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Journal articles on the topic "Trainee counsellors":
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Ghazali, Nor Mazlina, Wan Marzuki Wan Jaafar, and Azzahrah Anuara. "Supervision Outcomes as Predictor to The Supervisory Relationship and Supervision Contextual Factors: Study on The Internship Trainee Counsellors." MATEC Web of Conferences 150 (2018): 05073. http://dx.doi.org/10.1051/matecconf/201815005073.
The purpose of this study was to investigate the influence of the supervisory relationship and contextual supervision factors on the supervision outcomes among trainee counsellors. Respondents were 120 trainee counsellors and 18 supervisors from four public universities in Malaysia. Eight instruments were used in measuring the variables. The Supervisory Working Alliance Trainee Inventory (SWAI-T) was administered to measure the supervisory working alliance among trainee counsellors and the Role Conflict Role Ambiguity Inventory (RCRAI) was administered to measure the role conflict among trainee counsellors. Meanwhile, the Supervision Interaction Questionnaire – Supervisee and Supervisor Inventory (SIQ-S) was used to measure the interaction between trainee counsellors and supervisor and the Counsellor Rating Form – Short (CRF-S) was used to measure the characteristics of the supervisors in supervision. The Selective Theory Sorter (STS) inventory was used to measure the counselling orientations among the trainee counsellors and supervisors whereas the Multicultural Counselling Knowledge and Awareness Scale (MCKAS) measures the knowledge and awareness toward multicultural counselling among trainee counsellors. The Supervision Outcomes Survey (SOS) and the Counsellor Performance Inventory (CPI) were utilized to measure the satisfaction and performance among trainee counsellors. Results have revealed that there was a significant correlation between the supervisory relationship (supervisees’ working alliance, supervisees’ role conflict, supervision interaction, supervisors’ attributes) and supervision outcomes, r (118) = .53; p < .05. Other factors that have contributed to the significant correlations of supervision outcomes were supervisees’ working alliance, supervisees’ role conflict, and supervisors’ attributes, r(120) = .55; p < .05; r (120) = .21; p < .05; and r (116) = .50; p < .05 respectively. However, the result has shown that there was no significant correlation between the supervision contextual factors (supervisees’ and supervisors’ counselling orientation and supervisees’ cultural knowledge and awareness) and supervision outcomes. The Multiple Regression analyses reported that the supervisory relationship had an influence on the supervision outcomes, R2 = .28, F (1,105) = 40.2, p < .05. Meanwhile, the supervision contextual factors had no influence on the supervision outcomes. Based on the research findings, the model signified that the supervision process could bring out changes in the supervisees. Practically, the supervisees’ working alliance was a significant factor that has influenced the supervisees’ development. Therefore, the academic supervisor should consider the supervisees’ role conflict, supervision interaction, and supervisors’ attributes during supervision. It is recommended that the differences between supervision interaction of the supervisors and the supervisees are to be examined in the future research.
2
Williams, D. I., and J. A. Irving. "Assessment of trainee counsellors." Counselling Psychology Review 12, no. 3 (August 1997): 133–37. http://dx.doi.org/10.53841/bpscpr.1997.12.3.133.
Ghazali, Nor Mazlina, Josephine Lo Jing Wen, Azzahrah Anuar, and Edris Aden. "Reliability Analysis of Supervisory Styles Inventory: A Preliminary Study." Journal of Cognitive Sciences and Human Development 3, no. 2 (June 14, 2018): 28–36. http://dx.doi.org/10.33736/jcshd.786.2018.
The study aims to investigate the influence of the supervisory styles on supervision outcome among undergraduate counsellor trainees. Empirical gap and methodological gap are delivered through this study by considering Malaysian context as the background of the study and taking undergraduate population with heterogeneous sample involved. System Approach to Supervision (SAS) Model serves as the basis to carry out the study. This study is quantitative in nature with correlational research design to study both the influence and relationship between supervisory styles and supervision outcome (counsellor trainees’ satisfaction). The pilot study involved 30 students from the Bachelor of Counselling (Honors) program at UNIMAS who are undergoing their practicum training. Stratified random sampling technique is utilized to select the respondents. The Supervisory Style Inventory (SSI) instrument measures three subscales (attractive, interpersonally-sensitive and task-oriented style). The three subscales have reported high reliability analysis. The result showed that SSI has a high reliability analysis ranging from α = 0.868 to α = 0.924. The reliability values of the three subscales are reported respectively as follows: (i)attractive at α = 0.92; (ii) interpersonally-sensitive α = 0.87; and (iii) task-oriented α = 0.92. The SSI instrument is reliable for measuring the supervisory styles of supervisors towards supervisees. Implications of the findings for counsellors, supervisors, trainee counsellors and area for future research are discussed with regard to attractive, interpersonally-sensitive and task-oriented.
