Journal articles: 'Counseling practicum'

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Wilber, Kathleen H., and Steven H. Zarit. "PRACTICUM TRAINING IN GERONTOLOGICAL COUNSELING." Educational Gerontology 13, no. 1 (January 1987): 15–32. http://dx.doi.org/10.1080/0380127870130102.

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SAKİ, Vildan, and Mustafa Şahin. "Examining the Experiences of Counselor Trainees towards Practices in Individual Counseling Practicum Course." International Journal of Psychology and Educational Studies 8, no. 1 (January 27, 2021): 110–23. http://dx.doi.org/10.17220/ijpes.2021.8.1.298.

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The aim of this study is to examine the experiences of the counseling trainees regarding the first practices they have carried out within the scope of Individual Counseling Practicum course. In the current study, phenomenological method based on qualitative approach was used. The sample group of the research consists of 20 participants who are senior students of the Counseling and Guidance undergraduate program and have completed their counseling practices. Data were collected through a semi-structured interview form and analyzed by inductive thematic analysis method. The experiences of the trainees were classified under 6 categories as a) the problems faced by trainees, b) the resources they use to solve their problems, c) their perceptions and experiences of their client's culture, d) contributions of the practices to them, e) their preferences for clients and f) the use of Culturally Sensitive Counseling course contents in counseling practices. The findings of the present study concluded that while the trainees were anxious due to the problems which they encountered during the practicum; they enjoyed many contributions of experiencing counseling. Based on the findings, some recommendations were made.

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Aman, Rahimi Che, and Nor Shafrin Ahmad. "Counseling practicum in producing excellent counselor." Procedia - Social and Behavioral Sciences 5 (2010): 1028–32. http://dx.doi.org/10.1016/j.sbspro.2010.07.230.

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Baltrinic, Eric R., Ryan M. Cook, and Heather J. Fye. "A Q Methodology Study of Supervisee Roles Within a Counseling Practicum Course." Professional Counselor 11, no. 1 (March 2021): 1–15. http://dx.doi.org/10.15241/erb.11.1.1.

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Counseling students often experience clinical supervision for the first time during their participation in practicum courses. Counseling practicum supervisees new to supervision rely on their supervisors to provide direction and structure in supervision experiences to help them grow professionally and personally. Yet little is known about how students view their roles as new supervisees. Supervisors can benefit from structuring and delivering their courses informed by new supervisees’ perspectives on their roles. Accordingly, the authors conducted a Q methodology study with a purposeful sample of seven counseling practicum students, a doctoral co-instructor, and a counseling practicum instructor engaged in a first-semester counseling practicum course. Principal components analysis with varimax rotation of Q-sort data revealed three factors depicting supervisee roles (i.e., Dutiful, Discerning, and Expressive Learners). Implications for applying findings to improve supervision instruction and student learning are discussed, including limitations and future research suggestions.

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Kiener, Michael. "Scholarship of Teaching in Rehabilitation Counseling Practicum." Rehabilitation Education 21, no. 3 (July 1, 2007): 169–77. http://dx.doi.org/10.1891/088970107805059661.

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SARI, SERLI NOVITA, and NURUL ATIEKA. "PERCEPTION STUDENT OF DEPARTMENT GUIDANCE AND COUNSELING AT UNIVERSITAS MUHAMMADIYAH METRO INTO SCHOOL COUNSELOR PROFESSION." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 5, no. 1 (June 15, 2015): 77. http://dx.doi.org/10.24127/gdn.v5i1.56.

