T Groups: Their Implications for Counselor Supervision and Preparation

Foreman, Milton E.

doi:10.1002/j.1556-6978.1967.tb00803.x

Cited by 20 publications

(9 citation statements)

References 12 publications

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“…At the other pole the supervisory approach attempts to integrate the experiential and didactic aspects (3,5,8,14,29,33). These proponents argue that while effective supervision "must contain cognitive and evaluative elements, a great emphasis must be placed on the experiential -feeling qualities of the student's relationships with the clients" (33).…”

Section: Philosophymentioning

confidence: 99%

Education in Psychotherapy: Challenges and Pitfalls

Salvendy

1977

Canadian Psychiatric Association Journal

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This paper concentrates on some shortcomings in the present training in psychotherapy. By centering out crucial foci of intervention it attempts to contribute to an improvement in the educational program. It points out that neither the length of the residency curriculum nor academic and/or clinical expertise are guarantees for psychotherapeutic skills. The significance of the teaching milieu on the orientation, the intensity and quality of the learning opportunities provided is described. Administrative aspects from the psychotherapy teacher's point of view are examined. The controversy around cognitive versus experiential aspects of supervision is discussed. The supervisor's role and the various supervision modalities are commented upon. The author recommends to pay attention to some neglected issues in supervision and to heed the resident's feedback. Other aspects of a comprehensive training in psychotherapy are touched upon. The author concludes with a caveat. Psychotherapy will be endangered by changes in our society unless the teaching of it will be of high standards to assure viability in competition with other treatment modalities.

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Section: Philosophymentioning

confidence: 99%

Education in Psychotherapy: Challenges and Pitfalls

Salvendy

1977

Canadian Psychiatric Association Journal

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“…Meek and Parker (1966) described a method designed to improve the efficiency of instruction and to coordinate an academic course in counseling with a course in supervised practice. Group counseling work was considered by Bonney and Gazda (1966) and Foreman (1967). Bonney and Gazda focused on the question of expecting or requiring students in counselor education programs to accept personal counseling for increased self-understanding.…”

Section: Goals Of Counselingmentioning

confidence: 99%

Counselor Education

Whiteley¹

1969

Review of Educational Research

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“…They suggested participation in training groups or sensitivity sessions as a viable means of developing in trainees a greater degree of self-awareness, more effective relationship skills, and a more accurate view of themselves based on the feedback received from others. Foreman (1967) and Selfridge et al (1975) have provided examples of training groups facilitating the personal growth for trainee counselors.…”

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confidence: 99%

Effects of training on New Zealand school counselors as measured by the Personal Orientation Inventory

Manthei¹,

Tuck²

1980

Int J Adv Counselling

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The Personal Orientation Inventory was administered before and after training to four groups undergoing postgraduate training in school counseling (n = 1 1, and t7 = 12) and high school teaching (77 = 9, and n = 9). Both groups of counselors increased their scores during training on the Time Competence and Inner-Directed scales, but the changes were significant with the latter scale only. Testing the counselors one year after the completion of the formal coursework revealed that the significant gains on the Inner-Directed scale persisted. Neither of the groups of teachers increased their scores on either of the scales following training, it is argued that the critical difference between the training of the teachers and the counselors was the latter's extensive involvement in a training group, and it is tentatively postulated that this experience was a cause of the gains in scores over time.Counselors' personality and level of self-actualization have long been regarded as important aspects of effective counseling. Rogers (1957) believed that certain personal qualities were more important in therapy than actual knowledge of counseling, while Carkhuffand Berenson (1967) suggested that the kind of person a counselor was determined how effective he/she would be. Research by Truax and Lister (1970) confirmed that the counselors' attitudes and feelings were more important factors in effectiveness than theorectical orientation and level of training.A number of writers have stressed the idea that effective training programs should emphasize not only the development of intellectual and counseling skills but also the personal and emotional growth of trainees (Belkin, 1975;Brammer, 1973;Nelson-Jones, 1974). They suggested participation in training groups or sensitivity sessions as a viable means of developing in trainees a greater degree of self-awareness, more effective relationship skills, and a more accurate view of themselves based on the feedback received from others. Foreman (1967) and Selfridge et al. (1975) have provided examples of training groups facilitating the personal growth for trainee counselors.Several studies have used the Personal Orientation Inventory (POI) (Shostrom, 1966) to explore the relationship between counseling effectiveness Int J Adv Couns 3." 257-264 (1980) 0165-0653/80/0034-0257 $ 01.20.

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T Groups: Their Implications for Counselor Supervision and Preparation

Cited by 20 publications

References 12 publications

Education in Psychotherapy: Challenges and Pitfalls

Education in Psychotherapy: Challenges and Pitfalls

Counselor Education

Effects of training on New Zealand school counselors as measured by the Personal Orientation Inventory

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