Stanley B. Baker

Systematic Training of Graduate-Level Counselors Narrative and Meta-Analytic Reviews of Three Major Programs

This study reviews research on Carkhuffs Human Resource Training/Human Resource Development (HRT/HRD), Kagan s Interpersonal Process Recall (IPR), and Iveys Microcounseling (MC) programs, in all of which the trainees were graduate-level counselors. Both narrative and meta-analytic reviewing approaches were used. What has been accomplished thus far in each program is summed up, and future directions for training and research are suggested. All three programs were found effective overall with the meta-analysis categorizing the effects of HRT/HRD as large, of IPR as small, and of MC as a medium. Beyond overall effects; the narrative and meta-analytic reviews tended to focus on different variables, calling reviewer and reader attention to differing concerns and recommendations. It was concluded that there is more work to be accomplished with all three training programs when used with graduate-level counselors, and both methods of research integration should be understood for what they do and do not offer and used accordingly.

Effects of preventive cognitive self-instruction training on adolescent attitudes, experiences, and state anxiety.

The effects of teacher-directed cognitive self-instruction (TI) were compared with an instructions-only component control condition (IO) in order to examine the formers efficacy as a primary prevention strategy. In a quasi-experimental design. two intact high school psychology classes were randomly assigned to either TI or IO. Each condition lasted for eight 45-minute class periods, and each group was given an in vivo homework assignment. Pretreatment equivalence and demand analyses yielded no evidence of differences. Results of a posttreatment measure of attitude toward treatments and a pre- and posttreatment measure of state anxiety suggested that trainerdirected cognitive self-instruction may be a promising primary prevention strategy.

Helping female adolescents prepare to cope with irrational thinking via preventive cognitive self-instruction training.

Used Meichenbaums (1977) cognitive self-instruction ideas to prepare a primary prevention program designed to help recipients prepare to cope with irrational thinking. Female adolescents attending a boarding school and who volunteered to participate were assigned randomly to a group instruction and a self-instruction condition. On measures of knowledge about cognitive self-instruction and confidence in the mode of presentation, the group condition seemed superior. Four members of the group condition took advantage of an offer for individual counseling while none of those in the self-instructional condition referred themselves.

Validity and Reliability of the School Counselor Attitude Inventory.

The investigations reported in this article serve a dual purpose. First, validity and reliability data relative to the School Counselor Attitude Inventory (SCAI) are presented for the users of that...

Free School Counselors From Gatekeeping and Custodial Tasks

Many secondary schools assign their counselors major responsibility for the gatekeeping and custodial re sponsibilities asso ciated with schedul ing, says this writer, who argues against that role and offers an alterna tive proposal.

Teaching Experience for the School Counselor

Does the counselor with teaching experience per form more satisfactorily than the counselor without such a background? To learn more about this issue, the authors conducted a study to determine whether principals rated counselors with and without the experience any differently. What they discovered is the subject of this article.