Practicum Perceptions of Initial Interviews: Client‐Counselor Divergence

Silverman, Manuel S.

doi:10.1002/j.1556-6978.1973.tb01603.x

Cited by 7 publications

(9 citation statements)

References 1 publication

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“…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.…”

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confidence: 86%

“…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.…”

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confidence: 96%

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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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confidence: 86%

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confidence: 96%

Counseling Effectiveness and Trainee Helping Qualities: Another View

Zarski

Bubenzer

Walter

1980

Couns Edu & Supervision

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“…In Silverman's (1972) study, for example, considerable resemblance was found between clients' perceptions of their counselors and counselors' perceptions of themselves. However, in a later study, Silverman (1973)found contradictory results, in which little similarity existed between client perceptions of counselor behavior and the counselors'self-perceptions. Brown and Cannaday (1969) found client and supervisor perceptions of the counselor to be highly correlated, while the correlations between counselors and clients and counselors and supervisors were not significantly different from zero.…”

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confidence: 88%

“…Some research has dealt with only the observers' perceptions of counselor behavior (e.g., Friesen & Dunning 1973;Jansen, Robb & Bonk 1972;Pierce & Schauble 1971), with clients' perceptions of their counselors (e.g., McIlvaine 1972), or with counselors' perceptions of themselves (e.g., Redfering 1973;Stoner & Harlan 1971). Other have compared two of three different sources ofratings (e.g., McWhirter 1973;Silverman 1972Silverman , 1973or all three rating sources (e.g., Bishop 1971;Brown & Cannaday 1969;Burstein & Carkhuff 1968). Generally, the results of these studies do not reveal any clear or consistent relationships.…”

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confidence: 99%

Comparative Perceptions of Practicum Counselor Behavior

Barak

LaCrosse

1977

Couns Edu & Supervision

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Nineteen counseling interviews were rated by the respective clients, counselors, and supervisors on the Counselor Rating Form; these ratings of perceived counselor expertness, attractiveness, and trustworthiness were compared in a repeated measures analysis of variance. Results indicated that all three sources of perceptions were similar, although counselors rated their own behavior as significantly less expert than their clients. The article discusses the results in terms of their relevance to counselor supervision and training.

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“…Most of these (Payne and Gralinski, 1968;Birk, 1972;Payne, Weiss and Kapp, 1972;Payne, Winter and Bell, 1972;and Carlson, 1974) have found the didactic to be more effective than the experiential in the learning of empathy. On the other hand, Silverman (1972Silverman ( , 1973 found that the experiential approach was more successful in fostering our affective relationships, as perceived by the counselor trainees and their clients. The present study was an attempt to investigate the differences between the two approaches in a controlled setting.…”

Section: Introductionmentioning

confidence: 99%

Differential supervision and cognitive structure effects on empathy and counseling effectiveness

Malikiosi-Loizos¹,

Mehnert

Work

et al. 1981

Int J Adv Counselling

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The present study investigated the effects of didactic and experiential supervision procedures on the judged counseling effectiveness of high and low cognitive complexity counselor trainees. Subjects in the two supervision groups (N = 16) were trained in attending, questioning, and reflection of feeling over three sessions. Training consisted of exposure to videotaped counseling models, discussion of the model's behavior with the supervisor, videotaped role playing of therapy, and discussion of the therapy with the supervisor. Training was exactly the same for both groups except for supervision. A control group (N = 8) did not receive any training. All subjects, including controls, were pre-and post-tested for counseling effectiveness as measured by judged tape ratings on the 25-item Counselor Effectiveness Scale and four scales designed to assess affective, exploratory, listening, and honest labeling responses. High complex subjects responsed more favorably to the didactic supervision significantly outperforming both the high complex controls and the low complex didactic subjects on four of the five dependent measures, whereas high and low complex subjects did not respond differentially to the experiential supervision. The results were discussed in terms of fittifig the complexity of the students to the supervision approach in selecting students for counseling programs.

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Practicum Perceptions of Initial Interviews: Client‐Counselor Divergence

Cited by 7 publications

References 1 publication

Counseling Effectiveness and Trainee Helping Qualities: Another View

Counseling Effectiveness and Trainee Helping Qualities: Another View

Comparative Perceptions of Practicum Counselor Behavior

Differential supervision and cognitive structure effects on empathy and counseling effectiveness

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