Career development of counsellors

Unlike nursing or social work, counselling is not yet a statutory profession and there is no obvious career progression route. To explore the ways in which graduates of a counselling programme use their training a questionnaire was sent to 143 counselling students who had completed a minimum of Diploma level training. The questionnaires were analysed using both quantitative and qualitative methods. The key findings are that students embark on counselling training for both professional and personal development. The majority find some paid work. Many are engaged in unpaid counselling work, either solely or as well as paid work. Counsellor training is seen as providing good preparation for work but inadequate preparation for the job market. Some recommendations are made for training courses.     

A Cross‐Cultural Comparison of U.S. and Japanese Trainees’ Emotion‐Recognition Ability

This study investigated the ability of non‐Hispanic White U.S. counseling psychology trainees and Japanese clinical psychology trainees to recognize facially expressed emotions. Researchers proposed that an in‐group advantage for emotion recognition would occur, women would have higher emotion‐recognition accuracy than men, and participants would vary in their emotion‐intensity ratings. Sixty White U.S. students and 60 Japanese students viewed photographs of non‐Hispanic White U.S. and Japanese individuals expressing emotions and completed a survey assessing emotion‐recognition ability and emotion‐intensity ratings. Two four‐way mixed‐factor analyses of variance were performed, examining effects of participant nationality/race, participant gender, poser nationality/race, and poser gender on emotion‐recognition accuracy scores and intensity ratings. Results did not support the in‐group advantage hypothesis, rather, U.S. participants had higher accuracy rates than Japanese trainees overall. No gender differences in accuracy were found. However, respondents varied in their intensity ratings across gender and nationality. Implications for training applied psychology students and for future research are presented.     

The good,the bad and the uncertainty: Trainees' perceptions of the personal development group

Background: Views about the purpose and role of personal development groups (PD group) in the counsellor training process are varied. Some argue they enhance self‐awareness, self‐exploration, the ability to be congruent and, ultimately, that they make for better practitioners. Others argue there is no clear evidence for such benefits and that they can actually be damaging to trainees. Aims: This study aimed to explore the beliefs of 25 trainees enrolled on counselling diploma or counselling psychology doctoral courses. It looked in particular at their perceptions of the purpose of PD groups and their expectations regarding support, difficulties and the scope of their participation. Method: Data was collected using open‐ended questions in an anonymous survey and was subjected to a thematic analysis. Results: Trainees appeared to hold mixed – and sometimes conflicting – views about the PD group. For some it was a positive endeavour that facilitated learning about self and clients, and helped in the processes of developing counselling skills and keeping the training group healthy. For others it was a feared space, which could elicit negative emotional experiences, and impact negatively on both learning outside of the PD group and the health of the group itself. Still others were unclear about its purpose. Hope/idealisation (of the process, the facilitator and course tutors) were also evident in the trainees' responses. Implications: Implications of these findings for counselling training are discussed.     

Effects of level of academic training on client-perceived rapport and use of verbal response modes in counselling dyads

The Standardized Client procedure was used with 22 fifth-year counselling psychology trainees in 1 -hour interviews to assess the impact of counsellor verbal response modes upon client-perceived rapport in 1-minute segments collected during the entire interviews. In addition, the effects of level of academic training on client-perceived rapport and verbal response mode usage were investigated via comparisons with previous data collected from 10 fourth-year counselling psychology trainees. Data indicated that the higher level trainees produced higher mean levels of client-perceived rapport per minute than the lower level trainees, and that there were also different distributions of verbal response mode usage across rapport ratings for the two trainee groups. Implications for training programmes are discussed.     

The relevance of previous knowledge of psychology to training in basic counselling skills

The relative effectiveness of counsellor skills training for trainees with and without traditional undergraduate backgrounds in psychology was assessed during a simulated counselling interview following a five-week training programme based upon micro-skills and a systematic model. Trainees with backgrounds in psychology were significantly superior to trainees without a similar background.     