Keywords: Reliability; supervisory styles inventory; trainee counsellors; preliminary study
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Aren, Merikan, and Waheeda Pisal. "Exploration of self-care practices from coping strategies perspective among trainee counsellors." Education and Social Sciences Review 3, no. 1 (March 30, 2022): 29. http://dx.doi.org/10.29210/07essr167700.
Self-care practices regarded as one of the most important components for the profession of counselling. Besides, self-care practices are also recognized as an essential necessity for trainee counsellors in becoming helping professionals in future. Nonetheless, there is insignificant in previous studies regarding self-care practices among trainee counsellors. The purpose of this study is to explore self-care practices from a coping style perspective among trainee counsellors. This study adopted a descriptive qualitative research design in exploring the self-care practices among trainee counsellors at one of the universities in Sarawak, Malaysia using Six Part Story Method. The application of Six Part Story Method helps in exploring the self-care practices by illustrating the drawing through the six boxes. The data was collected through group counselling sessions and data was analyzed using the BASIC Ph Model. Overall, six themes have emerged from the findings. The results from these findings shows that trainee counsellors are highly dominant in Social and Physical Dimensions. Besides that, this study also proposes on determining the suitability of Six Part Story Method in counselling approach. This study has contributed to the existing knowledge on the self-care practice in context of trainee counsellors. It enhances awareness to the society especially people in counselling field on the importance of practicing self- care when experiencing stressful circumstances.
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Balan, Subash, Zaida Nor Zainudin, and Habibah Ab Jalil. "Understanding and Readiness in Facing IR 4.0 Future Skills Transformation among UPM Trainee Counsellors." Asian Social Science 17, no. 11 (October 14, 2021): 69. http://dx.doi.org/10.5539/ass.v17n11p69.
Industrial Revolution (IR) 4.0 refers to the integration of technology within a particular industry, which encompasses big data, data analytics, cloud computing, robots, artificial intelligence, as well as Internet of Things (IoT) technologies. This study aims to assess the understanding of trainee counsellors of IR4.0 future skills, and to investigate how trainee counsellors improve their overall understanding of IR4.0 and its readiness. The qualitative research design employed in this study involved semi-structured interviews. Four trainee counsellors were chosen through convenient sampling and interviewed in 15-20 minute sessions. The findings indicate that trainee counsellors have a strong grasp of IR4.0. The respondents acknowledged, however, that their comprehension of IR4.0 in connection with future counselling professions is only modest, owing to the institution’s lack of formal educational exposure. Consequently, the respondents’ readiness to face IR4.0 is dangerously low, with the majority expressing worry towards their adaptability in future career development. Finally, the study concluded that educational institutions are vital in teaching and equipping students to confront the global challenges presented by IR4.0. This study is important because it aids researchers to analyse information on the understanding, readiness, and effect of IR4.0 on future skills among trainee counsellors. Additionally, it helps educational institutions in recognising the essential role of IR4.0 adoption in teaching and learning, as well as the implementation of the necessary measures to increase the readiness for training counsellors in tackling IR4.0.
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Forman, Sarah, and Katrina Andrews. "Perceptions of students’ counselling experience with intern counsellors within a tertiary education setting: A thematic analysis." Journal of the Australian and New Zealand Student Services Association 29, no. 1 (May 24, 2021): 59–73. http://dx.doi.org/10.30688/janzssa.2021.1.03.
