Don C. Locke: A Profile in Leadership

This interview highlights the professional influence of Don C. Locke on the field of counselor education and supervision as well as his thoughts and views on multiculturalism and leadership in the field of counselor education, scholarship, teaching, and mentoring. This interview took place 1 year after Locke left his position as a counselor educator in which he provided 30 years of service to the field of counseling, counselor education and supervision, and the multicultural movement.     

A Model Faculty Peer Review Process for Counselor Education Programs

The authors describe a counselor education faculty peer review model that addresses the professional functioning of each member of the counselor education faculty regardless of her or his rank, salary, status, or administrative responsibilities.     

Arnold Goldstein: From Counselor to Psychoeducator

A proponent of the scientist-practitioner model, Arnold Goldstein has devoted his career to the study and practice of helping people change. In this interview, he discussed the origins of his interest in aggression and violence, described the development of models for enhancing prosocial skills and reflects on the current and future status of counselor education.     

Ethics Education in CACREP‐Accredited Counselor Education Programs

The authors present the results of a survey investigating ethics education practices in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs and counselor educators' beliefs regarding ethics education, Survey responses describe current curricular approaches to ethics education, content, and instructional methodologies used in counselor education. The survey also ascertained information regarding counselor educators' beliefs about ethics education and their abilities to teach ethics. Implications for counselor education, professional development and suggestions for further research are discussed.     

Courtland Lee: A Global Advocate for Counseling

Courtland Lee is exemplary in his accomplishments nationally and internationally. His academic achievements are notable in multicultural counseling and social justice. His leadership in counseling has been outstanding with his having served as president of the American Counseling Association, the Association for Multicultural Counseling and Development, and the International Association for Counselling. In this interview, Lee describes his development as a person, a counselor, and a counselor educator.     

School counselors,leave home

This article discusses the dilemma of the “noncounseling counselor,” and suggests that the counselor be relocated at an organizational base external to the school since there are factors inherent in many school systems which influence the counselor to compromise his counseling objectives. Removed from the school, the counselor might operate more effectively as an agent of a more comprehensive community organization such as a human development center.     

The Rape Myth and Blame‐Based Beliefs of Counselors‐in‐Training Toward Male Victims of Rape

The authors surveyed counselors‐in‐training at counselor education programs nationwide, accredited by the Council for Accreditation of Counseling and Related Educational Programs, to examine trainees' acceptance of rape myths and their willingness to make blame‐based attributions toward a male victim of rape. Results suggested that male counselor trainees with no experience counseling sexually assaulted clients tended to endorse the greatest degree of acceptance of rape myths. Trainees of both sexes thought that a male rape victim who showed no resistance to his attacker should have done so. The authors discuss implications for counselor training and supervision.     

Jon Carlson: Award for Distinguished Career Contributions to Education and Training in Psychology

Presents Jon Carlson as the 2011 winner of the American Psychological Association Award for Distinguished Career Contributions to Education and Training in Psychology. "For his contributions in creating educational and training materials in psychology for instruction and the public. Jon Carlson has a distinguished career in higher education, maintained an active private practice, served 34 years as a school psychologist/counselor, is a prolific author and scholar, and is an innovator in the development of media-based training materials. His contribution to education and training is noteworthy for the volume of his professional production, the scope of topics addressed, and his ability to provide meaningful tools to change how psychologists are trained. His audiovisual work documents the profession of psychology in terms of research and practice for current scholars and for future generations." (PsycINFO Database Record (c) 2011 APA, all rights reserved).     

Carl McDaniels: A Life of Transitions

Carl McDaniels has made contributions to professional counseling for nearly 40 years. He is well known for practical applications of career development theory such as the Virginia Tech Employee Career Development Program and the Virginia Career Information Delivery System, and for his theoretical formula “Career = Work + Leisure.” In this interview, he reflects on transitions in his career as a counselor and a counselor educator.     

Marriage and Family Counseling in Counselor Education: National Trends and Implications

The authors report the results of a survey of 274 counselor education chairpersons asked to respond to a series of questions concerning the current status of marriage and family counseling in counselor education. Respondents indicated that marriage and family programs in counselor education are continuing to grow in popularity, identified courses most frequently employed in the training of such counselors, provided information about support that AACD could give to enhance the development of marriage and family counseling, and gave their opinions about how marriage and family counseling programs should be accredited.     

BEYOND SCHOOL COUNSELING

An appeal is made for less emphasis upon separate programs and certification in counselor education. The employment service counselor and the rehabilitation counselor are discussed. Preparation of a generic counselor should receive priority over programs which contribute to attitudinal and operational isolation. A request is made for the development of mutual respect for the competencies and professional contributions of counselors employed outside the school setting.     