Interprofessional Education: Psychology Trainee Experiences and Perspectives on Team Skills

Interprofessional education (IPE) is defined as educational activities involving trainees from two or more professions learning about, from, and with each other with the goal of building team-based collaboration skills. The degree to which psychology trainees are involved in IPE is unknown. A national survey was distributed to gather information regarding the nature and prevalence of IPE experiences and psychology trainees’ perceived competence in collaboration skills. Participant responses (n?=?143) are presented overall and by training level. Some respondents reported no IPE activities in their training, especially trainees earlier in their training. Highest rated competencies were in acting with honesty and integrity and developing/maintaining mutual respect and trust of other professions. Lowest rated were in giving feedback to others and managing differences in opinion. More research related to the nature and impact of IPE on psychology trainees is critical.

     

Stresses reported by UK trainee counselling psychologists

This study examined stressors and psychological distress in 109 UK counselling psychology trainees. The research focus was two-fold. What is the profile of stressors that counselling psychology trainees report about the components of training? What relationship is there between this profile, and other characteristics of trainees, including their level of current psychological distress? Data from a stress survey and from the General Health Questionnaire were examined. High stress scores were found on three aspects of the stress survey (‘academic’, ‘placements’, ‘personal and professional development’), but not–surprisingly–on the aspect, ‘lack of support systems’. Significant stress differences were reported for gender and age of participants, and highly significant positive relationships were found between General Health Questionnaire and stress scores. Overall, the results suggest actions to be taken. Further research is needed to clarify unavoidable and avoidable stressors in training, and the reduction of trainees’ experience of training stress to the necessary minimum needs to be adopted as an active target by programmes.     

When Personal and Professional Values Conflict: Trainee Perspectives on Tensions Between Religious Beliefs and Affirming Treatment of LGBT Clients

At times the personal beliefs or values of graduate students in training programs for professional psychology can create complications in their providing therapy for certain patient populations. This issue has been brought to national attention recently through several prominent legal cases in which students have contested their expulsion from graduate programs due to their assertions that they were unable to treat clients in same-sex relationships because of their own religious beliefs. The goals of the current article are to (a) review the literature on values conflicts, (b) provide an analysis of how portions of our professional Ethics Code directly relate to this issue, (c) describe a developmentally sensitive theoretical framework that is designed to foster the growth of ethical reasoning over time, and (d) provide a forum for trainee perspectives on this issue based on trainees’ responses to an ethical vignette describing an intern struggling with a values conflict. The trainee quotations are used to structure a discussion of practical recommendations for how to handle values conflicts within the context of training and clinical supervision in professional psychology.     

Some thoughts on counsellor training

The main object of counsellor training is to help trainees to offer an effective counselling relationship. It is suggested that this requires three main training elements: personal, practical, and academic. Ways in which the personal development of trainees may be fostered include individual support counselling and a weekly encounter group session. While constructive feedback is necessary, a minimum of evaluation is suggested so that the trainee can feel safe and free to explore himself. Pre-placement training focused on empathic understanding is considered essential before the trainee is allowed to embark upon supervised placement, and a programme of practical work training is outlined. Reasons for including academic work are also discussed, and appropriate academic content is suggested. Finally, the problem of obtaining suitably qualified trainers is considered, along with the desirability of trainers continuing to counsel, and the need for adequate administrative support for training programmes.     

Training in Evidence-Based Interventions (EBIs): What are school psychology programs teaching?

This study examined the degree to which school psychology programs provided training in Evidence-Based Interventions (EBIs). Survey data were collected from 97 school psychology training directors to assess their familiarity, level of student exposure, and perceived importance of EBIs. This study also examined the contextual factors that interfere with EBI training, and whether students are taught to apply the criteria developed by Divisions 12, 16, and 53 of the APA when evaluating outcome research. Results indicated that relatively low percentages of respondents were familiar with the EBIs included on the survey, exposure to EBIs occurred more frequently in coursework than practical experiences, and EBIs were rated as either somewhat important or important. Lack of time was rated as the most serious challenge to EBI training and a high percentage of directors reported students were taught to apply the criteria developed by professional organizations in psychology and education when evaluating outcome research.     

