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Journal articles on the topic 'Counselling psychologists'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Mak, Anita S., and Tamara L. Shaw. "Perceptions of Intercultural Social Challenges: Towards Culturally Competent Counselling Practice." Journal of Psychologists and Counsellors in Schools 25, no. 2 (July 2, 2015): 183–99. http://dx.doi.org/10.1017/jgc.2015.13.

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Increasing ethnic and cultural diversity worldwide and especially in Australia requires that psychologists and counsellors cultivate the knowhow to interact and work effectively with clients and stakeholders in cross-cultural contexts. This study aimed to identify and compare themes regarding challenging intercultural social scenarios experienced by supervising, practising and intern psychologists. Transcripts from five focus groups were open-coded on four occasions and the final themes compared with the EXCELL (Excellence in Cultural Experiential Learning and Leadership) program's six key sociocultural competencies (Mak, Westwood, Barker, & Ishiyama, 1998). We found that many challenges reported by psychologists (regardless of their qualifications) were related to difficulties — for psychologists and clients — in executing one or more of key sociocultural competencies: seeking help or information, participating in a group, making social contact, giving feedback, refusing a request, and expressing disagreement. We also identified barriers to cultural competence in therapeutic relationships, including cultural identity issues, needing to address difficulties in intimate relationships, cultural variation in values/beliefs/social norms, mismatched expectations, psychologists’ perceived deficit in intercultural training, and challenges in self-reflection. Based on our findings, we propose a model of culturally competent counselling practice and discuss implications for counsellor and psychologist training, and for future research.

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2

Lewis, Sarah, and Robert Bor. "How counselling psychologists are perceived by NHS clinical psychologists." Counselling Psychology Quarterly 11, no. 4 (December 1998): 427–37. http://dx.doi.org/10.1080/09515079808254073.

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3

Bedi, Robinder P., Pavithra A. Thomas, Damanjit Sandhu, and Sachin Jain. "Survey of counselling psychologists in India." Counselling Psychology Quarterly 33, no. 1 (May 28, 2018): 100–120. http://dx.doi.org/10.1080/09515070.2018.1478800.

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4

Dryden, W. "Teaching counselling skills to non-psychologists." British Journal of Medical Psychology 58, no. 3 (September 1985): 217–22. http://dx.doi.org/10.1111/j.2044-8341.1985.tb02638.x.

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5

Cardoso, Paulo Miguel, Maria Céu Taveira, Constança Sacadura Biscaia, and Maria Graça Santos. "Psychologists’ dilemmas in career counselling practice." International Journal for Educational and Vocational Guidance 12, no. 3 (October 2012): 225–41. http://dx.doi.org/10.1007/s10775-012-9232-9.

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6

Tribe, Rachel, and Deanne Bell. "Social justice, diversity and leadership." European Journal of Counselling Psychology 6, no. 1 (October 31, 2018): 111–25. http://dx.doi.org/10.5964/ejcop.v6i1.145.

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This paper will discuss what is meant by social justice in relation to counselling psychology specifically and psychology generally within the UK, as well as briefly considering social justice in the wider context. It will discuss if there is a role for counselling psychologists and psychology in promoting social justice through challenging social inequalities and promoting anti-discriminatory practice. It will review the role of counselling psychology in potentially foregrounding inclusive practice which celebrates diversity and provides leadership on this issue. It will then discuss the possible skills and theories psychologists have at their disposal to undertake work which promotes social justice and equality and takes into consideration human rights. It will provide a range of examples of where psychologists have undertaken social justice work using their training and skills and provided leadership in a range of contexts outside the consulting room. The paper will argue that taking an active leadership role to encourage the promotion of social justice is at the centre of our work as a profession, a division and as individual counselling psychologists. Counselling psychology has traditionally put individual therapeutic work at the centre of training and whilst this work is important, this paper will argue that there are numerous other roles and tasks which psychologists could usefully be involved with. These would help ensure that the requirements of service users/experts by experience (EBE) are met and that the context of their lives are foregrounded at the micro (individual) as well as the macro (contextual) level. This may require counselling psychologists to take a wider holistic or systemic perspective and understanding, advocating or intervening in relation to the structural and contextual issues which may give rise to psychological distress, and thereby promote social justice.

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7

Wills, George H. "A Community Health Role for Counselling Psychologists." Australian Psychologist 27, no. 2 (July 1992): 96–98. http://dx.doi.org/10.1080/00050069208257587.

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8

Kumary, Ajvir, and Martyn Baker. "Stresses reported by UK trainee counselling psychologists." Counselling Psychology Quarterly 21, no. 1 (March 2008): 19–28. http://dx.doi.org/10.1080/09515070801895626.

