Characteristics Of Counselors Research Articles

불교상담자의 특성에 대한 일고찰-불교상담관련 연구를 중심으로-

심리상담에 대한 사회적 역할의 중요성이 확산되면서 긍정적인 상담효과와 관련 깊은 상담자의 자질 및 특성을 밝히는 새로운 모색과 대안이 필요해지고 있다. 이에 상담자는 시의성을 가지고 자신의 정체성에 대한 근본적 물음에 더욱 관심을 가져야 할 때이다. 본 연구의 목적은 불교상담 관련 연구를 중심으로 상담자 특성에 관해 내적인 자질, 내담자와 관계에서의 자질 그리고 사회적인 자질 측면으로 나누어 불교상담자의 특성을 고찰하는 데 있다. 먼저 상담심리학에서 상담자의 자질과 특성을 다룬 선행연구를 검토하고, 이에 대안적 시각으로서 불교적 방향성을 다음과 같이 도출하였다. 첫째, 견월망지(見月亡指)로서 본질에 대한 올곧은 통찰이다. 둘째, 줄탁동시(啐啄同時)로서 AI시대 상담관계의 조건이다. 셋째, 발고여락(拔苦與樂)으로서 삶의 의미와 공동체적 가치이다. 앞으로의 과제는 불교상담자 교육를 위한 다양한 접근의 연구와 실제 교육과정 운영을 위한 교육목적, 내용, 방법 등을 체계적으로 마련하는 것이다. 본 연구의 의의는 불교상담자의 특성을 기초로 상담자 교육프로그램이나 교육모델을 정립하기 위한 기초연구로서 불교상담학의 지평을 확장해 보는 작은 시도라고 할 수 있다.

The Impact of Academic, Personal, and Professional Attributes on the Occupational Identity of School Counselors in Israel

<p style="text-align:justify">This article focuses on the influence of academic training, job issues, personality and demographic characteristics of school counselors on their professional identity construction, which is developed in a theoretical model based on educational-psychological theories. Most of the training in Master's degree studies in school counseling is incompatible with actual job demands; Consequently, when beginning work, school counselors lack suitable training and relevant professional tools. Moreover, in Israel and elsewhere, the definition of school counseling is unclear and inconclusive, and this affects the counselors' professional identity and the quality of their work. The proposed model of the variables that affect school counselors’ professional identity may enhance the relationship between academia and the field, with the aim of promoting academic excellence and a well-formulated professional identity for the profession of school counseling, as well as improving the employment terms of school counselors, in light of the challenges facing higher education systems in the 21st century.</p>

Difference in Family Adaptability and Psychological Well-being According to General Characteristics of Family Counselors

Difference in Family Adaptability and Psychological Well-being According to General Characteristics of Family Counselors

Counselling at School: A Comparison of the Work Characteristics of School Counselling Professionals in Four Different Countries

The technological revolution, the ever-changing economic and political conditions, and the resulting changes in life and work environments impede career planning for young people and pose challenges for career counselors in career orientation. Nowadays, career counselors have to not only assist students in planning and implementing individual, social, academic, and career goals, but they must also help the school community to ensure the effective functioning of schools in general. There is a lack of studies focusing on various aspects of career counselors’ professional activities, with the existing studies providing inconsistent or even contradictory results. Another problem lies in the huge gap between the theoretical, methodological, and methodical career counseling models and real counseling experience. Therefore, this study was conducted with the aim of analyzing and comparing the characteristics of career counselors’ professional activities in Lithuania, Italy, Greece, and Ireland. The study was part of the project “Strategies to Utilise and Cultivate Positive Characteristics & Employability Skills in Schools” (SUCCESS, 2017-12-LT01-KA201-035247).In total, 289 school career counselors from Lithuania, Italy, Ireland, and Greece were surveyed. Most of the participants (90 percent) were female, and their age varied between 25 and 60 years. In all countries, the professional experience of career counseling varied between 1 and 10 years.The results of this study revealed that across different countries, career professionals with different educational backgrounds perform career counseling. In Lithuania, career counselors are mainly psychologists, in Italy – teachers, in Ireland – consultants, and in Greece – teachers, psychologists, and consultants that carry out career counselling. The results have also shown that in all these countries career counselors perform various career counseling activities: career information, career assessment, career education, and career consulting using (non)psychological methods, although the frequency of these activities and the subjective readiness for them is different across countries. The counselors in all countries are satisfied with their jobs. Despite the existing differences in needs for professional development, all counselors expressed a higher-than-average need to develop their career counseling competencies.

