Cal D. Stoltenberg

Approaching Supervision From a Developmental Perspective: The Counselor Complexity Model

This article presents a developmental model of counselor supervision that conceptualizes the training process as a sequence of identifiable stages through which the trainee progresses. The progress of the supervisee is described from the entry level counselor through the advanced master counselor stage. Characteristics of supervisees at each of the four levels of the model are discussed as well as the appropriate supervision environments that encourage development to the next highest level. The supervisor skills of discrimination and the creating of environments are discussed in relation to the characteristics of supervisees and the appropriate environments for the supervision process. Suggestions are offered for future directions of supervision research. Counselor training lacks a systematic de

Training Models in Counseling Psychology Scientist-Practitioner Versus Practitioner-Scholar

Considerable discussion has occurred through the years regarding models of training. With the recent accreditation of counseling psychology programs espousing the practitioner-scholar model, the importance of reexamining the merits of this as well as the traditional scientist-practitioner is now very important for the future of the field. This article consists of two positions: One pro practitioner-scholar and the other pro scientist-practitioner and con practitioner-scholar. The first position (first part of the article) by Biever, Patterson, and Welch argues for inclusion of the practitioner-scholar model as an alternative for training in counseling psychology. The second position (in the second part of the article) by Stoltenberg, Pace, and Kashubeck reviews concerns with two competing models. These authors conclude that the scientist-practitioner model is a better fit for training in counseling psychology. Recommendations for training within models are presented.

Evaluation of a treatment program for battered wives

Research shows that of the abused wives who remained in a womens protective agency for a period of at least 2 weeks, 50% return to their abusive situation. Several theorists have advocated that battered women remain in their abusive situation because they lack skills necessary to extricate themselves. A program was developed to provide personal and vocational counseling for abused women. Over a 2-week period, abused women who volunteered for the experiment were given the opportunity to participate in group counseling which provided cognitive restructuring therapy, self-assertiveness and communication skills training, problem solving training, body awareness, and vocational counseling. Three groups participated in the experiment: a control group, a group with the COPSystem Interest Inventory and the Sixteen Personality Factors Questionnaire, and a group with the COPSystem Interest Inventory without the Sixteen Personality Factors Questionnaire. The group with the COPSystem Interest Inventory administration and interpretation showed significant improvement within group measures from pre- to post-treatment in anxiety, depression, hostility, assertiveness, and self-esteem. The group with the COPSystem Interest Inventory and the Sixteen Personality Factors Questionnaire utilization showed no significant improvement in any of the measures. It can be concluded that the women in the experimental group with the administration of the COPSystem Interest Inventory benefited from the therapy provided more than the women in the experimental group with both the COPSystem Interest Inventory and the Sixteen Personality Factors Questionnaire administration and interpretation. Limitations and directions for future research are discussed.

Model Training Program in Counseling Psychology

In response to the revision of the American Psychological Associations Guidelines and Principles of Accreditation, the Council of Counseling Psychology Training Programs (CCPTP) and Division 17formed a Joint Writing Committee to create a document that would present a modal or normative training program for counseling psychology. This article presents the Model Training Program, as endorsed by CCPTP and Division 17.

Cognitive-behavioral group treatment for male spouse abusers

Two studies evaluating cognitive-behavioral treatment programs for male spouse abusers are reported.3 Both programs resulted in significant reductions in both indirect and direct threats of violence and direct and severe violence towards spouses. Study 1 identified reduced levels of guilt proneness and increased levels of group conformity as a result of the intervention program. In addition, changes in attitudes toward love were noted from pre- to post-test indicating greater physical attraction, intensity of emotion, and commitment to the lover. Changes were maintained at a six month follow-up. Study 2 evaluated a modified cognitive-behavioral treatment formal that focused more on communication, problem-solving, and sexual attitudes and practices. All levels of violence were significantly reduced and changes in endorsement of sexual attitudes were noted. In addition, males showed lower levels of passive-aggressiveness and increasing levels of narcissism as a function of treatment. Implications for program development and research are discussed.

Persuasion and Development in Counselor Supervision

This article attempts to integrate three models dealing with aspects of human behavior for the domain of counselor supervision. One model, the Elaboration Likelihood Model of Persuasion, reflects current thinking and research evidence regarding a traditional and important area of social psychology dealing with attitude change. Another is a classic model from the counseling literature, the Interpersonal Influence Model with roots in social psychology dealing with social influence that has been adapted for the supervision context. The final model is developmental in nature and derived specifically for the supervision process: the Integrated Developmental Model. The article discusses how each model adds to our understanding of counselor supervision with recommendations for practitioners and suggestions for future research

Reflections on Reflections: Training in Counseling Psychology

The Major Contribution in the September issue of The Counseling Psychologist provides several points to consider as the field defines the profession and training models for the 21st century. Calls for returning, in part, to our roots in career and vocational issues as well as our presence in the schools and recommendations for increased focus on children and adolescents should enable the retention of, and perhaps the increase in, our relevance in colleges of education. This reaction adds to this list a continued focus on personal adjustment and crucial attention to marriage and family issues, areas that can augment our institutional fit. Interpretations of survey data on outcomes of training models and racial-ethnic representation in our programs are offered. Little evidence exists to indicate advantages in moving counseling psychology away from its exclusive adherence to a scientist-professional training model. Our contributions to broad educational goals can positively impact our movement toward diverse and representative program faculty.

A test of the Elaboration Likelihood model for therapy

This study tested the validity of Petty and Cacioppos [(1981), Attitudes and Persuasion: Classic and Contemporary Approaches,Dubuque, Brown] Elaboration Likelihood Mode of persuasion in a therapy analogue setting. The effects of source credibility, message quality, and issue involvement on social influence were investigated in a 2 ×2 ×2 factorial design. In contrast to previous social psychology theorizing, results indicated that subjects were primarily influenced by high-quality messages, suggestive of central route processing. Implications for client-counselor interactions in relation to Strongs interpersonal influence model were discussed.

Counseling Psychology in Colleges of Education A Survey of Training Directors

A survey of counseling psychology (CP) training directions (N = 34), housed partly or completely in colleges of education, revealed that the most frequently cited benefits of being housed in education were compatibility of the CP program with the college mission, the esteem it which the CP progratm7 was held in the college, and the accessibility of related programs in educational and school psychology. The most frequently cited disadvantages involved the perception that psychologist colleagues (e.g., licensing boards) did not find education hou0sing credible, lack of fit with the K-12 mission, and limited funding. CP respondents preferred to be housed in education and would choose it if given the chance. Thus, although some advantages and disadvantages of housing in education were reported, no widespread dissatisfaction was found.

Supervision essentials for the integrative developmental model.

As longtime professors and trainers of counselors and psychologists, we find that one of the most satisfying aspects of our work is observing and mentoring the professional growth of students in becoming competent providers of clinical services to their clientele. Therefore, we are pleased to share our model of the supervision and training process with readers involved in this important and enjoyable work. The integrative developmental model (IDM) as an approach to supervision has progressed for nearly 30 years, beginning with Stoltenberg’s (1981) straightforward model that posited counselor growth through four stages of professional development. The influence of this initial presentation on the practice of clinical supervision from a developmental perspective led to an explosion of developmental conceptualizations. Reflective of the heuristic value of such models, at one point, Worthington (1987) compared 16 developmental models, to which Watkins (1995) added six!