Becoming a Counselor: A Longitudinal Study of Student Cognitive Development By: Margaret L. Fong, L. DiAnne Borders
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چکیده
Recent advances in the study of cognitive science seem to have had little impact on training in counselor education. The curriculum within which students are to develop as counselors is typically a sequence from initial counseling skills, through didactic courses on different aspects of counseling (such as career counseling), to practice, and finally, internship, and is largely a function of tradition rather then empirically based pedagogy. Although extensive literature has developed around components of the counselor training program, particularly counseling skills training (see mayor review by Baker, Daniels, & Greeley, 1990) and clinical supervision (reviewed in Bernard & Goodyear, 1992), research is lacking on the cognitive development of counselors as they progress through the program. Likewise, little is understood about the relationship of any changes in counselor cognitive development to actual counseling performance.
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