Studi Karakteristik Konselor Di Era Disrupsi: Upaya Membentuk Konselor Milenial

THE STUDY OF COUNSELORS’ CHARACTERISTICS IN THE ERA OF DISRUPTION: EFFORTS TO FORM MILLENNIAL COUNSELORS. This paper attempts to reformulate counselors’ characteristics in the era of disruption. The author tries to offer the idea of millennial counselors as a model of counselor characteristics based on millennial generation characteristics. The author believes that this is important because the development of internet technology causes changes in human life. McLuhan's technology determinism theory is used as a framework for deeper understanding that the discovery or development of communication technology was a factor which influence human culture. This study concludes that the reconstruction of the counselor’s characteristics in the disruption era is important since the differences of generations’ characteristics among humans separated by technological developments. The characteristics of millennial counselors include: having spirituality maturity, high sensitivity to technology, open-minded, respect, and tolerance, having freedom, high integrity, collaborative and innovative. These characteristics are not a perfect model but are dimensions of other characteristics that need to be achieved. Keywords: Counselor, Millennial Generation, Disruption Era

Educación a Distancia. Alternativa para Estudios Universitarios en la Venezuela de Hoy

Si partimos del hecho de que la educación es un derecho humano, el Estado tiene la obligación de garantizar el acceso equitativo al sistema educativo en todos sus niveles. En tal sentido, los gobiernos deben ofrecer alternativas para que la población tenga acceso a ella. Esta alternativa puede ser la Educción a Distancia (EaD), modalidad mediada por las TIC como herramienta de aprendizaje del milenio que ofrece bajo costo, masificación y democratización, con una educación pertinente y eficaz. El objetivo del presente ensayo es mostrar las bondades de la EaD y cómo se ha convertido en una alternativa para la formación de profesionales con la misma calidad y excelencia de los egresados en los sistemas convencionales, fundamentado en los aportes sobre EaD de García, Leal, entre otros. Puntualizando las diferencias más sobresalientes entre la modalidad a distancia y la convencional, el rol de asesores y estudiantes, las características de asesores y estudiantes a distancia; y el aporte científico y humanístico de las investigaciones con sistemas a distancia, que demuestran que la EaD reúne y tiene la competencia educativa para formar recurso humano de vanguardia, con las exigencias del milenio.

Who sits behind the telephone? Interpersonal characteristics of volunteer counselors in telephone emergency services.

Telephone emergency services (TES) play an important role in suicide prevention across different health care systems around the world. However, little is known about the telephone counselors who often volunteer to provide free and confidential help for people in emotional crises. The current study aims to examine the interpersonal values of volunteer counselor trainees and further investigates their personality traits, life satisfaction and expectations regarding their future counseling style. For the current study, 261 counselor trainees were recruited within the German nationwide organization TelefonSeelsorge at the beginning of their paraprofessional training. Interpersonal values were described according to the interpersonal circumplex (IPC) model with the structural summary method. Compared to a matched nonclinical reference group, trainee counselors reported significantly higher interpersonal values for the scales Harmony (LM) and Helpful Influence (NO). A cluster analysis revealed 3 distinct groups of trainees, which can be described as predominantly submissive-altruistic, helpful-influential, and friendly-harmonious. The 3 groups further differed in the Big Five personality traits Extraversion, Neuroticism and Agreeableness, as well as in self-reported mentalization, attachment anxiety, and avoidance, but not in life satisfaction. Furthermore, the groups differed with regard to their expected future counseling style. The results contribute to an understanding of interpersonal goals and motives of volunteer counselor trainees in TES. (PsycINFO Database Record

Experiences Learning Interpersonal Neurobiology: An Interpretative Phenomenological Analysis

Neuroscience is increasingly part of the national dialogue regarding mental health and yet little is known about the experiences of mental health professionals learning and integrating neuroscience into their work. In this study, the authors explored mental health professionals' experiences learning Interpersonal Neurobiology (IPNB). Four super-ordinate themes emerged from an interpretative phenomenological analysis: (1) learning process as dynamic and engaging, (2) deepening knowledge and understanding of self and others, (3) personal and professional growth, and (4) impact on therapeutic practice. Three higher-order constructs appeared embedded within and across themes: learning as ongoing, person of the participant, and person of the instructor. These findings suggest learning IPNB through experiential-based means had a profound impact on participants' personal and professional development, specifically in areas related to characteristics of effective counselors. Implications for future research and mental health practice are discussed.

