Supervised Counseling Practice Experiences and Pre-service Counselors’ Wisdom In Indonesia 

Abstract: The objective of the research is to compare the wisdom of pre-service Indonesian counselors based on supervised counseling practice experiences. The research used the ex post facto method. The sample of this research consisted of 489 sixth semester pre-service counselors of 11 guidance and counseling department in Indonesia. The sample was selected using the multistage random sampling technique. Data were collected using Indonesian Counselor's Wisdom Scale whose validity and reliability have been tested. The t-test was used as data analysis technique. The results show that there was a significant difference in the wisdom of the pre-service counselors based on supervised counseling practice experiences in the counselor education and supervision. 

Keywords: counseling supervision, counselor education and supervision, wisdom, pre-service counselor

Resumen: El objetivo de la investigación es comparar la sabiduría de los consejeros de Indonesia anteriores al servicio basados en experiencias de práctica supervisada de asesoramiento. La investigación utilizó el método ex post facto. La muestra de esta investigación consistió en 489 consejeros previos al servicio del sexto semestre del 11 departamento de orientación y asesoramiento en Indonesia. La muestra se seleccionó usando la técnica de muestreo aleatorio de múltiples etapas. Los datos fueron recolectados usando la Escala de Sabiduría del Consejero de Indonesia cuya validez y confiabilidad han sido probadas. La prueba t se usó como técnica de análisis de datos. Los resultados muestran que hubo una diferencia significativa en la sabiduría de los consejeros de pre-servicio basados en experiencias de práctica de consejería supervisada en la educación y supervisión del consejero.

Palabras clave: supervisión de asesoramiento, educación y supervisión del consejero, sabiduría, consejero de pre-servicio

