Counselor Education and Supervision 

About: Counselor Education and Supervision is an academic journal published by Wiley-Blackwell. The journal publishes majorly in the area(s): Counselor education & Higher education. It has an ISSN identifier of 0011-0035. Over the lifetime, 1963 publications have been published receiving 36541 citations. The journal is also known as: CES & Counselor education & supervision.

Supervisor Training: A Discrimination Model

Abstract: The delivery of supervision skills to those who direct counselors through practicum is not well defined in the counseling literature. This article addresses that issue by presenting a model for identification and training of those skills, the roles in which the skills are demonstrated, and the types of choices or discriminations that are necessary to make in tutoring trainees through the counseling practicum. This model attempts to pair the training of supervisors with the training of counselors in a systematic fashion.

Research Training in Doctoral Programs Accredited by the Council for Accreditation of Counseling and Related Educational Programs

Abstract: Faculty in 38 doctoral counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs identified the quantitative and qualitative designs and other research topics that were covered in required and elective course work, discipline of course instructors, and opportunities for doctoral students’ hands-on research experience. Results indicated a wide range of research training offerings and modest faculty satisfaction.

Professional Identity Development: A Grounded Theory of Transformational Tasks of New Counselors

Abstract: Professional identity development is an important professional issue Examining the lived experiences of counselors-in-training (CITs), the authors used grounded theory methodology to describe the transformational tasks that are required for professional identity development Tasks include finding a personal definition of counseling, internalizing responsibility for professional growth, and developing a systemic identity—all simultaneously manifesting as students progress from focus on experts to self-validation Counselor educators can facilitate movement through these transformational tasks by helping CITs to increase self-evaluating, self-motivating, and self-locating within a professional community

Mindfulness and counseling self-efficacy: The mediating role of attention and empathy.

Abstract: This study examined the predictive relationship between mindfulness and counseling, self-efficacy and the potential mediating effects of attention and empathy. Master's-level counseling interns and doctoral counseling students (N = 179) were surveyed to determine levels of mindfulness. attention. empathy. and counseling self-efficacy. Pearson product-moment correlation coefficients revealed significant pairwise relationships between the 4 variables of interest. A multiple-mediator path analysis supported the hypotheses that mindfulness is a significant predictor of counseling self-efficacy and that attention is a mediator of that relationship, Results suggest that mindfulness may be an important variable in the development of key counselor preparation outcomes.

The Impact of Performance Feedback on Counseling Self‐Efficacy and Counselor Anxiety

Abstract: Based on the Social Cognitive Model of Counselor Training (L. M. Larson, 1998), this study explored the effects of bogus performance feedback on counseling self-efficacy and counselor anxiety. After a 10-minute mock counseling session, 45 master's-level trainees received either positive or negative bogus feedback regarding their performance. Results showed that (a) participants altered their counseling self-efficacy depending on the performance feedback they received, and (b) participants reported changes in anxiety following performance feedback.