Globalising counselling: humanistic counselling in Kenya

This paper explores the application of a Western, psychologically-based model of counselling and counselling training in contexts where the social and cultural conditions differ from mainstream Western societies. A group of Kenyan trainee counsellors following such a course are interviewed about their experience of training. The interview data are analysed to provide a tentative answer to the question of the appropriateness in a Kenyan cultural milieu of a humanistic counselling training model developed in the UK. It is concluded that such application is possible and desirable, if it is undertaken as shared and respectful learning between trainers and trainees.     

Counselling Psychology in Canada

Counselling psychology in Canada has experienced tremendous growth and greater recognition within the last 30 years. However, there is little empirical research on the practice of counselling psychology in Canada and the characteristics of Canadian counselling psychologists. We administered a 74 item questionnaire to 79 counselling psychologists who were members of the Counselling Psychology Section of the Canadian Psychological Association, achieving a 35.4% response rate. The survey asked various questions organized under the headings of: Background Information, Theoretical Orientations, Professional Activities, Training and Career Experiences, and Future. Overall, these Canadian counselling psychologists seem to see the discipline as moderately different from clinical psychology and from counsellor education, and are largely satisfied with their choice of career in counselling psychology. Results further indicate that independent practice is the most common work-setting and that respondents spend a large share of their time providing individual, non-career related, counselling/psychotherapy of primarily a rehabilitative/treatment-oriented nature. A strengths-focused approach was also highly valued by the sample. The development of the field, distinctive characteristics of Canadian counselling psychology, the place of counselling psychology in the Canadian health care delivery system, credentialing, professional organizations, education and training issues, allied professions, opportunities for the field, and threats to the field are also discussed.     

The future of Canadian counselling psychology: Doctoral students

Little is known about the overall characteristics and beliefs of Canadian counselling psychology doctoral students. An online survey was administered to 43 doctoral students across all Canadian counselling psychology programmes, representing an approximate 26% response rate. Results indicated that the average age of doctoral students in the sample was about 32 years and that the majority were women (about 77% in the sample). Additionally, findings can be taken to suggest that participants were satisfied with their choice of counselling psychology as a career. The doctoral students sampled primarily practised from an integrationist theoretical standpoint and spent very little of their practice time providing formal psychological assessment services or career counselling. Participants generally intervened through individual counselling or psychotherapy and were focused on disorder treatment rather than preventative or developmental services. Curriculum changes that should be considered from the results of this study pertain to the topics of assessment, career counselling, advocacy/media skills, professional identity development and prevention/developmental interventions. The results of this study can also be taken to predict characteristics of the next generation of Canadian counselling psychologists and the future practice of counselling psychology in Canada.     

More than expected? Psychological outcomes from first-stage training in counselling

This study considers psychological outcomes of first-stage counselling training for nine annual student cohorts. A self-report questionnaire, with both open-ended and closed questions, was employed to investigate initial course expectations, what had been learned about self, and any perceived changes in attributes and skills and in relationships with family, friends and others. Eighty-six out of a total of 148 students returned questionnaires, a response rate of 58%. Students reported having learned more about counselling theories and skills, as they had expected initially, but results show that other important outcomes had been largely unanticipated. Many, for example, felt that, as a consequence of course participation, they had a deeper understanding, and greater acceptance, of self and that a range of attributes and skills, such as sensitivity to others and communication skills, had been enhanced. For many, these outcomes had led to improved relationships with family and friends, and also, for some, with work colleagues. It is concluded that, in this example of introductory counselling training, the course experience had led students to discover more about self and had also impacted on different facets of their lives.     

