<i>Counselor Education and Supervision</i>: Reader Perceptions

West, John D.; Hosie, Thomas W.

doi:10.1002/j.1556-6978.1983.tb01762.x

Cited by 6 publications

(3 citation statements)

References 11 publications

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“…Although journal self-citation percentages might imply degree of readership, as suggested by Cotton and Anderson (1973), they may not present a wholly accurate picture. For example, the data presented a fairly strong, although fluctuating, pattern of journal self-citations of CE&S, yet West and Hosie (1983) found that about 85% of those ACES members who responded to their reader survey read 40% or less of each issue of CE&S.…”

Section: Discussionmentioning

confidence: 98%

“…Among their findings was that the percentage of citations of the journal's own articles, or self-citations, rose steadily over the five selected volumes from 2.5% in 1954 to 17% in 1970; that percentages of citations of articles from the Journal of Consulting Psychology and Educational and Psychological Measurement declined; and that percentages from other sources remained relatively stable, although total numbers of citations had increased approximately five-fold. Reader perceptions of P&GJ were studied by Remer and Barclay (1978), and West and Hosie (1983) studied perceptions of CE&S. Both studies examined the "fit" between the articles published by each journal and the perceived needs of the journal's readership. Both studies found the journals to be fairly repre-sentative of their constituencies, both in terms of the types of articles (e.g., application, theory, reaction) and in terms of interests.…”

mentioning

confidence: 99%

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Trends in Article Citations in Three Counseling Journals, 1952–1988

White

Hernandez²

1991

Jour of Counseling & Develop

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Reference lists from three major counseling journals spanning the years 1952 through 1988 were analyzed for reference citations. Citations gradually became more numerous and came from increasingly diverse sources. About one‐half of all citations referred to journal articles. Analysis of the differences among the three journals' citations suggests that each journal fills a special niche while contributing to the communality of the field.

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Section: Discussionmentioning

confidence: 98%

mentioning

confidence: 99%

Trends in Article Citations in Three Counseling Journals, 1952–1988

White

Hernandez²

1991

Jour of Counseling & Develop

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“…The articles, however, must be written to facilitate the occurrence of this type of application. This is a current concern of readers of the journal (West & Hosie, 1983). Counselor educators need to adopt this concept of continuation of training when developing articles for the journal.…”

Section: Content Analysismentioning

confidence: 99%

A Content Analysis of Counselor Education and Supervision: The Formative Years

Hosie¹

1986

Couns Edu & Supervision

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Counselor Education and Supervision originated in 1961. Changes in content of the ensuing 25 volumes are indicative of the evolution of the profession. The content of the articles, volumes 0 through 25, was analyzed, producing 51 categories and five cross-referenced categories. Data on authors and type of counselor for whom the article was written were gathered. The discussion of results emphasizes the differences between recent and early volumes of the journal.The founder and first editor of Counselor Education and Supemision (CES), Kenneth B. Hoyt (1986), presents in this issue a frank description of the early years of the journal. These years were marked by momentous growth and change in the training of counselors. School counseling was considered a new profession (Hill, 1964), and many practicing school counselors were viewed as having little training (Patterson, 1963). With funds from the National Defense Education Act (NDEA) of 1958, the number of school counselors increased from 12,000 in 1958-1959 to 33,000 in 1964-1965 (Shertzer 8c Stone, 1971). Beginning in 1959, faculty members and administrators of colleges and universities hurried to develop programs to meet the impending need for school counselors. The development of programs was so rapid that questions arose concerning the qualifications of the educators who staffed these programs (Hoyt, 1986;Litwack, 1964;Richardson, 1968).There were disagreements between educators and counseling psychologists concerning the training requirements for school counselors (Pepinsky, Hill-Frederick, & Epperson, 1978;Peters, 1962;Whiteley, 1984 Stripling & Dugan, 1961). The March 1986 issue of CES culminates the 25th year of the journal. The journal has provided a medium through which those who represent the field exchange ideas and knowledge. The articles in the journal serve as an expression of the needs, beliefs, and intentions of the individuals involved in the education and supervision of counselors. In this study I conducted a content analysis of the articles in volumes 0 through 25. The purpose is to describe the evolution of the journal's content. One must remember that the profession was in the beginning stage in the 1960s and that the content changes in the journal are indicative of the development and identity of the profession. There are other sources, including journals, that contain information about the field. No other source, however, represents the field or contains as much consecutive input to this one area as CES.Based on the advice of Holsti (1969) for determining the categories for a content analysis, I conducted a literature review. Articles on topics and categories for the Journal of Counseling Psychology (Munley, 1974; Pepinski et al., 1978), the Journal of College Student Personnel (Hood, Hull, & Mines, 1979), and the Journal of Educational Psychology (Ball, 1984) were found. The category systems in each case, however, were not relevant for the types of articles in CES. Gade and Zaccaria (1966) reviewed the first four volumes of CES and spec...

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Utilizing Simulated Families and Live Supervision to Stimulate Skill Development of Family Therapists

West

1984

Couns Edu & Supervision

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Simulated families and live supervision are used to stimulate skill development among family therapists. This article synthesizes current thought and expands on previous descriptions by (a) indicating family therapy skills that can be taught with the use of simulation, (b) outlining a process of preparing students for the simulated family interview, (c) reviewing supervisory interventions that can be used during the interview, and (d) describing a procedure for conducting the postsession discussion. Counselor educators may want to consider the use of simulated families for graduate students interested in developing family therapist skills.

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Counselor Education and Supervision: Reader Perceptions

Cited by 6 publications

References 11 publications

Trends in Article Citations in Three Counseling Journals, 1952–1988

Trends in Article Citations in Three Counseling Journals, 1952–1988

A Content Analysis of Counselor Education and Supervision: The Formative Years

Utilizing Simulated Families and Live Supervision to Stimulate Skill Development of Family Therapists

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