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9

Moore, Timothy, and John Rae. "“Outsiders”: How some counselling psychologists construct themselves." Counselling Psychology Quarterly 22, no. 4 (December 2009): 381–92. http://dx.doi.org/10.1080/09515070903335026.

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10

Sinacore, Ada, William A. Borgen, Judith Daniluk, Anusha Kassan, Bonita C. Long, and Jennifer J. Nicol. "Canadian counselling psychologists' contributions to applied psychology." Canadian Psychology/Psychologie canadienne 52, no. 4 (2011): 276–88. http://dx.doi.org/10.1037/a0025549.

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11

Williams, Fridrun, Adrian Coyle, and Evanthia Lyons. "How counselling psychologists view their personal therapy." British Journal of Medical Psychology 72, no. 4 (December 1999): 545–55. http://dx.doi.org/10.1348/000711299160112.

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12

Overchuk, Viktoriia, Marianna Yaroshchuk, Tetiana Danylchenko, Anastasiia Litvinova, and Larysa Absalyamova. "Psychological counselling methodology for overcoming a life crisis." LAPLAGE EM REVISTA 7, Extra-E (August 2, 2021): 359–68. http://dx.doi.org/10.24115/s2446-622020217extra-e1204p.359-368.

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The aim of the present study is to determine a set of interconnected methods and techniques of psychological counseling in overcoming life crises for clients of all ages. In an online survey, 182 psychologists-practitioners (Ukraine) took part. The list of positive and negative elements of normative crises in human life according to four life stages was outlined. It was determined, that in order to reveal the life crisis of patients at the age of 20-23 years practical psychologists recommend using the following methods: analysis of the content of metaphors, psychological testing within the framework of personality constructs and the specialized method of semantic differential. Practical psychologists recommend the following techniques for identifying the life crisis of patients aged 27-33 years: psychotherapy-based supervision models, developmental supervision models, and social role models. Practicing psychologists recommend the following techniques for identifying the life crisis of patients aged 39-45 years: developmental supervision models and social role models. For revealing of life crisis of patients at the age of 55-65 years old practical psychologists recommend to use the technique of the structured diagnostic interview.

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13

Kracen, Amanda C., and Katie Baird. "Exploring influence and autoethnography: A dialogue between two counselling psychologists." European Journal of Counselling Psychology 6, no. 1 (January 30, 2018): 162–73. http://dx.doi.org/10.5964/ejcop.v6i1.122.

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This article utilises a dialogical approach to explore the potential of autoethnography as a research method for counselling psychology while using the method to reflect on what it means to have influence as a researcher. We use a collaborative autoethnographical approach to explore the themes of influence, curiosity, rich insight and sincerity. We attempt to bring honesty and transparency to our collaborative dialogue about our previous work on vicarious trauma (VT) and secondary traumatic stress (STS), as well as how our themes are revealed in the different paths we have taken as counselling psychologists since our earlier collaboration. We consider what it means to influence, to be influential, and to be influenced. Through our dialogue, we try to speak with authenticity about our experiences as colleagues, counselling psychologists, scientist practitioners, and human beings. We discuss both the potential contribution of autoethnographical approaches and the challenges of using these methods, for counselling psychologists.

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Young, Charles, and Lisa Saville Young. "Comparing clinical and counselling psychologists’ practitioner demographics, key activities, theoretical orientations, values, and career satisfaction: a contribution to the Scopes of Practice debate." South African Journal of Psychology 49, no. 4 (January 18, 2019): 505–17. http://dx.doi.org/10.1177/0081246318823188.

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This article conducts a secondary analysis of combined survey data collected from clinical and counselling psychologists in South Africa with a view to contributing to the debate about their respective Scope of Practice. A comparison of clinical and counselling psychologists’ activities, where and how they are doing these activities and with what emphasis, as well as the similarities and differences between these categories with respect to demographic variables of their practitioners, values and career satisfaction, and views of their respective Scopes of Practice should provide guidance for the future regulation of both categories. In total, 1105 participants’ (comprising 877 registered clinical psychologists and 228 registered counselling psychologists) survey responses were analysed. Findings suggest that counselling and clinical psychologists are more similar than they are different, with responses indicating shared demographic characteristics, areas of overlap in terms of their key activities and theoretical orientations, and their satisfaction with their training and careers. Significant differences, where they did occur, included the race and gender of practitioners; time spent on assessment and research; emphasis on psychodynamic orientations; endorsement of values; views on the Scopes of Practice regulations that were promulgated in 2011; and in each specialties sense of distinctiveness. Findings are discussed in the context of vigorous contestation over the Scopes of Practice in South Africa, where access to mental health services remains poor and the profession largely untransformed.

