Abstract
A psychological education curriculum package designed to stimulate growth in three target areas (psychologival development, mastery of skills, and understanding concepts) was piloted with 18 in‐service counselors and teachers. Although significant gains were achieved in counseling skills and moral reasoning, shifts in ego and conceptual level failed to reach statistical significance. Bernier considers these results in light of developmental and cognitive theory and discusses implications for training and supervision. He presents a case for viewing counselor education within a developmental perspective.
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