Mental health decline and psychological distress is rising among tertiary students’ worldwide andis now recognised internationally as an important public health issue.There is a growing demand for campus-based counselling services as evidence suggests that providing on-campus counselling support can significantly support student mental health and wellbeing. In addition, there is a symbiotic demand for counselling students to have the opportunity to integrate their skills through practice with clients. With the increasing demand for universities and tertiary institutes to provide counselling support, the use of graduate level trainees to deliver counselling services could provide an innovative and effective model to cope with high demand in a cost-efficient way. This qualitative research explores the perceptions of students who have sought counselling, delivered by trainee counsellors within a tertiary education setting. A thematic analysis was used to interpret the data from anonymous, semi-structured survey questions. Three predominate themes were identified; 1) positive experiences of counselling were connected directly to the relationship and positive regard that the counsellor fostered; 2) the counselling process supported the clients’ autonomy, self-determination and resilience and 3) despite nervousness, clients were surprised by the perceived positive benefits of counselling. A fourth theme identified that a minority of clients need a more experienced therapist to support their needs. This study demonstrated that counselling services delivered by trainee counsellors was perceived as helpful by the majority of students and has implications for improving practice and service availability through the use of trainees within university counselling services.
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Grafanaki, Soti. "‘Counsellors in the making’: Research on counselling training and formative experiences of trainee counsellors." Counselling and Psychotherapy Research 10, no. 2 (June 2010): 81–82. http://dx.doi.org/10.1080/14733141003751655.
Azhar, Anis Nurshafiqah, and Nor Mazlina Ghazali. "Reliability Analysis of an Instrument: A Preliminary Study of Experience in Close Relationship Scale (ECR) among Counsellor Trainees in a University." Journal of Cognitive Sciences and Human Development 6, no. 1 (March 31, 2020): 81–87. http://dx.doi.org/10.33736/jcshd.1651.2020.
The study aims to evaluate the reliability and internal consistency of Experience in Close Relationship among counsellor trainees in one of the local universities. The questionnaire had 36 items that were tested on 58 students from Bachelor of Counselling with Honours program. The Experience in Close Relationship Scale (ECR) is used to assess attachment styles. The ECR assesses individual on two sub-scale of attachment which are attachment avoidance and attachment anxiety. This study presented listed items and internal consistency reliability analysis of Experience in Close Relationship Scale (ECR) in Malaysian context. The explanation on the items and reliability analysis represents the appropriateness of the instrument to trainee counsellors from public universities. The two sub-scale showed high reliability analysis. The reliability values of two sub-scale are reported respectively as following (i) attachment anxiety α = .86; and (ii) attachment avoidance α = .93. The instrument is reliable for assessing the attachment styles towards counsellor trainees at public universities. Therefore, the results from the pilot study showed that the questionnaire can be used without any modification in the actual study.
Keywords: Reliability; Experience in Close Relationship Scale; Counsellor Trainees; Preliminary study
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Sharpley, Christopher F., Daniela A. Guidara, and Marc A. Rowley. "Psychometric evaluation of a “standardized client” procedure with trainee counsellors." Counselling Psychology Quarterly 7, no. 1 (January 1994): 69–82. http://dx.doi.org/10.1080/09515079408254135.
O'leary, Eleanor, Michael Crowley, and Noreen Keane. "A personal growth training group with trainee counsellors: Outcome evaluation." Counselling Psychology Quarterly 7, no. 2 (April 1994): 133–41. http://dx.doi.org/10.1080/09515079408254141.
Dissertations / Theses on the topic "Trainee counsellors":
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Folkes-Skinner, Julie Ann. "A mixed method study of how trainee counsellors change." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/10923.
In Britain formal counsellor training is regarded as an essential pre-requisite for practice but its impact on the personal and professional development of trainees remains largely unexplored in the research literature. A hierarchical nested research study design (N=64) was used to investigate trainee characteristics and change processes across three BACP accredited counsellor training programmes. This study used quantitative and qualitative methods to conduct two related studies: ‘The Early Effects of Practitioner Training’ and ‘A Longitudinal Examination of Trainee Change’. The first was comprised of a cross sectional examination of trainee characteristics (n=63) and two qualitative studies: The Beginning of Training Study and a single subject Case Study of Margaret. The second consisted of one quantitative and two qualitative studies, these were: a paired sample investigation of the impact of training on one student cohort (n=20), the End of Training Qualitative Study of trainees (n=7), and an Assimilation Model Analysis of Mandy. The research was conducted from a critical realist perspective. The majority of trainees were white, female and middle aged but the experience of minority groups within cohorts was explored. Trainees had personal histories characterised by supportive relationships, loss, trauma, abuse and recovery. Practitioner training had a significant impact on personal and professional development but evidence of some negative effects, including Stressful Involvement, were found. Low levels of distress and increased emotional functioning were positively related to the completion of training. It is proposed that although the achievement of key competencies is the ultimate aim of practitioner counsellor training that it is the ability of trainees to assimilate problematic experiences and integrate different kinds of knowledge that is likely to result in therapeutic expertise.