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Barinova, L. "PSYCHOLOGICAL COMPETENCE IN THE STRUCTURE OF PERSONALITY OF A MILITARY PSYCHOLOGIST." Ukrainian Psychological Journal, no. 1 (11) (2019): 38–49. http://dx.doi.org/10.17721/upj.2019.1(11).3.

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The article analyzes of the results of an empirical research on psychological competence of military psychologists. The current state of military psychology requires innovative approaches to studies of personalities of not only military personnel, but also military psychologists, who perform an important social and professional function. The article shows that psychological competence plays an important role in professional development and practical work effectiveness of military psychologists counselling military personnel in various situations of combat and service task execution. A psychologically competent military psychologist, due to his/her personal and professional skills, is able to reduce risks to be caught up in a trouble situation for him/herself and his/her service members, and if such a situation arises, to propose intensive actions to overcome them. The author’s definition of a military psychologist’s psychological competence, considered as a personality trait, is: this competence is a holistic construct characterizing an individual’s ability to minimize problem situation severity and frequency of their occurrence for this individual and to maximize active actions aimed at life organization and such situation overcoming. The operationalization of the desired construct have lead the author to the conclusion that a military psychologist’s psychological competence is a complex personal trait consisting of four components: psychological competence in the family relations, in professional work, in the material and social area, and in the area of values. As for formal-dynamic qualities, speed and agility of a military psychologist’s nervous system serve as the basis for psychological competence formation; and on the contrary, high emotionality acts as a negative precondition for this construct development. The performed research has shown that psychological competence as a factor of military psychologist’s professional formation promotes formation of attitudes, empathy and a see through capability of empathy, but somewhat reduces the empathy role an as emotional channel.

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16

Weier, Justine, and Graham Davidson. "Remote rural community perceptions of ethical psychological practice." South Pacific Journal of Psychology 11, no. 2 (1999): 24–47. http://dx.doi.org/10.1017/s0257543400000596.

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AbstractAll residents bar one of an isolated rural Australian town were interviewed to obtain their understandings of psychologists' roles vis a vis other professional workers' roles in rural communities, confidentiality expectations and limits to confidentiality, and overlaps between psychologists' professional and their other non-professional social roles. Data were gathered using a Kellian repertory grid technique and analysed using a multidimensional scaling technique. The results indicated that residents construed the psychologist's role as being different from other health or pastoral-counselling professionals' roles. Residents reported a complex array of opinions regarding the application of confidentiality standards, and limits to confidentiality, although all reported that limits to confidentiality should exist. Although residents reported and accepted that psychologists engage in a variety of non-professional, social roles in small rural communities, they also expected that psychologists would clearly differentiate between their professional role and their non-professional roles. Results overall were consistent with research findings with urban residents and with the professional code and guidelines.

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Kounenou, Kalliope, and Maria Malikiosi-Loizos. "Social justice issues for counselling psychologists in Greece." European Journal of Counselling Psychology 7, no. 1 (October 31, 2018): 86–89. http://dx.doi.org/10.5964/ejcop.v7i1.196.

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18

Davis‐McCabe, Catriona, Michael Di Mattia, and Emma Logan. "Challenges facing Australian counselling psychologists: A qualitative analysis." Australian Psychologist 54, no. 6 (March 30, 2019): 513–25. http://dx.doi.org/10.1111/ap.12393.

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19

Allen, John. "Counselling psychologists and counsellors: New challenges and opportunities." British Journal of Guidance and Counselling 18, no. 3 (September 1, 1990): 321–25. http://dx.doi.org/10.1080/03069889000760301.

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20

Chair, John Allen. "Counselling Psychologists and Counsellors: New Challenges and Opportunities." British Journal of Guidance & Counselling 18, no. 3 (September 1990): 321–25. http://dx.doi.org/10.1080/03069889008253583.

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21

Scandurra, Cristiano, Simona Picariello, Daniela Scafaro, Vincenzo Bochicchio, Paolo Valerio, and Anna Lisa Amodeo. "Group psychodynamic counselling as a clinical training device to enhance metacognitive skills and agency in future clinical psychologists." Europe’s Journal of Psychology 14, no. 2 (June 19, 2018): 444–63. http://dx.doi.org/10.5964/ejop.v14i2.1528.

