Notes that many counselors find themselves in settings where supervision of their clinical skills is not available. Proposes a peer supervision model that will provide practitioners with an opportunity to monitor their practice, improve their self-confidence, and further develop their counseling skills. (Author)

Discusses major ethical issues related to training and supervising counseling practitioners including transference, dependency, and power in the supervisory relationship, dual relationship, stereotyping, and the imposition of the supervisors' beliefs on the supervisee. Identifies suggestions for lessening the threat of ethical violations. (Author)

Describes role of inadequate construct definition in the current problems involving measurement of counseling performance and suggests potential responses for improving measurement capability. Identifies primary task at hand to be deciding upon and describing constructs to measure. (Author/NB)

Represents an initial effort to apply Lazarus's multimodal approach to a model of counselor supervision. Includes continuously monitoring the trainee's behavior, affect, sensations, images, cognitions, interpersonal functioning, and when appropriate, biological functioning (diet and drugs) in the supervisory process. (LLL)

Presents a standardized curriculum that can be applied to a variety of counselor supervisor training programs. Includes suggestions for implementation and research. Notes this guide is based on current knowledge, composed of the limited theoretical and empirical literature and supplemented by working group members' experience with supervision.…

Introduces a procedure to give supervision and feedback to students in training using written and verbal feedback as well as a rating scale to assess change in psychotherapy skills. Presents a case study as well as recommendations for future exploration. (LLL)

Introduces sociolinguistic concepts and describes basic features of conversation to elucidate understanding of language in a social context, necessary in the therapeutic interview. Analyzes a segment from a transcribed therapeutic interview with attention to pauses, repetitions, allocation of turns, interruptions, and overlaps. Finds therapeutic…

Reviews emergence of counseling supervision as a professional speciality. Explains need for standards of training and practice. Describes process by which "Standards for Counseling Supervisors" came into existence. Discusses current and potential options for their implementation. (Author)

Presents text of Presidential Address delivered March 24, 1991, at the Association for Counselor Education and Supervision (ACES) luncheon, part of the American Association for Counseling and Development Convention held in Reno, Nevada. Comments on past, present, and future of ACES, particularly on future challenges and role of ACES. (ABL)

Discusses four ingredients of a successful academic advising program: (1) selection of academic advisors; (2) training of academic advisors; (3) evaluation of the advisement program; and (4) recognition of academic advising. (RC)

Self-analysis, videotaping, personal growth, and demonstration-based evaluating seem to be helpful elements in the preparation of counselors. The personalized demonstration-based evaluation alternative presents one model that may help clarify the issue of meaningful evaluation procedures. (Author)

Discusses need for more rigorous intern evaluations resulting from demands on today's intern as well as practical challenges faced by intern evaluators. Provides recommendations to strengthen intern evaluation process. Discusses strengths and weaknesses of scales for intern evaluation and gives framework for developing intern rating system.…

Presents a two-dimensional model for evaluating and grading preservice counseling students. The first dimension refers to type of learning (e.g., theory, skills, professional identity). The second dimension refers to level of learning or level of complexity. Demonstrates the use of this model in assisting grading procedures. (Author)

Highlights four competency areas that are needed by school counselors to be effective in the role of consultant to parents, teachers, and administrators. Presents an inventory that will allow counselors to assess their awareness of some of the issues and competencies required for successful school consultation. Explores implications for in-service…

The relative isolation of the elementary school counselor from other professional counselors is identified as a major supervisory difficulty. The potential of self-initiated supervision is offered as a reasonable method of dealing with such isolation. A list of possible self-supervisory activities is included to help counselors prevent burnout,…