Three Approaches to Research Training in Counseling

Abstract

Three approaches to training counseling students in the processes of research and publication are described. The major difference is in the duration, from a span of several years to one semester to a half‐day workshop. Ideas are presented about working productively within each of those time frames.

Prediction of scientist-practitioner behavior using personality scores obtained during graduate school.

“…Gelso emphasized that the use of these environmental influences can help students develop more positive and productive attitudes toward research. Stone (1986) and Heppner, Gelso, and Dolliver (1987) have argued in support of Gelso's position. In contrast, Holland (1986) viewed personality traits as the main factor contributing to the low research productivity of students and faculty attracted to counseling psychology.…”

Computer‐Assisted Career Guidance and Single‐Subject Research: A Scientist‐Practitioner Approach to Accountability

“…Vacc and Loesch (1983) postulated that as technology increases counselors will need research skills that validly and efficiently measure and account for the effectiveness of their attempts to help others. Unfortunately, the majority of counselor education programs present research as an isolated activity, poorly integrated within the curriculum (Galassi, Stoltz, Brooks, & Trexler, 1987;Goldman, 1978;Heppner, Gelso, & Dolliver, 1987;Hoshmand, 1989;Martin & Martin, 1989;Nuttall & Ivey, 1978). As a result, few career counselors engage in research activities, and they do not realize that the purpose of research is to improve practice.…”

Enhancing Research Training for Counseling Students: Interuniversity Collaborative Research Teams

“…but rather the process bywhich ourprograms attempted to train scientist-practitioners (Gelso. 1993;Heppner et al .• 1987). Investigators have indicated that one key to increasing the research activity generated by counseling professionals is to study and improve the manner in which students are trained to develop as scholars and researchers (Betz, 1986;Gelso, 1979;Gelso et al .• 1988;Krumboltz, 1986;Royalty & Reising.…”