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Metacognitive skills and agency are among the main psychological abilities a clinical psychologist should have. This study aimed to assess the efficacy of group psychodynamic counselling as a clinical training device able to enhance metacognitive skills and agency in final-year undergraduates in clinical psychology within an educational context. Thirty-three final-year students of clinical psychology participated in an experiential laboratory lasting two months. Participants completed measures regarding metacognitive skills and agency at pre-, post-treatment, and 3-month follow-up assessment. The results suggested that group psychodynamic counselling made students feel more capable of recognizing emotional states, understanding causal relationships, inferring mental states of others in terms of beliefs, desires, intentions, and expectations, and thinking critically. Furthermore, the group psychodynamic counselling helped students to feel more able to derive pathways to desired goals and to motivate themselves via agency thinking to use those pathways. Thus, the study confirmed the efficacy of group psychodynamic counselling as a clinical training device able to enhance metacognitive skills and agency in future clinical psychologists.

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22

Bell, Henry D., and Vicki McKenzie. "Perceptions and Realities: The Role of School Psychologists in Melbourne, Australia." Australian Educational and Developmental Psychologist 30, no. 1 (May 22, 2013): 54–73. http://dx.doi.org/10.1017/edp.2013.1.

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This article investigates the degree to which a consistent understanding of what psychologists do is present in a group of teachers and parents, and compares this with the job functions reported by psychologists themselves. Research on the role of school psychologists has focused on the perceptions of school staff in relation to ideal services, and has given little acknowledgment to the expectations of other clients of school psychologists, such as parents. Common understanding of the range and focus of services available from school psychologists would facilitate effective and appropriate referrals. Services are considered according to models of service delivery from systemic service to an individual case-based model. The current study involved 138 school psychologists, 107 parents, and 100 teachers from government, Catholic, and independent schools across Melbourne, Australia. Participants completed a number of measures, and significant differences between groups were found on 20 of the 30 items relating to school psychologists’ responsibilities (p < .001). Associations were also established between student–psychologist ratios and the work practices of school psychologists, specifically the frequency with which assessment (r = .35, p < .001) and counselling (r =−.25, p < .01) tasks were undertaken. It is concluded that service delivery would benefit by enhancing community understanding of the work of school psychologists. Analysis of work practices reflects that demand for assessment services tends to limit the development of systemic and preventative practices in the work of school psychologists.

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Lenihan, Penny, and Steve Iliffe. "Counselling the community: The contribution of counselling psychologists to the development of primary care." Counselling Psychology Quarterly 13, no. 4 (December 2000): 329–43. http://dx.doi.org/10.1080/713658503.

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Vespia, Kristin M., Eric M. Sauer, and William J. Lyddon. "Counselling psychologists as scientist-practitioners: Finding unity in diversity." Counselling Psychology Quarterly 19, no. 3 (September 2006): 223–27. http://dx.doi.org/10.1080/09515070600960506.

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DiCaccavo, Antonietta. "Working with parentification: Implications for clients and counselling psychologists." Psychology and Psychotherapy: Theory, Research and Practice 79, no. 3 (September 2006): 469–78. http://dx.doi.org/10.1348/147608305x57978.

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Zirima, Herbet, and Elliott Nkoma. "Perspectives of psychology graduates on the registration of psychologists in Zimbabwe." Global Journal of Psychology Research: New Trends and Issues 8, no. 3 (September 29, 2018): 97–106. http://dx.doi.org/10.18844/gjpr.v8i3.3262.

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This study sought to explore the views of psychology graduates on the process of registration as a psychologist in Zimbabwe. Specific areas of interest to the researchers were the views of psychology graduates on the academic qualifications required for registration, the post graduate internship programme, continuing professional development and the board examinations. An interpretative phenomenological analysis (IPA) was done by conducting semi-structured in-depth interviews to twelve purposely selected psychology graduates. All participants had a master’s degree of which five were registered psychologists and the rest were not registered. Three major themes were generated from the analysis of the participants’ interviews and these were: academic qualifications for registration, post graduate internship, board examinations and continuing professional development. Generally, the results reveal lack of choices at masters’ degree programmes resulting in participants embarking on counselling and community psychology degrees. They also showed dislike on the continuing professional development points due to barriers such as localisation of workshops and lack of time to do research. The board of examination was viewed positively. The study recommends that the Allied Health Practitioners Council of Zimbabwe needs to collaborate with universities, psychology interns and registered psychologists in the best way forward in registration and practice of psychologists. Key Words: Registration; Internship; Psychologist; Qualification; Board Examination

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Poojalakshmi, M., and ChandrilChandan Ghosh. "Comparison of burnout, depersonalization, anxiety, stress and depression among clinical psychologists, psychiatrists, and counselling psychologists." Journal of Research: THE BEDE ATHENAEUM 6, no. 1 (2015): 168. http://dx.doi.org/10.5958/0976-1748.2015.00020.x.