Clinical Supervisors' Perceptions of Counselor Characteristics Associated with Effective and Well-Balanced Practices

Counselors are expected to have certain personal attributes and professional skills to be effective in their work. Personal wellness is viewed as a significant contributor to counselor effectiveness and is included in the expectations of instructors, advisors, supervisors, and employers. The purpose of the present study was to identify characteristics of effective and well-balanced counselors by directly engaging those who have provided clinical supervision to this population. Twenty-seven counseling supervisors (encompassing rehabilitation, school, addictions, and mental health specialty areas) brainstormed 71 elements in response to the following question: What are the characteristics of a counselor in your field who is effective and well-balanced? These were condensed to 37 elements, and supervisors then categorized them into four categories: Counseling Skills, Solution Focused, Personal Characteristics, and Taking Care of Self. The academic research team independently sorted these clusters into four categories: Counseling Skills, Organization and Management Skills, Personal Characteristics, and Well-being. Comparisons of the products created by the two groups revealed a difference in perceptions in the arena of Personal Characteristics. The academic team was more likely to use the Personal Characteristics category than the field supervisors. Implications for counselor education and supervision regarding the conceptualization of skills vs. traits are discussed.

The Effects of Consumer Counselor’s Reaction and Counseling Work Stress on Counseling Work Satisfaction and Work Performance

This study examined differences in counseling work and work performance in a firm by the individual characteristics of counselors. This study also investigated the effects of consumer counselor’s reaction and stress from counseling work on counselor satisfaction in regards to counseling work and work performance. The results of this study are as follows. First, consumer counselor’s work satisfaction was high for female counselors, university-educated, with middle or high status occupations, had short work years, had a higher tendency towards consumerism, worked in a counseling department with an active reaction policy towards consumer complaints, and had a lower level. Second, the work performance of a counselor was high for those who were older, university-educated, had short work years, worked in large-size counseling departments in a firm, had a higher tendency of consumerism, and worked in counseling departments with active reaction policies toward consumer and consumer’s complaints. Third, consumer counselor’s work stress effected work satisfaction but did not influence work performance. The counselor’s reaction towards consumer’s complaints influenced the work performance but did not influence the work satisfaction of a counselor.

Altruism–Self-Interest Archetypes: A Paradigmatic Narrative of Counseling Professionals