Sharing a multicultural course design for a marriage and family therapy programme: one perspective

The marriage and family therapy (MFT) field has made tremendous progress in acknowledging the importance of multicultural training. Nevertheless, multiculturally committed MFT trainers still struggle with issues of multicultural course design and delivery. In a subject so controversial and which requires a great deal of experience and skills to teach, little has been done in terms of sharing different multicultural course designs and working towards their implementation in MFT programmes. This paper presents a prototype curriculum of an introductory course in multiculturism in counselling for marriage and family therapy students with the overall goal of making trainees more multiculturally aware. It includes a few examples of strategies designed to aid the continuing infusion of multiculturalism into MFT programmes.     

Peer counselling - a means of actualising Adolescents' helping potential

There is an increasing demand that schools should devote more of their resources to enhancing the emotional and social aspects of students' development, and should relax their competitive achievement-oriented practices. A peer-counselling programme is presented as one approach to affective education. Its principal goal is to form a system within the school through which students can become involved in counselling and helping their fellow-students. The training programme developed was based on four principles: understanding, experiencing, modelling, and application. The pilot study included 50 high-school students in Israel. Four general processes were identified during the training course: formation of learning groups, development of personal involvement, transfer of learning to practical situations, and mastering counselling skills and principles. The steps currently being taken to extend the project are briefly presented and discussed.     

Rorschach training: doctoral students' experiences and preferences

American Psychological Association graduate student affiliates (500) were sent surveys regarding their Rorschach training experiences and interests. From 254 valid surveys, 87% of students reported that they were offered an introductory course that included the Rorschach; only about one fourth of the students were offered an advanced course. Of the students (212) who had some Rorschach training, the majority (78%) indicated they would like to obtain more. Most students viewed the Rorschach as helpful for understanding a client's personality. More training is needed, however, in applying this understanding to treatment planning and client feedback. Students were more satisfied with their training when they (a) had more Rorschach experience (didactic, practical, and research familiarity), (b) were in a psychodynamic or eclectic versus cognitive-behavioral program, (c) were pursuing a clinical PsyD versus clinical PhD, and (d) perceived a more positive attitude toward the Rorschach in their training program. All of these variables (including training satisfaction) also were related to students' expected likelihood of using the Rorschach in their professional careers.     

The stresses of learning counselling: Six recent graduates comment on their personal experience of learning counselling and what can be done to reduce associated harm

This paper presents research that examines the negative and stressful aspects of learning counselling and methods for harm reduction. Using an in-depth semi-structured interviewing approach, six people who recently graduated from a UK university counselling programme have commented on their negative experiences of learning counselling and what helped or would have helped to reduce the harmful effects. This research has produced information which indicates that counselling trainees experience significant disruptions in their relationships with their family and friends; that a sizeable number of trainees report feelings of depression and or stress; and that counselling trainers have not addressed these issues effectively. The study concludes with a suggestion that an extra training component could be built into existing training frameworks that focus on the process of 'becoming a counsellor'.     

An outcome survey of psychology residency training program graduates of the University of Texas Houston Medical School

A survey of 71 graduates of the psychology residency program at The University of Texas Houston Medical School and the Texas Research Institute of Mental Science indicated that two-thirds of the respondents were involved in private practice, conducting primarily individual therapy, with assessment also playing a major role in their practice. Managed care had the effect of placing limits on the numbers of sessions available to patients, reducing income, and increasing paperwork associated with practice. Implications for training during residency are that individual therapy, using focused short-term approaches, and assessment should continue to be the primary clinical experiences for trainees, and that there should also be training in the business aspect of practice, including marketing.     

The mentorship of undergraduate students in counselling psychology research

In recent years, there has been an increased interest in engaging undergraduate students in psychology research through a mentorship relationship with psychology faculty members. For students, faculty members, and universities committed to undergraduate research mentorship, the potential rewards may be considerable. Yet, the mentorship of undergraduates in research is not without significant challenges. This article examines the benefits and challenges of mentoring undergraduate students in research, both generally and in the specific discipline of counselling psychology. Suggestions for promoting research mentorship relationships between faculty and undergraduate students in counselling psychology and overcoming obstacles are discussed.