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Cathcart, Noel C., of Western Sydney Hawkesbury University, and of Health Humanities and Social Ecology Faculty. "An Innovative approach to the training of personal and marital counsellors." THESIS_FHHSE_XXX_Cathcart_N.xml, 1996. http://handle.uws.edu.au:8081/1959.7/236.
This thesis contends that trainee counsellors are disempowered when they are expected to conform to the patterns provided by the trainer or agency. Empowerment results from the encouragement of the trainee to develop his/her own eclectic approach to their counselling, and this is only possible if a range of elective training programs are made available. This thesis also contends that no one agency or trainer is in a position to provide such a range of counselling approaches, and trainees should be motivated to use the service of other agencies, as well as being involved in independent studies. This inquiry proposes that one of the most effective foundations for the development of effective counsellors is the active encouragement of the trainee's self-awareness and the exploration of the trainee's inner life. If the success or failure of counselling depend on the ability of the counsellor to create an environment in which the client can explore his/her own issues, then it requires counsellors who have been empowered to make this discovery for themselves. This thesis also shows the author's own transformational journey, from a directed learner to a self-directed learner, and this paradigm shift in his own life has become the motivating force for empowering others to move into a position where they can exercise their own choices, and be empowered through participatory and transformative learning approaches. Master of Science (Hons)
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Cathcart, Noel C. "An Innovative approach to the training of personal and marital counsellors." Thesis, View thesis, 1996. http://handle.uws.edu.au:8081/1959.7/236.
This thesis contends that trainee counsellors are disempowered when they are expected to conform to the patterns provided by the trainer or agency. Empowerment results from the encouragement of the trainee to develop his/her own eclectic approach to their counselling, and this is only possible if a range of elective training programs are made available. This thesis also contends that no one agency or trainer is in a position to provide such a range of counselling approaches, and trainees should be motivated to use the service of other agencies, as well as being involved in independent studies. This inquiry proposes that one of the most effective foundations for the development of effective counsellors is the active encouragement of the trainee's self-awareness and the exploration of the trainee's inner life. If the success or failure of counselling depend on the ability of the counsellor to create an environment in which the client can explore his/her own issues, then it requires counsellors who have been empowered to make this discovery for themselves. This thesis also shows the author's own transformational journey, from a directed learner to a self-directed learner, and this paradigm shift in his own life has become the motivating force for empowering others to move into a position where they can exercise their own choices, and be empowered through participatory and transformative learning approaches.
4
Ballinger, Liz Mary. "The role of the counsellor trainer : the trainer perspective." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-the-counsellor-trainer-the-trainer-perspective(21a01315-562b-47cb-86ea-47676a9be8a5).html.
This research sets out to explore how counsellor trainers understand and experience their role in the context of early twenty-first century Britain. The training sector is facing significant pressures connected with the shifting context for counselling and changes within the educational sector itself. These are occurring against a wider backdrop of economic recession and a lack of published research into rank-and-file trainer experiences and viewpoints. The methodology of choice is Interpretative Phenomenological Analysis (IPA), a qualitative approach which focuses on the production of rich individual accounts of subjective experience. Sixteen trainers were recruited from across Great Britain via purposeful convenience sampling using the professional networks of the researcher, herself a trainer. The trainers were individually interviewed using a semi-structured interview schedule. The result is four separate but interconnected studies of the experiencing and understanding of the role on the part of trainers within programmes based on person-centred, integrative, psychodynamic and cognitive behavioural therapy (CBT) approaches. The four studies are analysed separately and contextualised within the literature. Tentative overall themes are then drawn out and implications discussed. The findings highlight the multifaceted and demanding nature of the training role. A commonality and difference in understanding of the role is evident across the studies. Discernible differences focus primarily on the relational nature of the role and the centrality accorded to critical thinking and the evidence-base. There are also different levels of identification and reconciliation expressed in relation to professionalising processes. A dominant finding in terms of the experience of the role is its high-reward and high-stress nature. Across all four studies, there is an identifiable vulnerability to substantial levels of stress and a developed potential for burnout. Workload pressures, the emotional demands of the role, a limited sense of autonomy and a perceived lack of appropriate support are among some of the major factors cited. In parallel trainers report a high level of reward and vocational commitment. The experience of the role’s rewards and challenges is a dynamic one, the balance shifting in the longer or shorter term. The context of the work carries significance with trainers in the private sector reporting substantially less stress. On a wider note, the shifting professional, educational and economic contexts are perceived as adding a new note of threat and uncertainty and leading some trainers to question their vocational commitment. The continuing divisions amongst differing theoretical schools are evident as well as a continued sense of non-belonging within institutional contexts. The findings are not presented as generalisable truths but as a contribution to the development of a case-based context-dependent understanding, regarded as important to effective practitioner development.
