Persistent Link:
http://hdl.handle.net/10150/282802
Title:
ADLERIAN COUNSELOR EDUCATION AND STUDENT SELF-EVALUATION
Author:
Sánchez, Francisco Antonio
Issue Date:
1980
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study raised four questions pertaining to counselor education, the development of counseling competencies, and self-evaluation. These questions were as follows: (1) Does Adlerian counselor education significantly change how students perceive their counseling competencies? (2) Do students evaluate their competencies in Adlerian counseling differently than in an eclectic approach? (3) Do students perceive themselves more like professional counselors as they near completion of their graduate training in counselor education? (4) Does specific Adlerian feedback from peers and supervisors influence the way students evaluate their Adlerian counseling competencies? To answer the aforementioned questions, 46 graduate counseling students and 11 professional Adlerian counselors volunteered to evaluate themselves with the Self-Evaluation Guide, a Likert-type scale, which contains 25 Adlerian counseling competencies and 25 eclectic counseling competencies. Using this instrument, beginning, intermediate and advanced counseling graduate students evaluated their perceived level of counseling competencies before and after one semester of Adlerian and eclectic counselor education. Additionally, peer and supervisory feedback was analyzed for its influence on self-evaluation ratings. In order to establish a realistic criterion in relation to student counselors, student scores were compared with self-evaluation scores obtained from professional Adlerian counselors. The analyses of the data indicated a number of significant findings. First, Adlerian counselor education significantly enhanced the perceived competencies of beginning (p ≤ .05) and intermediate (p ≤ .0001) counseling students. Second, no significant pre- post-training differences were found when eclectic scores were analyzed. It was concluded that beginning, intermediate and advanced counseling students were unable to perceive significant eclectic learnings as measured by the Self-Evaluation Guide. Third, the results indicated that students were perceptive enough to judge their counseling strengths and weaknesses in a reliable manner. Fourth, it was found that self-evaluation scores become like those of professional Adlerian counselors as students completed their counselor education program. Finally, the results of this study indicated that students having received specific Adlerian feedback did not evaluate their Adlerian competencies differently when compared with students who did not receive the same feedback. Three possible reasons for this finding were given. A number of implications were presented along with recommendations for further research. This study concluded by specifying three components considered important to effective counselor education programs. These components were: (1) That performance-based structured educational experiences be provided throughout the student's training program. (2) That students adopt and implement a specific theoretical model. (3) That self-evaluation procedures be infused into the counselor education process and training.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Student counselors -- Training of.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Counseling and Guidance
Degree Grantor:
University of Arizona
Advisor:
Christensen, Oscar

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleADLERIAN COUNSELOR EDUCATION AND STUDENT SELF-EVALUATIONen_US
dc.creatorSánchez, Francisco Antonioen_US
dc.contributor.authorSánchez, Francisco Antonioen_US
dc.date.issued1980en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study raised four questions pertaining to counselor education, the development of counseling competencies, and self-evaluation. These questions were as follows: (1) Does Adlerian counselor education significantly change how students perceive their counseling competencies? (2) Do students evaluate their competencies in Adlerian counseling differently than in an eclectic approach? (3) Do students perceive themselves more like professional counselors as they near completion of their graduate training in counselor education? (4) Does specific Adlerian feedback from peers and supervisors influence the way students evaluate their Adlerian counseling competencies? To answer the aforementioned questions, 46 graduate counseling students and 11 professional Adlerian counselors volunteered to evaluate themselves with the Self-Evaluation Guide, a Likert-type scale, which contains 25 Adlerian counseling competencies and 25 eclectic counseling competencies. Using this instrument, beginning, intermediate and advanced counseling graduate students evaluated their perceived level of counseling competencies before and after one semester of Adlerian and eclectic counselor education. Additionally, peer and supervisory feedback was analyzed for its influence on self-evaluation ratings. In order to establish a realistic criterion in relation to student counselors, student scores were compared with self-evaluation scores obtained from professional Adlerian counselors. The analyses of the data indicated a number of significant findings. First, Adlerian counselor education significantly enhanced the perceived competencies of beginning (p ≤ .05) and intermediate (p ≤ .0001) counseling students. Second, no significant pre- post-training differences were found when eclectic scores were analyzed. It was concluded that beginning, intermediate and advanced counseling students were unable to perceive significant eclectic learnings as measured by the Self-Evaluation Guide. Third, the results indicated that students were perceptive enough to judge their counseling strengths and weaknesses in a reliable manner. Fourth, it was found that self-evaluation scores become like those of professional Adlerian counselors as students completed their counselor education program. Finally, the results of this study indicated that students having received specific Adlerian feedback did not evaluate their Adlerian competencies differently when compared with students who did not receive the same feedback. Three possible reasons for this finding were given. A number of implications were presented along with recommendations for further research. This study concluded by specifying three components considered important to effective counselor education programs. These components were: (1) That performance-based structured educational experiences be provided throughout the student's training program. (2) That students adopt and implement a specific theoretical model. (3) That self-evaluation procedures be infused into the counselor education process and training.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectStudent counselors -- Training of.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineCounseling and Guidanceen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorChristensen, Oscaren_US
dc.identifier.proquest8017756en_US
dc.identifier.oclc6875442en_US
dc.identifier.bibrecord.b13178015en_US
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