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Abstract: Guidance and Counseling Teaching profession is a profession with dignity and requiring scientific competence and qualifications. Many emerging negative perception, even from students of guidance and counseling to the profession of guidance and counseling. The problem in this research is formulated as follows: "What are the perceptions students of Guidance and Counselling, University of Muhammadiyah Metro the teaching profession Counseling?". The goal is to find out how students' perceptions of Guidance and Counselling, University of Muhammadiyah Metro the teaching profession Guidance and Counseling. The method used is quantitative descriptive. The population is students of guidance and counseling, the sample totaled 175 students. Instruments used in the form of Likert scale. The data analysis technique used percentages. The results showed that students' perceptions BK UM Metro is at a very high category to the teaching profession Guidance and Counseling. Suggestions put forward are: Based on these results, the researchers gave some suggestions are as follows: 1) for lecturers to add hours of practicum BK for students, and provide student guidance and counseling opportunities to interact more with teacher guidance and counseling directly in schools, and 2) the students are expected to apply to run a positive perception of the teaching profession Counseling well.Keywords: Perception, Student, Guidance and Counseling

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Jurich, Anthony P., and Cheryl J. Polson. "Effect of a Marriage and Family Therapy Practicum upon Students' Self-Perceived Strengths and Weaknesses." Psychological Reports 58, no. 2 (April 1986): 527–33. http://dx.doi.org/10.2466/pr0.1986.58.2.527.

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52 counseling students were asked to list five of their strengths and five of their weaknesses before and after they participated in their first Marriage and Family Therapy practicum. Responses were classified into 18 categories. The counseling practicum had a strong impact on the students' perceptions of their own strengths and weaknesses. Before the practicum, the students were very skills oriented. After the practicum, the students focused on the self-development and relationship aspects of the therapeutic situation.

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Hage, Sally M., Joseph R. Miles, Jioni A. Lewis, Patrick R. Grzanka, and Lisa A. Goodman. "The social justice practicum in counseling psychology training." Training and Education in Professional Psychology 14, no. 2 (May 2020): 156–66. http://dx.doi.org/10.1037/tep0000299.

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WARNKE, MELANIE A. "Suggestions for Teaching an Advanced Career Counseling Practicum." Counselor Education and Supervision 35, no. 3 (March 1996): 239–45. http://dx.doi.org/10.1002/j.1556-6978.1996.tb00227.x.

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Warnke, Melanie A., Jinsook Kim, Debbie Koeltzow-Milster, Sherri Terrell, Patricia J. Dauser, Stella Dial, John Howie, and M. J. Thiel. "Career Counseling Practicum: Transformations in Conceptualizing Career Issues." Career Development Quarterly 42, no. 2 (December 1993): 180–85. http://dx.doi.org/10.1002/j.2161-0045.1993.tb00433.x.

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Sanabria, Samuel, and Leigh DeLorenzi. "Social Justice Pre-Practicum: Enhancing Social Justice Identity Through Experiential Learning." Journal for Social Action in Counseling & Psychology 11, no. 2 (December 12, 2019): 35–53. http://dx.doi.org/10.33043/jsacp.11.2.35-53.

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The counseling profession calls counselors to engage in social justice advocacy and charges counselor education programs to prepare students for this work. While most counseling programs promote social justice knowledge through a single course and infusion model, there remains a standard practice in providing students with experiential opportunities in advocacy to improve their learning. A qualitative study used a focus group methodology to examine the effectiveness of a social justice pre-practicum in the development of a social justice identity with counseling students. The study examines whether participation in a social justice pre-practicum reinforces a personal connection to and a broader understanding of social inequalities and advocacy work, as well as encourages more engagement in systemic advocacy in current employment. The purpose of this article is to encourage counselor education programs to equip students with real-life experiential opportunities in advocacy work by adopting a similar social justice pre-practicum course in their curriculum.

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Coll, Kenneth M., James Nicholson, and Travis D. Wilson. "Expanding Counseling Services Through a Collaborative Practicum-Based Resource." Journal of College Student Psychotherapy 17, no. 4 (August 22, 2003): 73–83. http://dx.doi.org/10.1300/j035v17n04_08.

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Brown, Robert D. "Supervising Evaluation Practicum and Intern Students: A Developmental Model." Educational Evaluation and Policy Analysis 7, no. 2 (June 1985): 161–67. http://dx.doi.org/10.3102/01623737007002161.

