Reasons for and methods of establishing early field experience prior to the student teaching experience are discussed. Specific programs are described and predictions for future developments in early field experience are given. (JMF)

Counselor competencies were collected through a review of the literature. Counselor-educators rated 98 competencies for perceived level of importance and for when competencies are acquired. Most competencies received a consensual rating ranging from important to critical, indicating the need to be acquired and demonstrated by trainees before…

A model of communication is offered in response to the need for a meaningful conceptual framework generating representative, systematic, and integrated research in counseling and counselor training. The usefulness of the communication paradigm for the practitioner and counselor educator, for the theorist, and for the researcher is explored.…

Investigates ways of developing self-confidence, self-esteem, and related dominance in counselor education. Shows that, of three conditions tried, a pre-practicum utilizing role playing had the best results. (RL)

Notes the limited usefulness of Mulligan's book for student care-providers; its strengths lie in usability for students and instructors; its encouragement of care providers to be reflective, responsive professionals; and in the scope of topics discussed. Examines each book chapter in terms of usefulness for assisting care providers in assuming…

An early childhood education professor humorously recalls his first day observing 3 year-olds as part of his university practicum. Intimidated by the sight of 15 lively youngsters roaming about, he manages okay, but injures a child when helping with a zipper. Saved by Bactine and Dumbo Band-Aids, he nonetheless worries about the accident report!…

The survey of regular (N=250) and special education (N=190) elementary grade teachers found most teachers reported that their training programs had not provided effective, explicit, and contextualized instruction within either the didactic or practicum settings. (DB)

The article describes a model of special education teacher preparation used at Purdue University (Indiana). Guided practicum experiences and student teacher implementation of critical teacher effectiveness variables are critical components of the model. (Author/DB)

Pharmacy student externs' and preceptors' attitudes about the pharmacist's professional role were measured at the beginning, midpoint (students only), and end of an externship. Preceptors' responses were matched to their externs' responses. Results showed externs tending toward increased professionalism on one subscale, and extern-preceptor…

By collaborating with local school districts, Pacific University in Forest Grove, Oregon, provides its education students with expanded opportunities. (Author/TE)

The Jefferson School District in Daly City, California, uses a systematic procedure for selecting and pairing master teachers and novices. (Author/TE)

Describes procedures for organizing a practicum and internship program in counselor education. Issues discussed include the role of the coordinator; practicum and internship sites; orientation and application procedures; supervision; communication with sites, students, and supervisors; and liability insurance. Conclusion notes that additional…

Notes that nursing homes are an increasingly important setting for gerontological counseling. Portrays multimethod approach to counselor training and supervision in nursing homes. Reviews specific methodology and rationale for clinical supervision in a practicum in counseling older adults associated with counseling psychology doctoral program.…

Examined relationships between trainees' (n=57) cognitive style, program membership, amount of practicum experience, and needs and expectations for supervision. Results from trainees from three graduate programs at one university suggest that trainees' expectations and needs regarding supervisory experience differed by amount of practicum…

Instructors preparing students to be adult educators can have them keep journals as tools to develop the habits of intentional reflection on practice and as a form of professional dialogue through which the instructor can serve as mentor. (SK)