THE EFFECTS OF COGNITIVE SELF-INSTRUCTION PLUS GUIDED SELF-IMAGERY TRAINING ON SELF-SUPERVISING ABILITIES OF COUNSELOR TRAINEES

The purpose of this study was to investigate the effects of cognitive self-instruction plus guided self-imagery on the self-supervising abilities of counselor trainees. Self-supervising abilities were measured by accurate empathy scores on the Carkhuff Empathic Understanding Scale (Carkhuff, 1969), and counseling and supervision scores on the Counselor Evaluation Rating Scale (Myrick & Kelly, 1971). Recent interest in self-supervision combined with a dearth of research involving guided self-imagery as a self-supervisory strategy supported the need for this study.;The three null hypotheses dealt with differences on the Carkhuff EU Scale, differences in counseling and supervision scores on the supervisor-assessed CERS, and differences in counseling and supervision scores on the self-assessed CERS. A pretest/posttest experimental design was utilized. Each subject was given a pretest and posttest on the Carkhuff EU Scale, one self-assessed and one supervisor-assessed posttest on the CERS. An ANCOVA was computed with the pretest scales on the Carkhuff Scale serving as the covariate. The .05 level of significance was used.;The three null hypotheses were retained as a result of data analyses. The addition of guided self-imagery to cognitive self-instruction did not significantly affect either accurate empathy scores on the Carkhuff Scale or counseling and supervision scores on the CERS. From analyses of within group differences between supervisor and self-assessed CERS scores for the two groups, it was concluded that the treatment group was more accurate in self-assessment of counseling and supervision abilities. A comparison of the two groups on the supervision subscale of the CERS indicated a trend toward significantly higher scores for the treatment group on the supervisor-assessed posttest.;Subjects were students enrolled in a masters level counseling practicum. Subjects were randomly assigned to either a treatment or alternate treatment group. Both groups received two hours of training in cognitive self-instruction. In addition, the treatment group received one and one half hours of training in guided self-imagery and received a ten minute imagery tape to play at home. Subjects in both groups monitored their practice with a self-report instrument provided by the researcher.