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Several professional areas, such as counseling and psychotherapy, have found a developmental perspective useful in understanding student professional and training needs. A developmental perspective on supervising evaluation practicum students suggests that students go through developmental stages as they enhance their evaluation skills. A three-stage model adapted from counseling training theory developmental perspective is illustrated for eight developmental tasks: competence, emotional awareness, autonomy, professional autonomy, purpose, motivation, individual differences, and ethical competence. Implications for research and further application of a developmental perspective are discussed.

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Edward Watkins, C. "Psychoeducational Training in Counseling Psychology Programs." Counseling Psychologist 13, no. 2 (April 1985): 295–302. http://dx.doi.org/10.1177/0011000085132007.

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The need for a defined and systematic curriculum in psychoeducation is considered. Areas of importance in a psychoeducational curriculum are proposed: (a) preparatory coursework in the foundations, principles, and concepts of psychoeducation and program development; and (b) practicum training in psychoeducation and program development.

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FITCH, TREY J., RICHARD CANADA, and JENNIFER L. MARSHALL. "The Exposure of Counseling Practicum Students to Humanistic Counseling Theories: A Survey of CACREP Programs." Journal of Humanistic Counseling, Education and Development 40, no. 2 (September 2001): 232–42. http://dx.doi.org/10.1002/j.2164-490x.2001.tb00121.x.

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Swank, Jacqueline M., and Lawrence Tyson. "School Counseling Site Supervisor Training: A Web-Based Approach." Professional School Counseling 16, no. 1 (October 2012): 2156759X1201600. http://dx.doi.org/10.1177/2156759x1201600105.

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A need exists for training school counseling site supervisors in providing clinical supervision to school counseling practicum and internship students. This article outlines a Web-based training program containing six modules to assist counselor education programs in educating school counseling site supervisors. The authors also address the implications for school counselor training, supervision, practice, and research.

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Al-Darmaki, Fatima R. "COUNSELOR TRAINING, ANXIETY, AND COUNSELING SELF-EFFICACY: IMPLICATIONS FOR TRAINING PSYCHOLOGY STUDENTS FROM THE UNITED ARAB EMIRATES UNIVERSITY." Social Behavior and Personality: an international journal 32, no. 5 (January 1, 2004): 429–39. http://dx.doi.org/10.2224/sbp.2004.32.5.429.

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The impact of training on counseling self-efficacy and state and trait anxiety was examined in this study. One hundred and thirteen undergraduate psychology students from United Arab Emirates (UAE) University participated in this investigation. The experimental group consisted of seventy-three students who were taking their first practicum (65 females; 8 males) and the control group was composed of female students who had not yet taken their practicum (n=40). Pre- and posttests were conducted using the Counseling Self-Estimate Inventory (COSE: Larson et al., 1992) and the State-Trait Anxiety Inventory (STAI: Spielberger, Gorsuch, & Lushene, 1970). Significant mean differences were found between the experimental group and the control group in both counseling self-efficacy and anxiety. Analysis of covariance revealed that training increased trainees' counseling self-efficacy and decreased their level of anxiety. These findings are discussed and directions for future research are provided.

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김은하 and Jiyeon Baek. "Phenomenological Study on Group-leading Experiences in Group Counseling Practicum." Korea Journal of Counseling 20, no. 3 (June 2019): 165–89. http://dx.doi.org/10.15703/kjc.20.3.201906.165.

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Ikonomopoulos, James, Javier Cavazos Vela, Wayne D. Smith, and Julia Dell’Aquila. "Examining the Practicum Experience to Increase Counseling Students’ Self-Efficacy." Professional Counselor 6, no. 2 (July 2016): 161–73. http://dx.doi.org/10.15241/ji.6.2.161.

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Spirito Dalgin, Rebecca, Lori A. Bruch, and Gerianne Barber. "Rehabilitation Counseling Practicum: A National Survey of Design and Implementation." Rehabilitation Education 24, no. 1 (January 1, 2010): 75–84. http://dx.doi.org/10.1891/088970110805029877.

