| Abstract: | Counselor education theory requires a broad-spectrum model that makes room for a wide diversity of orientations. This paper presents several broad-spectrum formulations about the nature of counselor behavior. Counselor behavior is described in terms of three elements (introgression, intervention, implementation), two simultaneous levels, and the principal domain of counseling. Together, these constructs become a theoretical framework with potential for facilitating cognitive communication between counselor educator and counselor trainee. The framework presented here is admittedly in tentative form. It is presented not solely for whatever inherent merit it may have but also to suggest how counselor education theory can help to give direction and meaning to the process of becoming a counselor. |
