Theory Aversion in Counselor Education

Abstract

Theory aversion refers to the counselor candidate's distaste for content emphasizing the principles, assumptions, objectives, philosophy, or ethics which constitute the general conceptual framework for counseling and guidance practice. Few school counselors discuss their work from any recognizable theoretical framework, and many openly charge that little of the theoretical content of their preparation program is actually viable in the "real world" of a school guidance program. Peters (7) has discussed theory aversion as one of several interferences to guidance program development within schools, and Adams (1) The findings of Herr and Cramer (3) indicate that the practicing counselor does not view the counselor educator as a major role determinant. The counselor educator's apparent lack of influence on counselor role may result in part from the student's resistance to the theoretical content of his preparation program. The Practicality of TheoryNothing is so practical as a good theory. Theory is a guide for making observations and a framework for ordering and interpreting experiences. It provides a basis for action and a means for predicting the effects of alternate plans. As a rationale and blueprint for practice, theory is open to testing and modification as contradictory evidence accumulates. It is a crude map to be used in exploring unfamiliar terrain. And, as such, it is inevitably modified as the exploration proceeds. James L. Lister is Associate Professor of Education, University of Florida, Gainesville. Winter, 1967 91

Counselor Education

“…Tolbert (1966) considered the basic guidance course in terms of whether it is really necessary, what it should contain, how it should be presented, who should take and teach it, and the research which is necessary on it. Lister (1967) outlined the difficulties which accrue to counselor educators and subsequently to the profession from the phenomenon of "theory aversion." Theory aversion refers to the "counselor candidates' distaste for content emphasizing the principles, assumptions, objectives, philosophy or ethics which constitute the general conceptual framework for counseling and guidance practice" (p. 91).…”