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UBC Theses and Dissertations

Counsellor trainee reports : effective and ineffective educator behaviours Finlayson, Janet Betty


Critical incidents (Flanagan, 1954) reported by counsellor trainees were used to investigate which educator behaviours had facilitated or hindered students' professional growth. The resulting trainee reports were categorized and subsequently compared to the domain of effective educator behaviours identified in the literature. Moreover, the investigator questioned whether incidents reported by trainees would occur in supervised settings and in settings related to supervision (e.g. courses and interviews with educators). Critical incident interviews lasting one-half hour were conducted with a volunteer sample of 24 counsellor trainees (6 males and 18 females) enrolled in a masters-level counselling program at a large university situated in an urban center on Canada's west coast. In all, 84 incidents were reported; 77% of the incidents described effective or facilitative educator behaviours and 23% described ineffective or hindering behaviours. In addition, it was found that 53% of incidents occurred in a supervised setting, 36% in a classroom setting, 11% in a private interview, and 1% in a social setting. Five basic categories of incidents were found: Category I: Teaches New Counselling Skills, Techniques, and Theories to Trainees; Category II: Gives Concrete Feedback about Trainees' Counselling Behaviours within the Context of a Facilitative Relationship; Category III: Models by Demonstrating Counselling Interventions with Trainees as Clients; Category IV: Offers Facilitative Conditions (i.e. Genuineness, Respect) to Trainees; and Category V: Encourages Trainee Self-Exploration within the Context of a Facilitative Relationship. These categories demonstrated acceptable levels of reliability. The findings suggest that integrative approaches to counsellor training (i.e. combined didactic and experiential approaches) are more effective than unitary theoretical approaches.

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