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Fitch, Trey J., and Jennifer L. Marshall. "Using Cognitive Interventions With Counseling Practicum Students During Group Supervision." Counselor Education and Supervision 41, no. 4 (June 2002): 335–42. http://dx.doi.org/10.1002/j.1556-6978.2002.tb01295.x.

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Brott, Pamelia E., Victoria Stone, and Tamara E. Davis. "Growing Together: A Developmental Model for Training School Counseling Site Supervisors." Professional School Counseling 20, no. 1 (January 2016): 1096–2409. http://dx.doi.org/10.5330/1096-2409-20.1.139.

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Using a practical action research approach, the authors sought to better understand school counseling site supervisors’ training. This article describes the collaborative leadership of the Northern Virginia School Counseling Leadership Team to develop and provide a model for school counselor site supervision. Based on 3 years of data, the authors describe who participates and their needs, strengths, and concerns as site supervisors. Results support the need to provide supervision training to increase school counselors’ self-efficacy as supervisors so that they can deliver an effective training experience for practicum and internship counselors-in-training.

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Degiorgio, Lisa, Susan F. Moore, Charlene M. Kampfe, and Bill O. Downey. "Teaching Counseling Skills Using Interactive Television: Observations from a Rehabilitation Counseling Classroom." Journal of Applied Rehabilitation Counseling 42, no. 3 (September 1, 2011): 32–38. http://dx.doi.org/10.1891/0047-2220.42.3.32.

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A review of the rehabilitation counseling literature revealed a dearth of information clinical skill development using distance education mediums. A case study of a Rehabilitation Counseling Practicum I class that used Interactive Television (ITV), a synchronous distance education medium, was undertaken at a large southwestern university. The purpose of the study was to explore, using a qualitative approach, the use of ITV to deliver a counseling skill course to rehabilitation counseling education students. Many studies have examined students' perceptions of distance education, but no studies were found describing the use of ITV in teaching counseling skills via distance education. Using field observations, three major themes were identified: learning environment, skill building, and interactions.

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Kassim, Siti Kholijah, and Haniza Rais. "Counselors’ Supervision: What Helps to Express Their Thoughts?" IIUM Journal of Educational Studies 9, no. 2 (June 21, 2021): 31–41. http://dx.doi.org/10.31436/ijes.v9i2.350.

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The counseling practicum provides an opportunity for counselors to explore and practice their acquired skills in the actual work setting. Confronting the practicum site, at the outset, it is not uncommon for the practicum counselor to experience great anxiety and trepidation, faced with many challenges and uncertainties, that may linger throughout the course of the practicum. This study is conducted to explore these predicaments, using creative activities as a platform to share their concerns and worries in coping with practicum issues. Thirty participants, 3 males and 27 females, who were attached as practicum counsellors, participated in the study. Data were triangulated from three different sources: from the process journals, scheduled guided journals and drawing activities done during the supervision meetings. Scheduled guided reflective journals refer to the journals that provide a guiding question to respond with the purpose to meet the immediate needs at certain phases of the practicum journey. Journals are scheduled at 4 different phases of the practicum. A Reflective Process journal is one of the tasks done immediately upon the completion of each activity to reflect on the immediate reactions of participants to the activities conducted. Based on the findings, the challenges were categorized into six major themes: Interpersonal relationship, Inadequate Skills, the real Clients, Direct Contact Hours, Report and Documentation and Counselling facilities. The practicum counselors’ source of coping can be either internal or external support, or both. The drawing activities during the weekly supervision helped practicum counselors release their tension; whereas the weekly meetings are Stress Releasers for them. Stress during the practicum may be inevitable but the continuous support throughout the supervision and the creativity in providing the platforms and means to enable the practicum counsellors to release and express their issues and concerns, thus helping them cope better through the practicum journey.

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Schulte, Daniel L., Tad A. Skinner, and Charles D. Claiborn. "Religious and Spiritual Issues in Counseling Psychology Training." Counseling Psychologist 30, no. 1 (January 2002): 118–34. http://dx.doi.org/10.1177/0011000002301009.

