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Improving Evaluation in Counselor Training and Credentialing through Standardized Simulations

  • Chapter
Evaluation and Accountability in Clinical Training

Abstract

Professional competence may be conceptualized in terms of three broad domains (Klemp, 1979; Loganbill, Hardy, and Delworth, 1982). The knowledge domain is comprised of “what one knows,” whereas the skill domain is comprised of “what one can do.” Finally, the affective domain is comprised of a variety of personal characteristics, including attitudes, values, beliefs, self-schema, and motives that influence professional behavior (Klemp, 1979; Scofield, Terzella, Berven, and Thomas, 1983). The three domains interact in complex ways, along with situational variables, to determine the actual performance of professionals in clinical situations.

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Authors and Affiliations

  1. Department of Rehabilition Psychology and Special Education, University of Wisconsin-Madison, Madison, WI, 53706, USA

    Norman L. Berven

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  1. Norman L. Berven
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  1. West Virginia University, Morgantown, West Virginia, USA

    Barry A. Edelstein

  2. Florida State University, Tallahasse, Florida, USA

    Ellen S. Berler

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Berven, N.L. (1987). Improving Evaluation in Counselor Training and Credentialing through Standardized Simulations. In: Edelstein, B.A., Berler, E.S. (eds) Evaluation and Accountability in Clinical Training. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-5281-5_9

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