The Use of Doctoral Students in Counseling Techniques and Practicum Courses: A Study of CACREP Programs
Jason McGlothlin, Ph.D., Kent State University
Carla Bradley, Ph.D., Western Michigan University
The purpose of this study was to explore how doctoral students are monitored while supervising master's level students during pre-practicum and practicum courses. Empirical evidence was obtained through a survey indicating how counselor education programs utilize doctoral students and implications for counselor education, the counseling profession in general are discussed.
Robert Grant , EdD, LPC
Barbara N. Martin, EdD
This study investigated leadership behaviors and characteristics of counseling center directors in higher education institutions. Data collection methods included the Leadership Practices Inventory (LPI), Q-sort procedure, and qualitative interviews. The overall purpose of this study was to develop a profile of a counseling center director as an effective leader. Findings from the study provided leadership behaviors and characteristics for counseling center directors to create the following profile of a counseling center director as an effective leader:
- The counseling center director exhibits good ethical behavior treating people with dignity and respect.
- The counseling center director communicates clearly with others especially in regard to expressing confidence in people's abilities, praising, and giving appreciation to staff.
- The counseling center director promotes collaboration among the campus offices and within the counseling center effectively building consensus and involving others in the vision of the center.
- The counseling center director understands the risk involved in the director position and is prepared to effectively handle campus crisis situations.
- The counseling center director is clear about his or her philosophy of leadership and about relevant counseling theories.
J. Scott Glass, Ph. D., Elon University
This article reports the results of a study which examined the effects of participation in an undergraduate college course on adventure based counseling on college students' perceptions of group cohesion. A pre- and posttest of the Group Cohesion Evaluation Questionnaire and a short 3-question questionnaire was administered to 28 participants. Results suggest that group cohesion developed through the semester-long course and adventure based counseling weekend experience, and that race, gender, and age of participants did not affect their perceptions of group cohesion.