Examines the impact of National Defense Education Act (NDEA)-sponsored programs on current counselor educators (N=661). Results indicated that NDEA did not contribute proportionally more leaders in comparison to nonparticipants; however, NDEA did contribute to the field of counselor education by helping professionals gain necessary training and…

Responds to view expressed by Wittmer in previous article concerning doctoral programs in counselor education seeking accreditation review by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) rather than by the American Psychological Association. Discusses differences between counselors and psychologists and…

Uses stages of counseling as the framework for a discussion of three types of counseling termination: mutual agreement, client initiated, and counselor initiated. Argues that systematic attention must be given to termination of the counseling relationship for the process to be effective. (Author)

Describes the development of an instrument to measure the areas of emphasis established by a supervisor with a trainee. Includes the procedures used to establish the content, the basis for necessary revisions, and the statistical reliabilities that were obtained for each subscale and the total instrument. Suggestions for future research using the…

Responds to article by Randolph on proposed changes in the nonpsychology doctorate in counselor education. Suggests that counselor education develops an educator/practitioner model for the doctoral programs to include systematic preparation in graduate teaching supervision, inquiry, and counseling practice. (Author/NB)

Discusses revision of Supervisor Emphasis Rating Form (SERF) into ipsative instrument and suggests future research that could profitably be done with new instrument. Explains rationale for choosing ipsative format and presents findings of study conducted to establish instrument reliability. SERF-Revised is appended. (Author/NB)