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Philosophical and Situational Issues Relating to the Objectives of Counselor Education
Author(s) -
COTTINGHAM HAROLD F.
Publication year - 1974
Publication title -
counselor education and supervision
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.608
H-Index - 40
eISSN - 1556-6978
pISSN - 0011-0035
DOI - 10.1002/j.1556-6978.1974.tb01971.x
Subject(s) - accreditation , counselor education , situational ethics , psychology , process (computing) , medical education , outcome (game theory) , higher education , pedagogy , engineering ethics , social psychology , political science , medicine , law , engineering , mathematics , mathematical economics , computer science , operating system
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.
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