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To explore the kind of training counseling psychology programs provide with respect to religious and spiritual issues, surveys were distributed to training directors or designated representatives of 69 counseling psychology programs in the United States. Responses were received from 40, or 58%, of the programs. Results indicated that programs offered relatively little in the way of formal course work in religious or spiritual issues. In addition, participants indicated that in their programs (a) religion and spirituality were often but not always considered a diversity issue; (b) knowledge about religious and spiritual traditions was not generally seen as important to the expertise of faculty members, practicum supervisors, and therapists; (c) religious and spiritual issues received variable attention in didactic and practicum training; and (d) there was considerable openness to research on religious and spiritual topics. Results are discussed in terms of their relevance to counseling psychology practice, research, and professional identity.

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Lamb, C. Sue. "Teaching Professional Ethics to Undergraduate Counseling Students." Psychological Reports 69, no. 3_suppl (December 1991): 1215–23. http://dx.doi.org/10.2466/pr0.1991.69.3f.1215.

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Teaching ethics to undergraduates is a topic of increasing interest among mental health professionals; knowledge of ethics is particularly important to students who seek employment in agencies after graduation. This article describes methods of presenting ethics of practice both in a separate ethics course and as part of an undergraduate counseling practicum. Sources of materials used for course readings are presented.

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Delgado-Romero, Edward A., Grace-Ellen Mahoney, Nancy J. Muro-Rodriguez, Ruben Atilano, Elizabeth Cárdenas Bautista, Jhokania De Los Santos, Maritza Y. Durán, et al. "La Clinica In LaK’ech: Establishing a Practicum Site Integrating Practice, Advocacy, and Research With Latinx Clients." Counseling Psychologist 49, no. 7 (August 30, 2021): 987–1012. http://dx.doi.org/10.1177/00110000211025270.

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This article concerns the establishment and development of La Clinica In LaK’ech, a bilingual mental health clinic collectively founded and staffed by a counseling psychologist and doctoral students in a counseling psychology doctoral program in the Southeast United States. During over 5 years of existence, the clinic has blended bilingual counseling psychology services, advocacy, interdisciplinary collaboration, and research with the Latinx population. The authors describe the development of the clinic and resultant clinical, training, and ethical issues that confronted the clinic in terms of providing services to a marginalized community in a state where anti-immigrant rhetoric, detention, and deportations were escalating. Also discussed are implications for training in practice, advocacy, service, and research for counseling psychologists working with Latinx communities.

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Murphy, Sally, and Carol Kaffenberger. "ASCA National Model®: The Foundation for Supervision of Practicum and Internship Students." Professional School Counseling 10, no. 3 (February 2007): 2156759X0701000. http://dx.doi.org/10.1177/2156759x0701000311.

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Providing quality supervision for student counselors in pre-K–12 school settings is both a responsibility and a challenge for professionals in the field. While the ASCA National Model® for School Counseling Programs provides a detailed structure for school counseling programs, it does not explicitly include a supervision element within its four basic components. This article presents a unique supervision format and training model specifically developed within the framework of the ASCA National Model.

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Kraft, Robert G. "Issues of New Professionals in Counseling Psychology." Counseling Psychologist 20, no. 1 (January 1992): 53–60. http://dx.doi.org/10.1177/0011000092201008.

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The issues facing a new professional in a community mental health center (CMHC) are addressed. Appropriate training in graduate school with extended practicum experiences is recommended, along with extensive coursework in assessment and testing. Awareness of the issues involved in working with a broad client base is emphasized, as is the need for resources at many different levels. Both positive and negative aspects of CMHCs are discussed

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Min, Ruhani Mat. "Development of counsellor Trainee's self-Efficacy whilst performing counseling practicum: Malaysian." European Journal of Social & Behavioural Sciences 3, no. 3 (January 12, 2012): 465–83. http://dx.doi.org/10.15405/futureacademy/ejsbs(2301-2218).2012.3.8.

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LEWIS, ROLLA E. "Let Knowledge Serve the City: A Community-Based School Counseling Practicum." Journal of Humanistic Counseling, Education and Development 43, no. 1 (March 2004): 91–104. http://dx.doi.org/10.1002/j.2164-490x.2004.tb00046.x.