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Melnikova, Nadezhda M. "Intercultural Competence of Psychologists: Problems and Prospects of Study and Development." RUDN Journal of Psychology and Pedagogics 17, no. 1 (December 15, 2020): 79–100. http://dx.doi.org/10.22363/2313-1683-2020-17-1-79-100.

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The article is concerned with the problem of cross-cultural training of psychologists. The author analyses various approaches to the definition and development of intercultural competence and highlights professional and ethical problems of psychological activity related to cultural competence/incompetence of specialists. Particular attention is paid to the specifics in training psychologists for cross-cultural counselling, the experience of organising psychological work in a multi-cultural environment, using the example of the Republic of Sakha (Yakutia), as well as some important aspects in how psychologists develop and manifest intercultural competence during ethnopsychological field studies. An analysis of the accumulated practical experience in a multicultural environment made it possible to identify the conditions for the successful development of cross-cultural competence, setting the psychologist’s value foundations and motivational readiness to communicate with people of other cultures. These conditions include: (1) a humanistic approach in psychology; (2) a subjectsubject approach to communication; (3) formation of scientific and professional thinking; (4) purposeful development of such mechanisms of understanding other people as decentration and reflection; and (5) mastering of conflict-resolution and group-work technologies. In this regard, the author concludes that the development of intercultural competence in the domestic psychologists’ training system requires not only a detailed discussion of ethical issues related to the psychologist’s activities or specifics of cross-cultural communication within the studied disciplines, but also the introduction of special cross-cultural communication development programmes and trainings in intercultural competence and cultural sensitivity. The cross-cultural training of psychologists can be based on the working model of ethnocultural competence proposed by T.G. Stefanenko. It is emphasized that the development of intercultural competence should involve not only an individual person but the entire professional community through research and open discussion of the current state of cross-cultural competence of psychologists as well as the entire complex of ethical issues.

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Thielking, Monica, and Shane R. Jimerson. "Perspectives Regarding the Role of School Psychologists: Perceptions of Teachers, Principals, and School Psychologists in Victoria, Australia." Australian Journal of Guidance and Counselling 16, no. 2 (December 1, 2006): 211–23. http://dx.doi.org/10.1375/ajgc.16.2.211.

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AbstractSchool psychologists have a unique and multifaceted role within schools and must work with a variety of stakeholders. Therefore, it is important to explore and understand the perspectives of other educational professionals regarding the roles of school psychologists. This study examined the perspectives of principals (N = 21), teachers (N = 86), and school psychologists (N = 81) regarding what they believe should be the role of school psychologists. Participants were working in Catholic, Independent, and Government primary and secondary schools across Victoria, Australia. Results revealed both similarities and differences between the three groups regarding perspectives about school psychologists' role. For instance, the three groups shared similar perspectives that school psychologists should: (a) conduct research on issues relevant to the school, (b) be up-to-date on relevant research, (c) conduct psychological assessments, (d) provide counselling to students, (e) organise group programs for students, (f) organise workshops and provide information to teachers on issues of students' welfare and (g) inform primary students' parents of their child's participation in counselling. However, the three groups also differed in their perspectives about some aspects of the school psychologists' role. It was notable that each of the differences in perceptions between the groups had implications for potential ethical dilemmas, for instance: (a) boundaries, (b) dual relationship, (c) confidentiality/who is the client? and (d) informed consent. Implications for practice and scholarship in the field of school psychology are discussed.

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Pelling, Nadine. "How School Counsellors and Psychologists can Support Gay, Lesbian, Bisexual, and Questioning Adolescents." Australian Journal of Guidance and Counselling 14, no. 1 (July 2004): 78–95. http://dx.doi.org/10.1017/s1037291100002685.

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Gay, lesbian, bisexual, and questioning adolescents are a sizeable, albeit relatively invisible, minority within our education system. As a result, school counsellors and psychologists will encounter students who are same-sex attracted. Many school counsellors and psychologists who identify same-sex attracted students and see said issues as important will refer these students to specialist services within the community. Such referrals are not always the most appropriate way to handle same-sex attraction issues. School counsellors and psychologist have the professional characteristics required to create a therapeutic alliance and know the behavioural strategies needed to help same-sex attracted students deal with the issues, some related to same-sex attraction, likely to bring such students into contact with counselling or psychological services. It is suggested that school counsellors and psychologists add some basic knowledge, awareness, and skill relating to same-sex attraction to their professional development and, when possible, address the concerns of their sexual minority students directly and through systemic interventions. Reasons why school counsellors and psychologists are in an opportune position to support same-sex attracted students are given. Moreover, some of the knowledge, awareness and skills needed for competent work with same-sex attracted students are outlined. Finally, sexual minority resources are provided.