The quality of therapeutic relationship and personal characteristics of professional counselors are key determinants of positive counseling outcomes and decision making, and they are believed to be influenced by conscious and unconscious processes. Beliefs about unconscious nature of altruism and self-interest among 25 mental health professionals were examined through a paradigmatic narrative analysis. Data from 19 semistructured individual interviews, one focus group, 19 artifacts and participant member checks were subjected to a secondary qualitative analysis. The results of analysis generated three salient archetypes representative of altruism-self-interest dynamic: exocentric altruist, endocentric altruist, and psychological egoist.Keywords: professional counselors, altruism, self-interest, archetype, qualitative, paradigmatic narrative analysisThe constructs altruism and self-interest have long been described in dichotomous terms and as sole motivators of human behavior (Holmes, Miller, & Lemer, 2002; Simpson, Irwin, & Lawrence, 2006). In 1851, Comte defined term altruism as for benefit of (1875/2001, p. 565). More than a century later, Sober (1993) defined self-interest as the sole fixation on gaining pleasure and avoiding pain. Because these two constructs typically have been associated with individuals' actions and viewed through a polarized lens, there is a dearth of research examining unified and unconscious nature of both altruism and self-interest (Bishop, 2000). The heretofore dichotomous and superficial understanding of these constructs has enabled individuals to maintain an inaccurate view of altruistic and self-interest oriented behaviors (Flynn & Black, 2011; Holmes, Miller, & Lemer, 2002), resulting in a value-based perspective that perpetuates underinformed over-generalizations of phenomenon (e.g., people who give to others are good and those who take for themselves are bad).Professional literature presents mixed messages regarding altruism and self-interest. To date, concept of self-interest has seldom been explicitly examined within counseling profession. Current literature largely describes professional counselors' self-interest in terms of personal wellness, self-advocacy, positive beliefs, self-care and development of self-regulatory systems (Hendricks, 2008; Hermon & Hazier, 1999; Myers & Sweeney, 2008; Myers, Sweeney, & White, 2002; Osborn, 2004). A smaller body of literature encourages professional counselors to maintain effective professional boundaries and to seek compensation commensurate with their level of training (Bernard, 2006; Myers et al., 2002). The literature on wellness, boundaries and monetary compensation sometimes conflicts with professional counseling's altruistic foundation and has garnered less attention than professional literature that focuses almost exclusively on meeting needs of clients. Although recent efforts have been made to address counselor impairment and burnout (e.g., Ohrt & Cunningham, 2012; Parker & Henfield, 2012), very little attention has centered on understanding counselor self-interest. For example, professional counselors are called to advocate for underserved, to provide a percentage of their services pro bono, and to secure referrals for clients unable to pay professional counselor's rate (American Counseling Association, 2005; Osborn, West, Bubenzer, Duba, & Olson, 2003). Professional counseling is a service-oriented profession, yet almost exclusive focus on altruistic acts (e.g., giving of oneself) without a concomitant discussion of professional counselor self-interest potentially creates a culture of professional self-sacrifice and martyrdom that places counselors at risk for burnout and clients at risk for negative outcomes.Although negative consequences of an exclusive focus on altruism in professional counseling are evident, there has been limited scholarly dialogue on unconscious nature of altruism and self-interest. …

Establishing Mutual Trust of Bonds in the Working Alliance from the Perspective of Polygraph (Lie-detector): An Exploratory Study of Counsellor Competency in Malaysia

The context of this research is the development of counselors in Malaysia. It was found that there is a lack of competency among counselors in the area of mutual trust as perceived and experienced by both clients and their counselors. The research questi ons are: (a) What is the perception of clients and counselors in relation to mutual trust in the working alliance? (b) What is the perception of counselor toward the use of polygraph in relation to mutual trust in the working alliance? The discussion focuses on the concept of mutual trust and the utilization of polygraph as an intervention method in the working alliance. A two-stage research design was formulated. The first stage was a national survey using the Working Alliance Inventory (WAI) and a sample of 393 clients and 133 counselors from three states, namely Kuala Lumpur, Melaka and Perlis. This quantitative method was implemented to explore the counselor's competence in relation to bonds, which include mutual trust as perceived by clients and counselors. Three open-ended questions related to the characteristics of clients and counselors, including honesty and trust, were included in the questionnaires. The second stage of the research was the focus group technique that involved 18 clients and 18 counselors. Qualitative data on the characteristics of clients and counselors that focused on honesty and trust aspects were obtained. The results from the first stage of the research revealed that there was a significant difference in perception bet ween clients and their counselors in relation to competence of the counselor in the mutual trust of bonds in the working alliance (p = 0.01). The mean score of clients‟ perception was 5.96 while that of counselors’ was 6.32. The main result related to the mutual trust component of the WAI of the second stage research indicated that honesty of counselors and clients were among the five highest categories that affect the working alliance in schools.The result related to the perception of counselor toward the use of polygraph implied that polygraph (lie-detector) technique is one of the important ways to reveal clients’ honesty.

Common Characteristics of Compassionate Counselors: A Qualitative Study

Using a qualitative research methodology involving face-to-face and telephone interviews, the researchers explored the construct of compassion in mental health counseling. The construct of compassion has been empirically studied in many helping professions; however, most studies have focused on counselors working with trauma victims in medical settings and large-scale disasters. The sample comprised 16 mental health counselors (i.e., 13 females and 3 males) who were licensed professionals working in the state of Ohio. Three major themes emerged from the data: (a) client population, (b) work environment, and (c) coping mechanisms. Implications are examined in regard to professional and personal wellbeing for counselors.

Counseling in Australia: Past, Present, and Future

The author describes the evolution of the counseling profession in Australia within the broader historic and sociocultural context. The process of professionalization is outlined, particularly over the past 15 years, and data on the demographic, professional, and practice characteristics of counselors are reviewed. Future professional directions and challenges are explored.