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BRADLEY, CARLA, and JODY FIORINI. "Evaluation of Counseling Practicum: National Study of Programs Accredited by CACREP." Counselor Education and Supervision 39, no. 2 (December 1999): 110–19. http://dx.doi.org/10.1002/j.1556-6978.1999.tb01222.x.

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Tryon, Georgiana S., and Warren W. Tryon. "Factors associated with clinical practicum trainees' engagements of clients in counseling." Professional Psychology: Research and Practice 17, no. 6 (1986): 586–89. http://dx.doi.org/10.1037/0735-7028.17.6.586.

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Greene, Geoffrey W., and Jan Yesenosky. "Preparing nutrition counselors: Perceptions of dietetic students in a counseling practicum." Journal of the American Dietetic Association 90, no. 2 (February 1990): 274–76. http://dx.doi.org/10.1016/s0002-8223(21)01507-8.

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DePue, M. Kristina, and Glenn W. Lambie. "Impact of a University-Based Practicum Experience on Counseling Students’ Levels of Empathy and Assessed Counseling Competencies." Counseling Outcome Research and Evaluation 5, no. 2 (December 2014): 89–101. http://dx.doi.org/10.1177/2150137814548509.

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Galassi, John P., and Natalie L. Moss. "Training in Counseling Psychology." Counseling Psychologist 14, no. 3 (July 1986): 471–77. http://dx.doi.org/10.1177/0011000086143007.

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This article reports the results of the 1985 survey of the Council of Counseling Psychology Training Programs that analyzed responses received from 49 of 59 training directors (83%o) of doctoral counseling psychology programs. The survey requested information about five major areas: admissions and financial assistance, practica and internships, job placements, program faculty and administration, and issues affecting training. Whenever possible, comparisons were made with 1982-1984 Council survey data. Among the findings were (1) women outnumber men in training programs, but there are more men graduating; (2) college counseling centers are by far the most popular practicum training sites, whereas Veterans Administration hospitals and college counseling centers are the most popular internship sites; (3) there appears to be a continued increase in initial employment in community mental health and private practice, as well as differential employment patterns by gender; and (4) unresolved issues, such as professional identity, continue to be perceived by program directors as impacting training.

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Pearson, Quinn M. "Psychotherapy-Driven Supervision: Integrating Counseling Theories into Role-Based Supervision." Journal of Mental Health Counseling 28, no. 3 (June 21, 2006): 241–52. http://dx.doi.org/10.17744/mehc.28.3.be1106w7yg3wvt1w.

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Mental health counselors often play an integral part in the training and supervision of students and new practitioners. Whether they are teaching clinical skills in academic settings, providing on-site supervision for practicum and internship students, or serving as clinical supervisors for unlicensed or less experienced counselors, supervision is a relevant component of mental health practice. Designed as a practical approach that builds on the clinical strengths of mental health counselors, psychotherapy-driven supervision advocates blending psychotherapy-based approaches to supervision with role-based models of supervision. Strengths and weaknesses of psychotherapy-based approaches are discussed. Detailed descriptions of the teacher, counselor, and consultant roles of supervisors are presented. Psychotherapy-driven supervision is illustrated for three theoretical approaches: humanistic-relationship oriented, cognitive-behavioral, and solution-focused.

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Field, Thomas A., Michelle R. Ghoston, Tameka O. Grimes, Debbie C. Sturm, Manjot Kaur, Annisa Aninditya, and Marcus Toomey. "Trainee Counselor Development of Social Justice Counseling Competencies." Journal for Social Action in Counseling & Psychology 11, no. 1 (December 18, 2019): 33–50. http://dx.doi.org/10.33043/jsacp.11.1.33-50.