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Burton, N., A. Khan, and W. Brown. "Physical activity counselling for psychologists working in adult mental health." Journal of Science and Medicine in Sport 18 (December 2014): e150. http://dx.doi.org/10.1016/j.jsams.2014.11.162.

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Walsh, Yvonne. "Deconstructing 'brainwashing' within cults as an aid to counselling psychologists." Counselling Psychology Quarterly 14, no. 2 (June 2001): 119–28. http://dx.doi.org/10.1080/09515070110058558.

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Schwartz, Robert C., and James R. Rogers. "Suicide assessment and evaluation strategies: a primer for counselling psychologists." Counselling Psychology Quarterly 17, no. 1 (March 2004): 89–97. http://dx.doi.org/10.1080/09515070410001665712.

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Passmore, Nola L. "Religious Issues in Counselling: Are Australian Psychologists “Dragging the Chain”?" Australian Psychologist 38, no. 3 (November 2003): 183–92. http://dx.doi.org/10.1080/00050060310001707197.

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Schoen, Linda G. "In Search of a Professional Identity." Counseling Psychologist 17, no. 2 (April 1989): 332–43. http://dx.doi.org/10.1177/0011000089172011.

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This study examined the professional identity of counseling psychologists in Australia. Subjects were 114 members of the Board of Counselling Psychologists within the Australian Psychological Society who responded to a survey questionnaire that tapped demographic and professional activity information. Respondents rated the importance of activities to their present and ideal positions as counseling psychologists. Factor analysis of ratings showed a structure of activities of which consultation and education, goal-directed counseling, depth psychotherapy, and program development and evaluation were most important. Research and assessment activities were seen as least important. Differences in importance ratings were found as a function of respondent employment setting. Results show similarities to earlier studies and suggest that the professional identity of counseling psychologists based on activities extends across national boundaries.

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Franklin, John, Diane Gibson, and Jan Merkel-Stoll. "Market demand for counsellors and other professionals: 1984-1990." Journal of Psychologists and Counsellors in Schools 4 (November 1994): 39–49. http://dx.doi.org/10.1017/s1037291100001898.

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Despite rapid growth in the number of counsellors, almost no data are available concerning labour market demand, and the expectations of employers. This study surveyed 6298 positions available to counsellors, psychologists, social workers and occupational therapists in the state of New South Wales during the years 1984-1990. Over this period the demand for counsellors grew by 148%, a figure which far exceeded that of psychologists, social workers or occupational therapists. Only the demand for community mental health workers increased at a faster rate. The employment base for counsellors was concentrated in community health, hospital, welfare, corrective services and education. The main duties of counsellors were in counselling, community education and liaison, program development, drug and alcohol services, family case work, group work, assessment and testing, individual case work, and staff development and education. Counsellors were distinguished from psychologists and other health professionals by the emphasis placed on counselling, program development and the provision of drug and alcohol services. The number of advertised duties expected of counsellors increased by 29% over the six years, and there was an increased demand for the skills with which counsellors were identified. The demand for prior work experience and a postgraduate qualification also increased over time, whilst there was a decline in the proportion of senior positions. The results are discussed in terms of the need for the counselling profession to be more market oriented, and for certain critical employment-related skills to be incorporated into the education of counsellors.

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Apostopoulou, Angelika, and Theodoros Giovazolias. "Η θεραπευτική συμμαχία: ορισμοί, αναστοχασμοί και θεραπευτικές προεκτάσεις." Psychology: the Journal of the Hellenic Psychological Society 26, no. 2 (June 7, 2021): 8. http://dx.doi.org/10.12681/psy_hps.26870.

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The present literature review aims to offer an in-depth examination and critical evaluation of the concept of the therapeutic alliance, as it has been historically unfolded in psychotherapy theory, research and practice. The construct of the alliance holds particular theoretical and practical significance for counselling psychologists, who are expected to demonstrate an understanding of the therapeutic relationship and alliance as conceptualised in different models (HCPC, 2015), as well as the ability to engage in relational practice (BPS, 2015). The critical literature review therefore opens with an examination of the concept of the therapeutic alliance as defined and conceptualised in the major schools of psychotherapy. Core alliance measures are also presented and critically evaluated in relation to their methodological rigour and usefulness in alliance research and practice. The relationship between the therapeutic alliance and outcome is critically reflected upon, whilst giving thorough consideration to therapist, client and interactive factors impacting the development and maintenance of the therapeutic alliance, thus possibly mediating and/ or moderating the relationship between alliance and treatment outcome. Contemporary re-conceptualisations and critiques of alliance theory and research are in turn thoroughly examined and critically discussed. Taking into account the primacy of the therapeutic relationship in Counselling Psychology (BPS, 2005), the literature review concludes with a presentation of the therapeutic implications of alliance theory and research for practitioner psychologists in general and counselling psychologists in particular, irrespective of their therapeutic orientation, in order to enhance their therapeutic skills and efficacy.

