Systems design in the development of counseling and guidance programs

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

“…A critical issue in the counseling field concerns effective counselor education practices. As Hosford and Ryan (1970) observe:…”

mentioning

confidence: 95%

Three Counselor Training Models: A Comparative Study

Cormier

Hackney²,

Segrist³

1974

This study investigated the effects of three prepracticum counselor training approaches on counselor performance: T group, behavioral skills, and discussion control. Pre‐ and postmeasures consisting of 30‐minute video‐recorded counseling interviews were administered to all subjects. Counselor performance was evaluated by client completion of the Counseling Evaluation Inventory (CEI) and by three trained judges' ratings of four five‐minute interview segments using the Counseling Strategies Checklist (CSC). Data from each instrument were subjected to a 3 × 2 factorial analysis of variance. A significant group × time interaction occurred for the CEI. Significant time effects occurred on four of the seven dependent variables of the CSC. The results of the study have implications for both the length and type of training approach used in effective counselor education practices.

“…This program has been developed using a systems approach, which has been advocated by counselor educators for the training of counselors (Horan 1972;Thoresen 1969;Wellman 1972;Yelon 1969). A systems approach is one in which complex problems and relationships are reduced to elementary skills and behaviors that enable the planner to determine "the best decision in terms of effectiveness and efficiency" (Hosford & Ryan 1970, p. 22 I). Procedures and outcomes are stated in behavioral terms, and information on the results of counseling is fed back into the system to improve counseling.…”

Section: The Southeastern Washington Programmentioning

confidence: 99%

A Competency‐Based Model for Counselor Certification

Shoemaker

Splitter

1976

The state of Washington has recently begun several state-wide competency-based certification programs. These programs are being used to evaluate school counselors at three levels of functioning. Examples of the program used by the Southeastern Washington Counselor Consortium to certify counselors at the beginning level are presented. Required competencies, activities that help the counselor achieve proficiency in these competencies, and individual evaluation procedures are included in the program. The purpose of this competency-based program and an evaluation of counselors, programs, problems, and issues are presented.In 1971, the Washington State Board of Education proposed guidelines for certification of school personnel, providing opportunities for sweeping changes (Bruno 197 I). One response was the establishment of competencybased training and certification programs. Eight consortiums, consisting of representatives from the professional association, the school organizations involved, and the college or university in the area, were formed throughout the state to establish and carry out the new certification programs. The Southeastern Washington Consortium began a counselor certification program on January I, 1975, based on the competency model partially presented in this article. ADVANTAGE OF COMPETENCY-BASED PROGRAMSThe counseling profession has been accused of failing to demonstrate competence to clients, school administrators, teachers, and the public, thus causing these groups to question the value of counseling. After many counseling proJames T. Shoemaker is Assistant Professor and Jackie L. Splitter is a graduate student in guidance and counseling, both in the