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This grounded theory study sought to identify the process by which master’s level counselors-in-training (CITs)develop social justice counseling competencies. Participants (N = 41) from a clinical mental health counseling(CMHC) program were interviewed at pre-practicum, pre-internship, and post-internship phases. CITsprogressed through the stages of exposure, recognition, and action, influenced by self-reflection and attitudes.These stages differed from the awareness, knowledge, and skills domains identified in prior multicultural andsocial justice counseling literature. Most CITs planned advocacy action steps by the conclusion of their program,though few implemented them. Implications for counselor educators are discussed.

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Borders, L. DiAnne, Jennifer B. Brown, and Lucy L. Purgason. "Triadic Supervision with Practicum and Internship Counseling Students: A Peer Supervision Approach." Clinical Supervisor 34, no. 2 (July 3, 2015): 232–48. http://dx.doi.org/10.1080/07325223.2015.1027024.

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Galassi, John P., and Linda Brooks. "Integrating scientist and practitioner training in counseling psychology: Practicum is the Key." Counselling Psychology Quarterly 5, no. 1 (January 1992): 57–65. http://dx.doi.org/10.1080/09515079208254450.

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Chapman, Russell A., Stanley B. Baker, Sylvia C. Nassar-McMillan, and Edwin R. Gerler. "Cybersupervision: Further Examination of Synchronous and Asynchronous Modalities in Counseling Practicum Supervision." Counselor Education and Supervision 50, no. 5 (September 2011): 298–313. http://dx.doi.org/10.1002/j.1556-6978.2011.tb01917.x.

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Meany-Walen, Kristin K., Darcie Davis-Gage, and Natalya A. Lindo. "The Impact of Wellness-Focused Supervision on Mental Health Counseling Practicum Students." Journal of Counseling & Development 94, no. 4 (September 4, 2016): 464–72. http://dx.doi.org/10.1002/jcad.12105.

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Sugianto, Akhmad. "Workshop Penguatan Pendidikan Karakter bagi Guru Bimbingan dan Konseling SMP." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 6, no. 1 (December 31, 2020): 90–96. http://dx.doi.org/10.33084/pengabdianmu.v6i1.1647.

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Guidance and Counseling Workshop on Strengthening Character Education in Guidance and Counseling Services for Junior Secondary Guidance and Counseling Teachers in Tabalong Regency was carried out to prepare guidance and counseling teachers who were capable of implementing guidance and counseling services in strengthening character education based on operational guidance and counseling in schools, by the Guidance and Counseling Guidelines for Primary and Secondary Education issued by the Ministry of Education and Culture. The workshop was held one day, namely on August 26, 2019, with 37 participants. Technically, the implementation of the workshop takes place in 5 stages of activities, namely registration; lectures; sharing experiences; and questions and answers practicum. Resource persons for the workshop activities were lecturers in the guidance and counseling study program. Based on the implementation of this service, it can be concluded that guidance and counseling teachers have an essential role in strengthening character education by using guidance and counseling services based on the Operational Guidance and Counseling Implementation Guidelines. Therefore, it is suggested to be followed up into technical guidance activities in implementing guidance and counseling services with a more specific activity agenda; and become a preliminary study in making guidance and counseling service modules for strengthening character education based on Operational Guidance for Guidance and Counseling Implementation.

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Byrd, E. Keith, Marylu K. McEwen, and Margery A. DeMilly. "Rehabilitation and Generic Graduate Student Self Reports Of Client/Counselor Interviews." Journal of Applied Rehabilitation Counseling 19, no. 2 (June 1, 1988): 48–50. http://dx.doi.org/10.1891/0047-2220.19.2.48.

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Students (N = 20) were drawn from the graduate student population of a counselor education department containing programs in rehabilitation counseling, community agency counseling, college student development, and school counseling. The Counseling Interview Report was used to gather data on a number of issues arising from the counselor/client interview. Conclusions drawn from the data support that (a) topics discussed by the client and goals for the interviews related to practicum setting and a desire to establish a client/counselor relationship; (b) there is no apparent change in students' perceptions of their performance between first and later interviews; and (c) students may have been so concerned with establishing a positive relationship that the importance of setting goals and developing interventions was overlooked.