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Chandler, Charlotte, Martin Eubank, Mark Nesti, and Tim Cable. "Personal Qualities of Effective Sport Psychologists: A Sports Physician Perspective." Physical Culture and Sport. Studies and Research 61, no. 1 (June 1, 2014): 28–38. http://dx.doi.org/10.2478/pcssr-2014-0003.

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Abstract Previous literature within applied sport psychology offers little detailed discussion regarding the personal qualities of sport psychology practitioners and the impact of these qualities on practice. This paper presents an exploration of the views of sport physicians regarding the personal characteristics and qualities of applied sport psychologists deemed necessary for effective practice. Five UK-based physicians and one Head of Medical Services, working in a range of elite and professional sports, were interviewed about their experience and perceptions of working with sport psychologists. The interview transcripts were content analysed and trustworthiness criteria applied. Four key themes emerged from the data, labelled ‘Personal qualities’, ‘Relationship Building’, ‘Professionalism in Practice’, and ‘Similarities between Psychologist and Physician’. The findings within each theme offered interesting insights into the impact of personal qualities on effective sport psychology practice. This study extends the existing literature on sport psychologists’ characteristics and effectiveness and offers new insights into their personal qualities and how these interact with the practice environment. The findings supported the growing emphasis within the field on the importance of the person behind the practitioner. Suggestions are offered with reference to the need to consider how literature from counselling psychology and medical training could assist the development of practice and education and training in sport psychology.

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Watt, Helen M. G., John Ehrich, Sandra E. Stewart, Tristan Snell, Micaela Bucich, Nicky Jacobs, Brett Furlonger, and Derek English. "Development of the Psychologist and Counsellor Self-Efficacy Scale." Higher Education, Skills and Work-Based Learning 9, no. 3 (August 12, 2019): 485–509. http://dx.doi.org/10.1108/heswbl-07-2018-0069.

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Purpose The purpose of this paper is to develop a professional self-efficacy scale for counsellors and psychologists encompassing identified competencies within professional standards from national and related international frameworks for psychologists and counsellors. Design/methodology/approach An initial opportune sample of postgraduate psychology and counselling students (n=199) completed a ten-minute self-report survey. A subsequent independent sample (n=213) was recruited for cross-validation. Findings A series of exploratory analyses, consolidated through confirmatory factor analyses and Rasch analysis, identified a well-functioning scale composed of 31 items and five factors (research, ethics, legal matters, assessment and measurement, intervention). Originality/value The Psychologist and Counsellor Self-Efficacy Scale (PCES) appears a promising measure, with potential applications for reflective learning and practice, clinical supervision and professional development, and research studies involving psychologists’ and counsellors’ self-perceived competencies. It is unique in being ecologically grounded in national competency frameworks, and extending previous work on self-efficacy for particular competencies to the set of specified attributes outlined in Australian national competency documents. The PCES has potential utility in a variety of applications, including research about training efficacy and clinical supervision, and could be used as one component of a multi-method approach to formative and summative competence assessment for psychologists and counsellors. The scale may be used to assess students’ perceived competencies relative to actual competency growth against national standards, and to identify trainees’ and practitioners’ self-perceived knowledge deficits and target areas for additional training.

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Bedi, Robinder P., Kesha Pradhan, Edward Kroc, and Mohit Bhatara. "Characteristics of Counselling Psychology and Counselling Psychologists in India: A Larger Scale Replication of a Nationwide Survey." Psychological Studies 66, no. 1 (March 2021): 1–13. http://dx.doi.org/10.1007/s12646-021-00595-x.

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Goodyear, Rod, James Lichtenberg, Heidi Hutman, Emily Overland, Robinder Bedi, Kayla Christiani, Michael Di Mattia, et al. "A global portrait of counselling psychologists’ characteristics, perspectives, and professional behaviors." Counselling Psychology Quarterly 29, no. 2 (April 2, 2016): 115–38. http://dx.doi.org/10.1080/09515070.2015.1128396.

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Mulcare, Hunter. "The Practitioner's Handbook: A Guide for Counsellors, Psychotherapists and Counselling Psychologists." Drug and Alcohol Review 28, no. 5 (September 2, 2009): 580–81. http://dx.doi.org/10.1111/j.1465-3362.2009.00114_6.x.

