The Relationship between Dogmatism and Facilitative Interpersonal Functioning of Counselor Trainees.

Autor/inn/en	Carlozzi, Alfred F.; Ward, G. Robert
Titel	The Relationship between Dogmatism and Facilitative Interpersonal Functioning of Counselor Trainees.
Quelle	(1978), (18 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Affective Behavior; Counselor Characteristics; Counselor Performance; Counselor Training; Dogmatism; Graduate Students; Higher Education; Interpersonal Competence; Personality Traits; Trainees + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Dogmatismus; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonale Kompetenz; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Auszubildender; Weibliche Auszubildende
Abstract	Numerous investigations have been conducted to discover the personality correlates of effectiveness in counseling, especially variables concerned with the counselor's ability to function flexibly and openly in both cognitive and affective dimensions. The relationship between dogmatism and facilitative interpersonal functioning was examined by controlling the effects of the counselor training program, number of graduate hours in counseling, age, sex, race, and religious affiliation variables. Subjects, 215 graduate students in guidance and counseling, completed the Opinion Scale, the Gross Rating of Facilitative Interpersonal Functioning Scale (GRFIF), and a demographic questionnaire. Multiple regression and partial correlation techniques indicated that dogmatism is inversely related to facilitative interpersonal functioning. Correlation coefficients revealed that as the number of graduate hours in counseling increased, GRFIF scores increased and dogmatism scores decreased. Results suggest that highly dogmatic counselor trainees are more likely to be interpersonally destructive or less facilitative than their low dogmatic counterparts. (Author/HLM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01