Changes in beginning counseling students receiving personal assessment feedback counseling



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The purpose of this study was to determine if students in a beginning counseling class who received Personal Assessment Feedback Counseling showed a greater change toward: (a) less discrepancy between the concept of self and the concept of ideal self, (b) more acceptance of self, (c) more acceptance of others, (d) more openness of belief systems, and (e) more generalized expectancies for internal control of reinforcement than students in a beginning counseling class who did not receive Personal Assessment Feedback Counseling. The goal of Personal Assessment Feedback Counseling was to help a student become more aware of his feelings and his behavior. The design for the study was the Pretest-Posttest Control Group Design. Twenty-eight students enrolled in a beginning counseling course at the University of Houston were randomly assigned to an experimental group and a control group. This introductory course was intended to assist the student in developing self-awareness and self-understanding; the course focused on feelings, attitudes, and interpersonal relationships. During the first week of the semester pretest scores for the Index of Adjustment and Values, the Self-Acceptance Scale, the Dogmatism Scale, and the Scale to Measure Internal Versus External Control were obtained. Treatment for the experimental group was Personal Assessment Feedback Counseling. Subjects in the experimental group had three sessions with a counselor and received Personal Assessment Feedback Counseling; control subjects did an individual project where the focus was on the counseling profession rather than on self. Otherwise the subjects participated in the same activities. [...]



Educational counseling, Student counselors