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Kam, Jessica C. "Mindfulness, gratitude and perceived stress among counsellor trainees." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53952.
This study uses data from a larger mindfulness study to investigate the impact of a mindfulness and gratitude intervention on mindfulness, gratitude and perceived stress among graduate counselling psychology students in clinic. Twelve participants took part in a weekly meditation and gratitude journaling intervention, and three participants were in a control group. Participants also completed a questionnaire package four times: pre-intervention, one week after mindfulness training (during the first week of the intervention), at six weeks of intervention, and at twelve weeks. The questionnaires completed were the Kentucky Inventory of Mindfulness Skills (KIMS; Baer, Smith, & Allen, 2004), Gratitude Questionnaire-Six Item Form (GQ-6; McCullough, Emmons, & Tsang, 2002) and the Perceived Stress Scale (PSS; Cohen, Kamarck, & Mermelstein, 1983). No significant differences for the main of effect of intervention or the interaction between time and intervention were found between the control and intervention groups on the dependent variables. The main effect of time was found to be significant for the Observing subscale of the KIMS. Significant negative correlations were found between perceived stress and gratitude at 6 and 12 weeks. There were also significant negative correlations between perceived stress and the Observing and Describing subscales of the KIMS at pre-intervention, 1 week and 12 weeks. At 1 and 12 weeks, there was a significant negative correlation between perceived stress and the Acting with Awareness subscale of the KIMS. Finally, there was a significant correlation between perceived stress and Accepting without Judgement subscale of the KIMS at 6 weeks. Findings are discussed in context of the literature, as well as implications and future research. Education, Faculty of Educational and Counselling Psychology, and Special Education (ECPS), Department of Graduate
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Chen, Charles Pintang. "The experience of counsellor trainees from non-Western cultures." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ56658.pdf.
Liu, Xuebing. "Becoming a counsellor in a second language : a reflexive case study." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/29618.
This thesis focuses on the trainee counsellor’s experience of speaking a second language in counselling practice. It is based on a single in-depth case study, examining the author’s experience of practice during her training and in her first post-qualification years. Through a detailed exposition of the practitioner’s countertransference experience in relation to her use of a second language, it identifies three positions, termed ‘Worrying and Stumbling’, ‘Connecting and Attuning’ and ‘Relaxing and Playing’. Detailed practice examples are provided to illustrate each position. Like Klein’s use of the term, positions are conceptualised not as chronological or fixed stages, but as ways of being in relation which can dominate or recede at any time. In contrast to the problem-focused perspective that characterises existing research on second language use in counselling, this thesis provides evidence of the opportunities that arise in the therapeutic relationship when the counsellor is working in a second language, even arguing that second language use can be an asset. As counselling and psychotherapy become increasingly globalised, with counsellors and clients often no longer sharing the same native tongues, this thesis makes a timely contribution to research focused on the counsellor’s experience in this setting. Shedding new light on the experience of trainees working in a second language, it offers insights to counselling educators, researchers, practitioners and trainees.
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Davis, Paula Anne. "A culturally responsive education program for trauma counsellors in developing countries." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/7451c1eb9f88a39889e77487cc726753d1dea9affdf5b0e387e1a237dc1963d7/62276450/Davis_2016_A_culturally_responsive_education_program_for.docx.
