Qualitative research has become increasingly perceived as well suited to the advancement of counseling psychology, yet opportunities for formal training in qualitative inquiry remain inconsistently available within and across graduate programs. For the potential contribution of this approach to counseling psychology to be realized, graduate…

Considers the need for a defined and systematic curriculum in psychoeducation. Proposes areas of importance in a psychoeducational curriculum including preparatory coursework in the foundations, principles, and concepts of psychoeducation and program development, and practicum training in psychoeducation and program development. (Author/JAC)

The helping profession is in crisis as it considers its effectiveness and strength in meeting the appeals and demands placed upon it (Carkhuff and Berenson, 1967). Carkhuff has responded to this crisis and many others have written responses to his hard work. This paper considers these professional responses. (Author)

The author comments on papers presented on counselor education for blacks. He hopes that continued discussion will stimulate educators to develop more relevant counselor education programs for black counselors. (BY)

The author sees Kemp's views on counselor preparation as most interesting. One would hope that much of what he suggests about developing insights into man through literature and other creative arts would take place as part of every college student's undergraduate endeavors. (Author/BY)

Presents rationale for integration of training in neuropsychology into counseling psychology curriculum. Discusses rationale against historical development of counseling psychology specialty and current practice of counseling psychologists. Proposes means of integrating training in neuropsychology that allows training to serve as potential means…

Surveyed 53 programs in Council of Counseling Psychology Training programs and nonmember training directors. Found considerable variability among programs regarding philosophy, purpose, content, and structure of doctoral comprehensive/qualifying examinations. Most programs assessed knowledge in psychological foundations, professional issues,…

Responds to the Forrest et al article on counselor trainee impairment. Expands on several issues discussed in the article including evaluation and accreditation issues. Discusses professional boundaries as having relevance to anticipating and/or minimizing impairment. (Author/MKA)

Receptiveness toward evidence-based practice such as proposed by Chwalisz (2003) (this issue) is a function of how one defines the discipline and how one views counseling and psychotherapy. By acknowledging the dual nature of therapeutic psychology as a science-based cultural enterprise, one may be able to overcome schisms in the field and related…

Survey results indicated many students are not well trained in procedures that are commonly used in counseling psychology research and that the present level of training attenuates the quality of research in counseling psychology. Research competencies and curricular modifications that will aid the acquisition of those competencies are proposed.…

Examines the stages through which trainees pass on their way to the development of competency in working with clients of dissimilar racial or ethnic background. Proposes a model which provides an appropriate learning environment for each stage. (JAC)

Examined the status of continuing professional education of counseling psychologists (N=420) in terms of practices, attitudes, and background variables. Respondents appeared to be actively involved in continuing professional education, regardless of work role. Independent study accounted for the greatest amount of time spent in educational…

Reactions to the models of Zifferblatt, Blocher and Wolleat, and Carkhuff and the description of a related model applied to training group counselors. (JC)

A systems approach to counselor education is a good step forward if we are willing to face the content question and redefine the objectives of counselor education itself, a redefinition which includes new roles and new functions. Without such a major change, the systems approach may become a mehtod that supports the illusion of change. (Author)