소비자의 악성불평행동 분석 및 기업의 대처행동 조사 연구

This study analyzed consumer`s harsh complaining behaviors and firm`s reactions toward consumers` harsh complaining behavior, and investigated the differences in the firms` reactions according to the characteristics of counselors and customer service centers. In addition, this study attempted to find a strategy and provide guidance regarding consumer`s harsh complaining behaviors. The results of this study are discussed below. First, consumer`s harsh complaining attitudes were expressed by crude language, violent language, threats, personal attacks, and claims of a high-ranking social position. Consumer`s directive, complaining behaviors were repeated on the telephone, and threats of prosecution or disclosure to the public, exposure of habitual product returns, and requests for interviews with superiorsat the representative firm were made. Second, a firm typologies according to its reaction style toward a consumer`s harsh complaining behaviors were as follows: Group 1, having a neutral attitude toward consumers and preparation thoroughly regarding their demands; Group 2, having a negative attitude toward consumers and some degree of preparation toward consumers` demands; and finally, Group 3, having a positive attitude toward consumers but offering insufficient reparation regarding consumers` demands. Third, female counselors, counselors having a certified counselor`s license, and those much experience working in labor work were more likely to be in Group 3. Male counselors, part-time counselors, and those having experience of many years were more likely to be in Group 2. Group 1 were more likely to have large number of workers at customer service centers, male counselors, and to have large numbers of educational training programs related to the reactions of consumers in the form of dissatisfaction, complaints, how to offer compensation for injuries to consumers, and issues related to PL(product liability). In addition, Group 1 also had more firm level welfare policies related to hight stress levels of consumer counselors and extra types of support regarding harsh consumers. However, Group 2 members were more likely to provide excessive compensation and rewards to harsh consumers. Finally, to react to consumer`s harsh complaint efficiently, it was suggested that firms should not treat consumers as harsh consumers, should react to consumers` complaints sincerely, and should take precautionary management efforts as regards consumer dissatisfaction based on better quality control of products. In addition, it was deemed necessary to formulate a management strategy to train competent consumer counselors with a high quality of counselor skill, having standardized and consistent reaction guidance toward consumer complaints and thorough knowledge of compensation rules for consumer injuries and subsequent guidance.

School Counseling in Belize: Poised for Great Development

The majority of persons serving as school counselors in Belize do not have the formal training proposed by standard setting bodies, such as the U.S. National Board of Certified Counselors (NBCC) and the American School Counseling Association (ASCA). However, those serving as counselors readily identify responsibilities that parallel those advocated by the ASCA National Model (ASCA 2005). This article identifies characteristics of Belize school counselors, and reviews current school counseling practices and the implications of these for the future of school counseling in that setting. Opportunities for standardization and professional development for school counselors, solidification of a professional identity, and barriers to educational attainment are also explored.

Student Music Therapists' Differences in Their Clinical Reflections across Practicum Levels