The vast majority of training for para-counsellors and community workers who facilitate trauma recovery programs in Uganda and Sri Lanka is based on Western developed conceptual frameworks and techniques that tend to strengthen the resilience of the individual. Yet little known research is available to determine how the gained knowledge and skills through individualistic-oriented training programs are adapted in practice within collective-based contexts where the clients have experienced enduring political violence and civil warfare. Specifically, this research aims to identify how trauma counselling trainees understand, cope and adapt counselling skills and strategies that are designed within a different cultural framework to their own. The researcher adapted an ethnographic case study design. Two case studies were selected. One case study was conducted in Uganda. The second case study was conducted in Sri Lanka. The participants in each of these studies were purposefully selected from among three cohorts of para-counsellors who participated in training programs that were conducted by the researcher in collaboration with local organisations and counsellors in these two countries. Data were collected through a variety of data gathering strategies: interviews with three samples of trainees, examination of cultural artefacts nominated or described by the trainees to represent their trauma experience, observations of the trainees during training sessions, the analysis of the training documents, the diaries produced by the trainees and the researcher’s diary. Data were entered, analysed and coded using the NVivo computer program. Initial readings of the data enabled the researcher to create wide-ranging codes. Then, an iterative process was employed to develop narrower concept categories and sub-categories that were allocated descriptive titles derived from the researcher’s conceptual memos. This facilitated engagement with the process of continuous meaning making to provide an understanding of the research participant’s experiences. The findings show that the trainees adapted some aspects of the therapeutic approaches and tools of counselling gained during their training that were more consistent with collective social harmony, particularly in Uganda; for example, the para-counsellors de-emphasise probing but encourage storytelling as a form of selfdisclosure. A similar adaptation was not observed in Sri Lanka. The para-counsellors here tend to implement the learned trauma-counselling strategies in similar ways to their Western colleagues. The Ugandan clergy de-emphasise their previous understandings of trauma, illness and adversity as being related to the religious viewpoints that underpin African Tribal Religion. However, they encourage the use of Psychoeducation as a therapeutic tool of counselling that explains trauma in terms of neurobiology. The trauma recovery education program would benefit from continuing to facilitate the trainees’ self-disclosure, using the selected therapeutic tools of counselling, as they were generally found to result in their personal growth, assist them in symptom reduction and decrease their distress. Equal numbers of male and female participants may constitute a shift in male dominance and may lead to greater self-disclosure and female participation. Also, the trauma recovery education program may be more beneficial to the trainees if it includes less Western theoretical knowledge and more content that aligns to the trainees’ life experiences and needs, especially in adapting the selected counselling tools to fit the collective value of social harmony in trauma recovery. This may be achieved through role-plays of family situations where several family members exhibit trauma symptoms and behaviours that interfere with their capacity to function in their socially assigned roles.
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Mohamad, Yusoff Salmah. "Experience in teaching and learning group work among counsellor educators and counselling trainees." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/48356/.
This research aims to explore the experiences of counsellor educators and counselling trainees of teaching and learning group work. Group work is one of the core courses that aims to prepare trainee counsellors to be group work leaders. However, there is no specific research that explores the preparation of counselling trainees for group work practice from both trainees’ and educators’ perspectives. In this qualitative study, the counsellor educators’ and counselling trainees’ experiences of teaching and learning group work courses are explored. As a collective case study, in-depth exploratory data was collected from six group work lecturers and six groups of undergraduate counselling trainees from three Malaysian public universities and analysed using thematic analysis. The analysis highlighted three important components, which are: 1) experiential learning activities, 2) therapeutic factors in group work training, 3) personal qualities in relation to teaching and learning group work and 4) the interaction of experiential learning activities, personal qualities and therapeutic factors during the teaching and learning group work. These elements are interrelated in the process of understanding both educators’ and trainees’ experiences to promote the best practices in teaching and learning group work courses, especially for informing counsellor educators about the process of teaching and learning group work in counsellor education.
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Coppard, Dorothea. "A comparison of the knowledge and attitudes of school counselors trained in the prevention and awareness in schools of HIV/AIDS project and untrained counselors in Tanga Region, Tanzania." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4825_1260533199.
This study aimed to establish the effect of the training that was provided by PASHA on the knowledge and attitudes of school counsellors regarding HIV/AIDS. The research was conducted as a quantitative, observational KA(knowledge, attitude) study in 57 schools (37 or 32 % of the intervention schools,20 non-intervention schools) in Tanga region, using questionnaires to compare the knowledge and attitudes of trained counsellors with those of untrained counsellors towards HIV/AIDS, sexuality and reproductive rights of their students. Questionnaires were pre-tested and then administered face-to-face over a four week period in 2007. Eighty five counsellors were interviewed, 56 of these had received in-service training as counsellors, while 29 had not received any training by PASHA.
