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Verne was five minutes early for this session... he was able to keep eye contact when the discussion was about others. He looked down or toward the wall when the conversation was brought back to him He demonstrated his uneasiness by his switching from side to side in his chair, first crossing his legs one way and then another; his hands wrestled with each other as usual.

cover-title, ; "Report represents the composite judgment of the Advisory committee on vocational counselling [of the Professional and technical division, Bureau of training, and] it is not to be regarded as an official expression of opinion or policy of any governmental agency." ; Includes bibliographies. ; Mode of access: Internet.

A study, utilizing focus groups, was conducted with teens serving as camp counselors at the North Central 4-H camp in Missouri. High school students, 14-18 years old, served as camp counselors during a four-day residential camp the summer of 2014. Each counselor was a current 4-H member and had served as a 4-H camp counselor in Missouri for at least one year, some serving as many as five years. Comparing two training models, evidence was found that intentional training sessions are crucial for the empowerment that leads to transformation.

This analogue study investigated the relationship between the "therapeugenic" (Bloom & Trautt, 1978) factors of attitude similarity and expertness on perceived trustworthiness of a confederate counselor. Several investigators have demonstrated that attitude similarity is positively related to perceived attractiveness, likeability and competence of counselors (Good, 1975; Griffitt & Byrne, 1970; Trautt, Finer & Calisher, 1980). There has been mixed support, however, for the notion that counselors who are perceived as "expert" will positively impact the counseling relationship (Brischetto & Merluzzi, 1981; Kunin & Rodin, 1982; Strong & Schmidt, 1970). The present study expanded previous research by jointly manipulating attitude similarity and perceived expertness to allow for assessment of both independent and interactive effects. Fifty-one undergraduate students participated. Attitude similarity between "client" and "counselor" was manipulated by prescreening subjects with an attitude survey consisting of controversial topics (abortion, military spending, capital punishment, etc.). Subjects who scored in the extreme conservative or liberal range of the survey were randomly matched with a confederate counselor whose introductory biographical sketch depicted him or her as attitudinally similar or dissimilar to the subject as well as either relatively experienced/expert or inexperienced/nonexpert in the field. The Counselor Rating Form (CRF) (Lacrosse & Barak, 1976) was utilized to measure the subjects' perceptions of counselor trustworthiness. The mini-intake interview consisted of a 10-minute meeting between confederate counselor and subject. A set of questions were formulated to approximate topic areas covered in a clinical intake interview. Each subject was interviewed by a same-sex confederate counselor. Following informed consent procedures, subjects were read a brief biographical sketch of the counselor who would be interviewing them. This sketch contained aspects of education and experience as well as community/research activities and interests conveying both the degree of "expertness" and "attitude similarity". Immediately following the simulated interview, subjects completed the CRF. Prior to the data collection, a three-part pilot study assessed reliability and validity of the attitude survey instrument and of the interview procedures. Test-retest reliability of the attitude survey yielded an r=.94. Questions from the "mini-intake" interview were rated for level of personal intrusiveness to insure that all subjects would be asked the same proportion of personal questions during the 10-minute interview. Finally, the four biographical sketches were rated- on the expert/nonexpert, conservative/liberal attitude dimensions to check their validity as stimulus materials. A three-way ANOVA was performed with liberal/conservative, attitude similarity, and expertness as the independent factors and perceived trustworthiness as the dependent measure. No significant main effects were obtained. Similarly, the three-way interaction was not significant. A significant two-way interaction effect was demonstrated, however, between Liberalism/Conservatism and Expertness/Nonexpertness. Specifically, conservative subjects rated the nonexpert counselors significantly higher on trustworthiness than did the liberal subjects, while liberal and conservative subjects did not differ in trustworthiness ratings of expert counselors. Results were interpreted in terms of the conservative concept of individuality and nonintervention (Monaghan, 1984). Possible implications for the counseling setting were discussed.

This article gives an overview of career counseling and counselor training in Finland. Changes with respect to theory and practice are also discussed.

Intro -- Title Page -- Copyright Page -- Contents -- About the Authors -- Introduction -- Chapter 1 When to Seek the Help of a Counselor -- Why Should I Seek a Counselor in Particular, or at All for That Matter? -- How Would I Know If I Should See a Counselor? -- Developmental and Situational Crisis -- The Johari Window -- Signs and Symptoms of Stress -- How Would I Know If Someone Close to Me Should See a Counselor? -- What Are Appropriate Goals to Bring to a Counselor? -- What Are Realistic Expectations to Have of Counseling? -- Getting the Most From Your Counseling Sessions: Setting Goals, Determining Expectations, and Creating an Agenda -- Counseling Is Different From Social Conversation -- More Examples of Possible Counseling Goals -- What Are Things Counselors Can and Cannot Do? -- With What Kinds of Issues or Problems Do Counselors Assist Clients? -- Chapter 2 The Types of Counseling Practice -- What Is Individual Counseling? -- What Is Couples Counseling? -- What Is Group Counseling? -- What Is Family Counseling? -- How Do I Know Which Type of CounselingIs Best for My Situation? -- What Are the Similarities and Differences Between the Types of Counseling? -- What Ethical Guidelines Must Counselors Follow in the United States? -- What Ethical Guidelines Must Counselors Follow in Canada? -- What Ethical Guidelines Must All Counselors Follow? -- Chapter 3 The Various Approaches to Counseling Practice -- Which Approaches Focus More on Delving Into the Past? -- Psychoanalytic Approach -- Psychodynamic Approaches -- Which Approaches Focus More on Looking at the Present? -- Behavioral Approaches -- Cognitive and Cognitive Behavior Approaches -- Humanistic Approaches -- The Person-Centered Approach -- Existential Approaches -- Which Approaches Have More of a Future Focus? -- The Narrative Approach -- The Solution-Focused Approach.

ABSTRACTEmployment Service counselor supervisors were prepared at Indiana University under a contract with the Indiana State Bureau of Employment Security. Our campus program was a combination of didactic and practicum courses. The off campus program consisted of visitation by faculty members to the local offices of the enrollees and involved consulting with the office staff as well as the enrollee. Reaction to the program by total office staffs was favorable.

"Gatekeeping in the counseling profession is a critical responsibility, balancing the need to uphold ethical standards while showing compassion and understanding. It involves complex decision-making, often without clear guidelines, which can lead to uncertainty and stress for those in gatekeeping roles. Adopting a trauma-informed approach adds valuable context, helping gatekeepers navigate the process with greater empathy and awareness of the broader implications. Evidence-based practices not only enhance the effectiveness of gatekeeping but also support the well-being of both gatekeepers and those they evaluate. Strengthening gatekeeping processes is essential for maintaining professional integrity, safeguarding client welfare, and fostering a healthy counseling community. Cases on Trauma-Informed Gatekeeping in Counselor Education focuses on gatekeeping from a trauma-informed lens and helps readers consider multiple contextual layers of the process and outcomes of this work. It compiles relevant theoretical considerations, practical applications, empirical findings, and case illustrations of scenarios related to professional gatekeeping processes through a trauma-informed lens. Covering topics such as decision-making, neurodiversity, and supervision, this book is an excellent resource for counselor educators, field supervisors, doctoral students, and more."--