Graduate Thesis Or Dissertation
 

Comparison of selected philosophical and psychological variables in training pastoral and secular counselors

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  • The study comparatively analyzed salient components of the counselor education process of training programs which are accredited by the American Association of Pastoral Counselors (AAPC) and the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). The data of this study were obtained by a Likert type survey questionnaire mailed to all AAPC and CACREP accredited counselor training program chairpersons during Plarch and April 1986. The results are based on a return rate of 19 (76%) of the 25 AAPC and 24 (80%) of the 30 CACREP programs surveyed. A conservative level of p < .01 was chosen to determine if significant differences between programs exist. The results revealed that AAPC accredited programs emphasize the psychoanalytic counseling orientation more than CACREP programs (p < .001). Programs accredited by CACREP emphasize the use of videotape and direct observation more than AAPC programs (p < .01). There is a much higher percentage of counseling students in personal therapy as clients in AAPC programs than in CACREP programs (p < .001). AAPC counseling students also receive more encouragement by faculty to be in personal therapy as clients than do CACREP students (p < .01). With respect to counselor education course content area emphases, AAPC programs emphasize "spiritual issues" (p < .001) and "the psychology of religious experience" (p < .001) more than CACREP programs. CACREP programs emphasize "occupational and vocational guidance" (p < .001), "group work" (p < .01), and "the helping relationship" (p < .01) more than AAPC programs. Only these five course content areas, from a total of 21, were found to be distinctly emphasized by either CACREP or AAPC at the .01 level of significance. The Demographic data revealed that the mean average number of students in AAPC programs ([mean] = 16.8) is much smaller than that of CACREP programs ([mean] 189.2). For AAPC programs there is a mean average of 9.2 male students and 7.3 female students. For CACREP programs there is a mean average of 73.6 male students and 115.6 female students. The percentage of minority students within AAPC programs ([mean] = 10%) is comparable to that of CACREP programs ([mean] = 13.5%). The study presented conclusions and recommendations for curricula review by the two program groups. Recommendations were made for further research. Future comparative research might focus on the doctoral level training programs of CACREP and AAPC. Finally, it was suggested that by increasing communication between the educators of AAPC and CACREP programs, both groups of counselor educators would benefit.
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