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Harris, Sabrina, Michael Brooks, Robin Liles, Glacia Ethridge, Quinton Boston, and Kacie Blalock. "Understanding Differences between CORE and CACREP Counselors-in-Training Perceptions of Self-Efficacy." International Journal of Social Science Studies 7, no. 1 (December 27, 2018): 40. http://dx.doi.org/10.11114/ijsss.v7i1.3747.

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An examination of differences in perceptions of self-efficacy between students in CORE-accredited rehabilitation counseling programs and students in CACREP -accredited clinical mental health counseling programs enrolled in practicum/internship classes is absent in the literature. Results indicated there was not a significant difference (p = .05) between the total self-efficacy scores between both treatment groups (CORE and CACREP). Further, there was not a significant difference between helping skills, session management, and counseling challenging situations scores for both treatment groups (CORE and CACREP). Predictors of self-efficacy for CACREP participants consisted of prior work experience in a field other than helping. Predictors of self-efficacy for CORE participants were gender.

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Hoshmand, Lisa Tsoi. "Supervision of Predoctoral Graduate Research." Counseling Psychologist 22, no. 1 (January 1994): 147–61. http://dx.doi.org/10.1177/0011000094221010.

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A practice-oriented approach to research supervision is described, which emphasizes the application of clinical thinking and practice-oriented methods to inquiry and involves a process of learning by doing. The research interests, orientation, and learning response of the students who have experienced this research practicum are reported. It is concluded that a research practicum of this nature can engage the interest of those counseling students who are practice oriented and prepare them for a contributing role in research relevant to practice.

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Sutanti, Tri, Suwarjo Suwarjo, Irvan Budhi Handaka, and Budi Astuti. "The Department of Guidance and Counseling Students’ Learning Difficulties on Group Counseling Practicum in the Special Region of Yogyakarta." PSIKOPEDAGOGIA Jurnal Bimbingan dan Konseling 6, no. 2 (March 30, 2018): 71. http://dx.doi.org/10.12928/psikopedagogia.v6i2.9437.

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Boggs, Kathleen R., and Louise A. Douce. "Current Status and Anticipated Changes in Psychology Internships." Counseling Psychologist 28, no. 5 (September 2000): 672–86. http://dx.doi.org/10.1177/0011000000285005.

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This article briefly traces the history of psychology internship training to its central role in professional training in counseling psychology. Current issues are discussed, including supply and demand, increased applicant costs, timing of internship, and escalation of practicum training hours. Future considerations are outlined, including point of licensure, length of training, postdoctoral training, and preparation of students to meet demands of the next biennium. Training for the full range of human diversity and creating new employment opportunities for counseling psychologists are emphasized.

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DuMars, Roger C., B. S. Tillinghast, and William F. Gilley. "Retention of Counseling Skills in the Private and Public Sectors." Journal of Applied Rehabilitation Counseling 18, no. 1 (March 1, 1987): 6–8. http://dx.doi.org/10.1891/0047-2220.18.1.6.

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Controversy exists within the field of rehabilitation counseling regarding the relative merits of public versus private forms of rehabilitation delivery systems. Although several writers have speculated that differences exist in the quality of service provided, few have offered experimental data to support their suspicions. This study tests the hypotheses that there is no difference in the ability of a group of public and a group of private rehabilitation counselors to communicate facilitative counseling skills. Thirteen private and nineteen public rehabilitation counselors were tested at completion of practicum and retested an average of 9 years later on the Truax and Carkhuff facilitative counseling scales. Statistical analysis indicated that the counselors in the private sector were able to communicate significantly higher facilitative counseling skills at retest than were public sector rehabilitation counselors. Implications for the profession and suggestions for further research are discussed.

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Eun-Seon, Yu, and Jo Hang. "Phenomenological Study on the Educative Practicum Experience of Pre-service Professional Counseling Teachers." Korean Journal of Teacher Education 36, no. 1 (March 30, 2020): 43–68. http://dx.doi.org/10.14333/kjte.2020.36.1.43.

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Journal articles on the topic 'Counseling practicum'

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