Edridge, Maren. Conceptualising developmental change in trainee counsellors: the applicability of an American model to Britain. [Guildford]: [University of Surrey], 1990.
Counselling, British Association for. Counselling & psychotherapy resources directory: Of counsellors, psychotherapists, counselling supervisors [and] trainers. Rugby: British Association for Counselling, 1999.
Counselling, British Association For. Counselling and psychotherapy resources directory 1997: For counsellors, psychotherapists, counselling supervisors, trainers. Rugby: British Association for Counselling, 1995.
Lee, Sue. Listening in colour: Creating a meeting place with young people : an interactive resource for counsellors and trainers. Brighton: Trust for the Study of Adolescence, 2002.
Pollock, Sandra Margaret. Action planning: Is action planning effective within vocational education? : a quantitative investigation of perceptions held by trainees, training officers (guidance counsellors) and training placement providers on the effectiveness of action planning within the jobskills vocational training programme in Northern Ireland. [[S.l: The Author], 1997.
Godward, Jayne, Heather Dale, and Carole Smith. Personal Development Groups for Trainee Counsellors. Routledge, 2019. http://dx.doi.org/10.4324/9781351066143.
Carole, Smith, Jayne Godward, and Heather Dale. Personal Development Groups for Trainee Counsellors: An Essential Companion. Taylor & Francis Group, 2019.
Tribe, Rachel. "Trainee perspectives on professional, ethical and research practice." In The Handbook of Professional, Ethical and Research Practice for Psychologists, Counsellors, Psychotherapists and Psychiatrists, 246–60. 3rd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429428838-20.
Gardner, Linda. "A Trainee Counsellor’s Account of Learning to Trust in the Process." In Practitioner Research in Counselling and Psychotherapy, 71–82. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-39031-8_4.
Lavell, Fisher. "Go Back to Your Trailer: Essential Social Class Awareness for Counsellors." In International and Cultural Psychology, 65–91. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00090-5_3.
Dale, Heather, Jayne Godward, and Carole Smith. "Personal therapy in counsellor training." In Personal Development Groups for Trainee Counsellors, 129–38. Routledge, 2019. http://dx.doi.org/10.4324/9781351066143-14.
Dale, Heather. "Self-care and support for trainee counsellors." In Personal Development Groups for Trainee Counsellors, 149–58. Routledge, 2019. http://dx.doi.org/10.4324/9781351066143-16.
Godward, Jayne, Heather Dale, and Carole Smith. "Introduction." In Personal Development Groups for Trainee Counsellors, 1–4. Routledge, 2019. http://dx.doi.org/10.4324/9781351066143-1.
Dale, Heather. "Ethics and personal development." In Personal Development Groups for Trainee Counsellors, 85–95. Routledge, 2019. http://dx.doi.org/10.4324/9781351066143-10.
Dale, Heather. "Personal moral qualities." In Personal Development Groups for Trainee Counsellors, 96–105. Routledge, 2019. http://dx.doi.org/10.4324/9781351066143-11.
Hitchcock, Tracy. "Attachment styles and relational patterns." In Personal Development Groups for Trainee Counsellors, 106–14. Routledge, 2019. http://dx.doi.org/10.4324/9781351066143-12.
Fox, Tara, and Jayne Godward. "Identity and the counselling relationship." In Personal Development Groups for Trainee Counsellors, 115–26. Routledge, 2019. http://dx.doi.org/10.4324/9781351066143-13.
Conference papers on the topic "Trainee counsellors":
1
Amat, Salleh, Mohd Izwan Mahmud, and Abu Yazid Abu Bakar. "MULTICULTURAL COUNSELLING COMPETENCIES AMONG COUNSELLOR TRAINEES IN MALAYSIA." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0793.
Steinmann, Peter. Does home-based HIV Voluntary Counselling and Testing (VCT) improve the uptake of HIV testing? SUPPORT, 2016. http://dx.doi.org/10.30846/161010.
Knowledge about people’s HIV status is important for developing effective HIV prevention, treatment and care strategies. HIV testing is typically performed using Voluntary Counselling and Testing (VCT) at dedicated VCT centres or healthcare facilities. However, many people lack access to VCT sites or prefer not to use them. One strategy to boost the uptake of HIV testing is to use trained counsellors or lay health workers to provide VCT in patients’ homes.