Achieving competence has been an ongoing focus of research in music therapy as it relates to supervision in music therapy education and training (Bruscia, 1986; Bruscia, et al., 1981; Crowe & Rio, 2004; Dileo, 2001; Farnan, 2001; Forinash, 2001; Croene, 2004; Jackson, 2008; Knight, 2008; Madsen & Kaiser, 1999; McClain, 2001; Murphy & Wheeler, 2005; Tanguay, 2008; Wheeler, 2002). Forinash (2001) edited the first 'Music Therapy Supervision' book to help clinicians and scholars gain knowledge in various aspects of supervision in relation to meeting the appropriate competence requirements in music therapy practice. McClain (2001) noted that competency is viewed as a continuum of development, while Farnan (2001) suggested a timeline for the attainment of competencies. In 2007, the American Music Therapy Association appointed a task force to develop competencies for the advanced level of music therapy practice, which resulted in four domains: (a) professional growth, (b) musical development, (c) personal growth and development, and (d) integrative clinical experience (AMTA, 2007).Developing competencies at the pre-professional level, which is defined in this study as the period prior to the completion of internship, differs from that at the professional level. The focus of competence development at this preprofessional level includes developing academic and clinical competencies while identifying one's personal strengths and limitations early in training (Alley, 1978; Braswell, et al., 1980; Brookins, 1984; Decuir & Jacobs, 1990; Forinash, 2001; Furman, et al., 1992; Greenfield, 1978; Taylor, 1987). Research has recognized the importance of understanding various aspects of the student's clinical training, including technical, behavioral, ethical, multicultural, and emotional areas (Alley, 1980; Darrow, et al., 2001; Dileo, 2001; Estrella, 2001; Grant & McCarty, 1990; Madsen & Kaiser, 1999; Maranto, 1987). For example, Grant and McCarty (1990) analyzed personal and professional changes in the emotions of music therapy interns, while Madsen and Kaiser (1999) surveyed music therapy/music education majors regarding their pre-internship fears and found that students felt the most fear in the areas of general preparation/being prepared, followed by failure/not cut out for therapy, and supervisor/placement. Knight (2008) conducted a comparative analysis of questionnaires between music therapy internship supervisors and pre-internship students, in which music therapy interns reported less need for assistance compared to supervisors in the areas of Communicating with facility staff and Maintaining client confidence. Findings from these studies imply that students need specific guidance in their professional and personal development. Due to the unique and wide range of studies that music therapy education involves, it is imperative for educators and supervisors to understand the personal and professional development of student music therapists to help them meet the required competencies in both aspects of the profession.While traditional music therapy research has focused on different areas of competence, there is growing recognition of the need for more research in relation to student development (Luce, 2008; Milgram-Luterman, 1997) and students' perspectives of competence development (Wheeler, 2002) to understand students' process of their development from both students' and supervisors' perspectives and provide more effective supervision. Milgram-Luterman (1997) presented a developmental theory of music therapy undergraduate education as a reflective practice and suggested that there are five developmental phases that undergraduate music therapy students go through: novice, immersion through observation, experience, reflection, and integration phase. The five developmental phases share common characteristics of counselors as suggested by Hogan (1964) and Stoltenberg (1981). Stoltenberg presented a counselor complexity model in which the counselor characteristics were categorized according to four levels of suggested development: Dependent level, Dependency-autonomy conflict, conditional dependency, and master counselor. …

A Mixed Methodological Analysis of the Role of Culture in the Clinical Decision‐Making Process

Even though literature indicates that particular cultural groups receive more severe diagnoses at disproportionate rates, there has been minimal research that addresses how culture interfaces specifically with clinical decision making. This mixed methodological study of 41 counselors indicated that cultural characteristics of both counselors and clients—including the degree of match between these characteristics—affect attention to cultural issues in clinical decision making. In addition, there was a significant relationship between participant cultural bias and perceived level of client functioning.

The Substance Abuse Treatment Workforce of South Africa

The purpose of this paper is to describe characteristics of substance abuse treatment counselors in the Republic of South Africa, including demographics, education, training, and job duties. Counselors recruited from 24 treatment centers completed a survey after signing informed consent. Counselors were primarily female (75%), racially diverse (36.4% White, 30.8% Black, 18.9% Coloured, 12.6% Indian or Asian, and 1.4% Cape Malay), and were 38 years old on average. The majority (62.3%) held at least an equivalent of a bachelor’s degree, and just under half (49%) were registered social workers. Counselors had a mean of 5.3 years’ experience in substance abuse treatment. The substance abuse treatment workforce of South Africa appears to be young and educated, yet only one third of the counselors had any formal training in Cognitive Behavioral Therapy. South African counselors could benefit from more training in evidence-based techniques.

Relating Substance Abuse Counselor Background to the Provision of Clinical Tasks

This study examines the diverse academic and professional background characteristics of substance abuse treatment counselors, relating these characteristics to the work counselors are doing. Results indicate that while academic and professional background characteristics differentiate whether counselors perform certain clinical tasks or not, they do not differentiate the amount of time they spend doing them. In fact, regression analyses indicate that academic and professional background characteristics currently account for less than 10% of the total variability associated with how counselors spend their time. While meager, the best predictors of individual work tasks appear to be more contextual in nature. The fact that academic and professional background characteristics do not differentiate counselors in terms of time spent on specific clinical responsibilities raises some questions regarding the quality of client care. Results also indicate that the knowledge and skill sets needed for counselors to be effective may vary according to the treatment setting