Teaching Counselor Trainees a Divergent versus a Convergent Hypothesis-Formation Strategy.

Wantz, David W.; Morran, D. Keith

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Peer reviewed

ERIC Number: EJ502623

Record Type: Journal

Publication Date: 1994

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0748-9633

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Teaching Counselor Trainees a Divergent versus a Convergent Hypothesis-Formation Strategy.

Wantz, David W.; Morran, D. Keith

Journal of Counseling & Development, v73 n1 p69-73 Sep-Oct 1994

Hypothesis-formation skills were assessed for 40 graduate counseling students randomly assigned to training in either a divergent or convergent hypothesis-formation strategy. Findings suggest that trainees using a divergent strategy were able to formulate more comprehensive and multidimensional clinical hypotheses. Implications for training and research are presented. (RJM)

Descriptors: Correlation, Counseling, Counseling Psychology, Counseling Theories, Counselor Training, Higher Education, Hypothesis Testing, Professional Training, School Counseling, Theories, Validity

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A