Philosophical and Situational Issues Relating to the Objectives of Counselor Education

Bibliographic Data

ID3867415
AuthorsHarold F Cottingham (Florida State University, corresponding author)
Year1974
Volume13
Issue4
Pages280-287
Publication date1974-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCounselor Education and Supervision (JOURNAL)
Journal identifiersISSN: 0011-0035 • E-ISSN: 1556-6978
PublisherWiley (PUBLISHER • GB)
DOI10.1002/j.1556-6978.1974.tb01971.x
OpenAlexW2092864634
LanguageEN
Citations received1
References cited8

Counselor education, through its formal organization (ACES), is in the process of examining its standards for program accreditation used for the past decade. This discussion examines current educational forces, such as social change, political conditions, and learning process developments as a basis for a new look at the standards for counselor preparation. Based on these influences, four categories of situational and philosophical issues are postulated: educational and psychological assumptions, outcome behaviors of the counselor education graduate, outcomes of counselor education programming, and outcome behaviors of professional guidance personnel. It is recommended that outcomes of counselor education should be considered in performance terms before instructional strategies are developed

Accreditation · Counselor education · Engineering ethics · Higher education · Medical education · Outcome (game theory) · Pedagogy · Political science · Process (computing) · Situational ethics · Academic and Historical Perspectives in Psychology · Counseling Practices and Supervision · Medicine · Psychological Treatments and Assessments · Psychology · Social Psychology

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