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Bourgeois, L., and M. J. Brotelande. "O-043. Collaborative counselling between nurses and psychologists: the two experiences." Human Reproduction 14, Suppl_3 (June 1999): 23–24. http://dx.doi.org/10.1093/humrep/14.suppl_3.23-b.

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Halewood, Andrea, and Rachel Tribe. "What is the prevalence of narcissistic injury among trainee counselling psychologists?" Psychology and Psychotherapy: Theory, Research and Practice 76, no. 1 (March 2003): 87–102. http://dx.doi.org/10.1348/14760830260569274.

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Pociūtė, Birutė, Laima Bulotaitė, and Jurgita Lazauskaitė-Zabielskė. "Counselling at School: A Comparison of the Work Characteristics of School Counselling Professionals in Four Different Countries." Acta Paedagogica Vilnensia 42 (July 12, 2019): 59–74. http://dx.doi.org/10.15388/actpaed.42.4.

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The technological revolution, the ever-changing economic and political conditions, and the resulting changes in life and work environments impede career planning for young people and pose challenges for career counselors in career orientation. Nowadays, career counselors have to not only assist students in planning and implementing individual, social, academic, and career goals, but they must also help the school community to ensure the effective functioning of schools in general. There is a lack of studies focusing on various aspects of career counselors’ professional activities, with the existing studies providing inconsistent or even contradictory results. Another problem lies in the huge gap between the theoretical, methodological, and methodical career counseling models and real counseling experience. Therefore, this study was conducted with the aim of analyzing and comparing the characteristics of career counselors’ professional activities in Lithuania, Italy, Greece, and Ireland. The study was part of the project “Strategies to Utilise and Cultivate Positive Characteristics & Employability Skills in Schools” (SUCCESS, 2017-12-LT01-KA201-035247).In total, 289 school career counselors from Lithuania, Italy, Ireland, and Greece were surveyed. Most of the participants (90 percent) were female, and their age varied between 25 and 60 years. In all countries, the professional experience of career counseling varied between 1 and 10 years.The results of this study revealed that across different countries, career professionals with different educational backgrounds perform career counseling. In Lithuania, career counselors are mainly psychologists, in Italy – teachers, in Ireland – consultants, and in Greece – teachers, psychologists, and consultants that carry out career counselling. The results have also shown that in all these countries career counselors perform various career counseling activities: career information, career assessment, career education, and career consulting using (non)psychological methods, although the frequency of these activities and the subjective readiness for them is different across countries. The counselors in all countries are satisfied with their jobs. Despite the existing differences in needs for professional development, all counselors expressed a higher-than-average need to develop their career counseling competencies.

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Costello, Shane. "Supervision and Collaborative Practice in Educational and Developmental Psychology." Educational and Developmental Psychologist 35, no. 1 (June 14, 2018): i—ii. http://dx.doi.org/10.1017/edp.2018.5.

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Psychologists have a vital role to play in schools. From identifying and treating complex psychopathology, through to using psychology as a tool to enrich lives by improving learning, facilitating positive developmental trajectories, and supporting social justice and advocacy, a school psychologist works in a complex and diverse space. In this way, any single day could include questions such as whether a child is socially and intellectually prepared to progress into the next grade; consulting with educators about managing challenging behaviours; conducting comprehensive assessments for cognitive, academic, and psychosocial referrals; writing reports and liaising with other health professionals; providing diagnoses to parents and guardians; providing counselling and evidence-based interventions for young people, teachers, and even parents; and responding to crises and life-threatening events.

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Tolorunleke, Caroline Aduke. "Causes of Marital Conflicts Amongst Couples in Nigeria: Implication for Counselling Psychologists." Procedia - Social and Behavioral Sciences 140 (August 2014): 21–26. http://dx.doi.org/10.1016/j.sbspro.2014.04.381.

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Burton, N., K. Pakenham, and W. Brown. "Psychologists’ providing physical activity advice and counselling as part of psychological treatment." Journal of Science and Medicine in Sport 12 (January 2010): e36-e37. http://dx.doi.org/10.1016/j.jsams.2009.10.074.

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Brown, Chris, and Changming Duan. "Counselling psychologists in academia: Life satisfaction and work and family role commitments." Counselling Psychology Quarterly 20, no. 3 (September 2007): 267–85. http://dx.doi.org/10.1080/09515070701420996.

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Cullen, Chris. "Seven Good Reasons Why Counselling Psychologists Should Listen to B. F. Skinner." Counselling Psychology Quarterly 1, no. 2-3 (April 1988): 273–77. http://dx.doi.org/10.1080/09515078808254207.

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