Instructional Objectives for the Professional Preparation of Counselors

In the proposed integrative competence‐based counselor education model, the four major areas of counselor training are defined as theory education, skills training, experiential activity, and practicum experience. For each area we suggest specific objectives, possible courses, appropriate methodologies, and directions for evaluation. The formulation of behavioral curriculum goals and the construction of performance criteria for each aspect of the program are essential for the effective implementation of the model. The distinctive contribution of the model lies in its provision of (a) a series of conceptual definitions and objectives, (b) a sound framework for integrating traditionally conflicting counselor education approaches and for systematizing the student's educational experience, (c) a built‐in means for the transfer of training to professional placements, and (d) stimulation of research in the many problem areas to be found in counselor education.

Section: Specification Of Objectivesmentioning

confidence: 99%

An Integrative Competency‐Based Counselor Education Model

Bernstein¹,

Lecomte²

1976

“…Prerequisites to the effective use of video in practicum are stated objectives and systematic planning (Kurpius, 1974). Despite considerable progress toward competency-based counselor education (Beamer, Berg, Bonk, Dahm, Dameron, Landreth, Medler, Robb, Winborn, & Williams, 1973;Bernstein & Lecomte, 1976 Stewart, 1971), the crucial step of developing and adapting sets of competencies to program stages such as practicum remains a challenge for counselor educators.…”

mentioning

confidence: 99%

Self‐Critique Technique Training in a Competency‐Based Practicum

Bernstein

Lecomte

1979

This article describes a framework for the effective supervision and systematic evaluation of practicum skills. The practicum format has been developed with the intent of applying competency‐based evaluation methods to practicum and promoting self‐critique skills among counselor trainees. A methodology for counselor self‐critique, based on selective editing and focused discussion of videotaped sessions, is presented and explored.

“…An internship contract should be behaviorally specific and explicit and should be designed around four essential variables: the intern's previous experience, the scope of his graduate training program, the scope of field resources, and the intern's specific career goals and aspirations. Less misunderstanding is apt to result from a behaviorally explicit contract; a recent article by Winborn, Hinds and Stewart (1971) provides a useful illustrative model for specifying training in behavioral terms.…”

Section: A Proposed Intern Modelmentioning

confidence: 99%

A Proposed Internship Model for Students in Counselor Education or Supervision

Batdorf

1973

An internship model is presented for graduate students in counselor education or counselor supervision, particularly those at the doctoral level. The author contends that the internship is a relatively neglected but singularly vital component of graduate training. The author's model proposes five behavioral and interrelated dimensions of intern involvement in the field agency: meetings, observations, conferences, consultations and program evaluations. The article also discusses problems associated with internships, including planning and funding responsibilities as well as the need for defining the internship in behaviorally explicit terms.