervisees' actual performance, for example, during a cognitive mapping task and in forming a working alliance (Mallinchrodt & Nelson, 1991;Martin, Slemon, Hiebert, Hallberg, & Cummings, 1989;Mayfield, Kardash, & Kivilighan, 1999).…”

Clinical Supervision and Professional Development Using Clients from Literature, Popular Fiction, and Entertainment Media

“…Early studies reported on the difficulties new counselors experience in this skill area. Martin, Slemon, Hiebert, Halberg, and Cummings (1989) found that gaining greater counseling experience gradually equips seasoned practitioners with the cognitive skills needed for efficient theory-driven client appraisal and case formulation. By comparison, newer clinicians tend to experience ambiguity and confusion as they begin the development of client appraisal (Loganbill, Hardy, & Delworth, 1982) and feel less confident about diagnosis, assessment, and client conceptualization (Glidewell & Livert, 1992;Ladany, Marotta, & Muse-Burke, 2001;Robbins & Zinni, 1988).…”

“…When working with real clients, clinicians may encounter several problems. For example, data can become available over a long time-period during the course of therapy; some clients may be less able or less willing to share all of the information that would be useful for practicing case conceptualization skills; supervisees and trainees may be limited by an agency's specific intake and recording procedures; the use of some skills may be inappropriate for some clients in certain settings; and the chance to work on case formulation skills is somewhat dependent on the clinician's existing skills at information gathering and conducting an intake (APA, 2000;Loganbill, Hardy, & Delworth, 1982;Martin et al, 1989). On the other hand, when using fictional or biographical characters as practice cases, all available information appears simultaneously for use in assessment, diagnosis, case formulation, and treatment planning.…”

Psikolojik Danışma Uygulamalarına Yönelik Bir Süpervizyon Modeli: Mikro Beceri Süpervizyon Modeli

“…Uygulayıcı yetiştirmenin temel amaç olduğu psikolojik danışman eğitiminde psikolojik danışma uygulamaları oldukça önemli bir yer tutmaktadır (Martin, Slemon, Hiebert, Hallberg ve Cummings, 1989;McNeill, Stoltenberg ve Pierce, 1985). Bununla birlikte, ruh sağlığı uzmanlarının uygulama deneyimi kazanmaları büyük öneme sahip olsa da (Gustavson, Cundick ve Lambert, 1981); söz konusu uygulamalara yönelik süpervizyon süreci de psikolojik danışman eğitiminin ayrılmaz bir parçasıdır (Bernard ve Goodyear, 2004).…”