A radical change in counselor education and certification

The new Washington state certification plan for school counselors includes promising innovations. The plan calls for behaviorally stated performance standards related to client outcomes. Resulting programs for in-service as well as pre-service counselors are developed in a partnership among professional associations, school districts, and university counselor education personnel. Professional identity and involvement are encouraged through counselor self-assessment against specific performance criteria, individualized training and self-renewal programs, and lifelong professional development plans. A new role is developed of a counselor staff development specialist who functions as a school training consultant and counselor educator.     

Archetypal Identity Development,Meaning in Life,and Life Satisfaction: Differences Among Clinical Mental Health Counselors,School Counselors,and Counselor Educators

Adults pursuing careers in counselor education, clinical mental health counseling, and counselor education (N = 256) participated in a study that examined relationships among archetypal identity development, meaning in life, and life satisfaction. Significant differences between groups existed for 5 archetypal identities, and meaning in life was significantly related to life satisfaction.     

Development and Disequilibration: Predicting Counselor Trainee Gain and Loss Scores on the Supervisee Levels Questionnaire

Relative importance of adult cognitive development (according to Perry), education, and experience in predicting longitudinal gain and loss scores on a measure of counselor supervisee development (Supervisee Levels Questionnaire) was examined. Results indicated cognitive & #x2013;developmental stage predicted score change better than age, education, or experience. In addition, an unanticipated, discontinuous, patterned relationship between student cognitive stage and the gain/loss scores was discovered. The possibility of developmental disequilibration is discussed along with implications for counselor education and adult development theory.     

Guidance of the College-Bound

This paper discusses the paradox which exists between counselor education and counselor practice as related to counseling and guidance of the college-bound. Theory and research about higher education, the school counselor mandate concept, and implications for strengthening counselor education are explored. The position is taken that the gap between counselor education and counselor practice in guidance services for the college-bound is too great but that correctives exist which must be examined and implemented.     

The Self of the Counselor

The counselor generally finds more difficulty in examining his “self” than in looking at the self of other counselors or of clients. On the assumption that the best display of counselor self occurs during the counseling relationship, a number of counseling excerpts are examined in an attempt to illustrate the level of counselor freedom. Counselor freedom is viewed as being related to the ability of the counselor to establish an empathic relationship with the client, to his ability to operate within the client's frame of reference, and to his ability to be genuine and honest in his relationship with the client.     

Evaluating Rehabilitation Caseload Management Skills Through Computer Simulations

In this article the authors report on the development and validation of a computer-based rehabilitation caseload management simulation as a teaching and evaluation tool in counselor education. The computer simulation was administered to 18 rehabilitation students and 18 rehabilitation counselors. Their performance on the simulation was evaluated using six caseload management performance indicators. These performance indicators, derived from the computer simulation, were found to be effective in differentiating the student group from the experienced counselor group using discriminant analysis. Implications for the use of computer simulations in rehabilitation counselor education and future research directions are discussed.     

The Place of Counseling in the Preparation of Student Personnel Workers

The nature of preparation of student personnel workers is currently under discussion. Because of the variety of settings within higher education in which student personnel workers function and the specialized nature of their functions, their preparation should be different from counseling psychologists. Consideration is given to the possible conflicting nature of the student personnel worker's commitment to the institution and his commitment to individual students. The inadequacy of a philosophy of counseling based on radical individualism is discussed. An attempt is made to formulate a consistent and integrated rationale for student personnel work. The position is taken that education as a counselor, based upon an adequate philosophy of individual development within lines that will benefit the whole society, is crucial to adequate functioning as an effective student personnel worker.     

The three worlds of the counselor

The counselor is seen as one who is personally involved as he deals with his client, but in much of his counseling he cannot escape dealing with himself as well. Three dilemmas of the counselor are analyzed: Can he enter the value world of his more youthful client in order to deal with such questions as respect for authority and learning from the past without compromising his own values? Can he “care” for the client and still show concern about what the client does? Can the counselor grow as a person and at the same time achieve professional success?     

Ethics and Counseling Decisions

Although some behavioral scientists and practitioners contend that man has no genuine moral choices to make, common sense and philosophical reflection ineluctably affirm the moral nature of man. When young people are faced with moral decisions, they often seek the assistance of a counselor. Although such counselors are routinely expected to aid clients in making decisions about their education and their careers, there is considerably less agreement about their responsibility for helping students to make moral choices. The central thesis of this article is that a knowledge of ethical theories, the practical principles which flow from them, and the method of decision-making which they indicate will enable the counselor to assist his clients with their moral problems.