INTRODUCTION
The issue of pre-service counselor's wisdom is interesting and important. It is interesting because wisdom is usually associated with the characteristics of counselors who are already senior in terms of experience and age. It is important because wisdom is a fundamental quality that can be developed in counselor education programs.
Wisdom is the virtue of successfully facing the final stage of psychosocial crisis (integrity versus despair) in old age (Erikson, 1959). This view is supported by the fact that the majority of common people would consider wise people to be above 60 years old on average (Orwoll & Perlmutter, 1990) and age is positively correlated to wisdom (Pasupathi, Staudinger, & Baltes, 2001; Asadi et al., 2012). Meanwhile, other studies have shown that age does not guarantee a person to be wise (Ardelt, 2004; Baltes & Staudinger, 2000; Staudinger & Gluck, 2011), and age is not related to the basic criteria of wisdom (Mickler & Staudinger, 2008). In other words, even young people have the opportunity to be wise. 
In terms of function, wisdom plays an important role because it is an essential characteristic of humans (Osbeck & Robinson, 2005), the maturity or culmination of personality development (Staudinger, Dorner, & Mickler, 2005), and the postformal thought to find and solve problems without causing new and more complex problems (Hanna & Ottens, 1995; Hanna, Bemak, & Chung, 1999). Previous studies have found that wisdom can generate positive emotions, happiness, and peace (Csikszentmihalyi & Nakamura, 2005), Eudaimonia (Aristotle in Schwartz & Sharpe, 2005), psychological wellbeing (Brugman, 2006; Ryff, 1989; Staudinger, Dorner, & Mickler 2005), life satisfaction (Ardelt, 1997), the joy of life (Lee, 2011; Bergsma & Ardelt, 2012), and public welfare (Sternberg, 2005; Sternberg, Jarvin, & Reznitskaya 2008; Karelitz, Jarvin, & Sternberg, 2010). In counseling, wisdom is the fundamental quality and peak competence of an effective multicultural counselor (Hanna & Ottens, 1995; Hanna, Bemak, & Chung, 1999).
Research on wisdom has been more concerned with the characteristics of a wise person, the factors that affect wisdom, and the measurement of wisdom. There has been no research that specifically examines the differences in the wisdom of pre-service counselors based on their experience of counseling practices supervised by counselor educators in a counselor education. Research of Phan et al. (2009) indicated that 14% of the competence of multicultural counseling is influenced by the wisdom of the counselor him/herself.  
According to experts, wisdom can be developed (Sternberg, 1986; 2001; Sternberg, Jarvin, & Reznitskaya, 2008; Sternberg & Jordan; 2005; Baltes, Glarb, & Kunzmann, 2002; Kunzmann & Baltes, 2005) through various facilitating factors. By summarizing the results of previous research, Baltes & Kunzmann (2005), identified three factors that influence the development of wisdom, which are: contextual, expertise, and personal factors. Among the factors that influence the development of wisdom is professional experience (Baltes, Gluck, & Kunzmann, 2002), professional education and training, and experience of ongoing practices (Baltes & Kunzmann, 2002). The development of wisdom requires transcendence and projection that can be gained through self-awareness, self-examination, and reflection on behavior, interactions, and experiences throughout the life span (Ardelt, 2000, 2003; Levitt, 1999; Taranto, 1989). Brown's (2004) research found key factors influencing the development of wisdom, namely learning from experience through reflection, integration, and experience transformation. 
For a pre-service counselor, one of the experiences referred to here is the experience of practicum in counseling supervised by a counselor educator. This research thus is focused on examining the differences in the wisdom of Indonesian counselors based on counseling practice experiences supervised by counselor educators. The hypothesis proposed in the research is: there is a significant difference in the average scores of wisdom between the pre-service counselors with supervised counseling practice experiences of ≤ 3X and those with > 3X. This research is important as the empirical basis for the development of the wisdom of the pre-service counselors in the counselor education program.
In counselor education, pre-service counselors should conduct counseling practices with supervision from professional counselors and counselor educators. Supervised counseling practices are essential to protect clients from pre-service counselors’ improper treatment on the one hand, and to assist the pre-service counselors in developing their professional competence on the other hand (Bernard & Goodyear, 2014). Supervision of counseling practices in the location where professional practices take place is an inherent and vital aspect of the professional education of the counselors. Experts such as Bernard & Goodyear (2014), Bloom et al. (1990), Borders & Usher (1992) and Bradley & Fiorini (1999) argued that supervisors should engage in effective professional interventions in the pre-service counselors’ process of achieving personal and professional competence. In this context, the supervisor must perform the function of a clinical supervisor and serve as a trainer, instructor, mentor, administrator, and assessor of the professional competence to be mastered by a pre-service counselor. There are several research findings on the evaluation of supervision, one of which indicated that counselors’ confidence and work beliefs are correlated to the quality and quantity of feedback provided by the supervisor (Bernard & Goodyear, 2004). Another finding showed that the number of supervisory skills is a high variable and is associated with low conflicts between supervisors and supervised counselors (Borders, Cashwell, & Rotter, 1995). Finally, one finding demonstrated that self-awareness and professional behaviors targeted by counseling interventions are closely related to the frequencies of clear, consistent, measurable, achievable, realistic, and timely feedback (Powel & Brodsky, 2004).
The hypothesis of this research is: there is a difference in the average scores of wisdom between the pre-service counselors with supervised counseling practice experiences of ≤ 3X and > 3X.

RESEARCH METHOD
Research Design
The research employed the ex post facto method because it examined the conditions that have been formed, not a result of manipulation (Heppner, Wampold, & Kivlighan, 2008). In this research, ex post facto design was used to compare the wisdom profile of Indonesian pre-service counselors based on counseling practice experiences supervised by counselor educators. The supervised counseling practice experiences of ≤ 3X emphasize clinical supervision. Meanwhile, the supervised counseling practice experiences of > 3X emphasize developmental supervision. 

Research Sample
The research sample was selected using the two stage random sampling. There were 489 sixth semester pre-service counselors from 11 guidance and counseling department in Indonesia. More specifically, the numbers of pre-service counselors with supervised counseling practice experiences ≤ 3X and > 3X were 307 and 182, respectively. 
The 11 guidance and counseling department are mandated to organize counselor education program by the Ministry of Research, Technology, and Higher Education.  The 11 guidance and counseling study programs also share similarities in their curriculum, especially the nationally agreed curriculum. The curriculum structure generally covers: general courses, basic education courses, field of expertise and supporting courses, and instructional courses. The curriculum structure is aimed at achieving the nationally determined competence of graduates in accordance with the Decree of the Minister of National Education No. 27 of 2008 on Academic Qualification Standards and Counselor Competences. All of the counselor education institutions require counseling practices to be supervised by both professional counselors and counselor educators.

Instrument
Data were collected using the Indonesian Counselor’s Wisdom Scale that constructed by researchers. This scale measures the seven dimensions of a counselor’s wisdom, namely: religious (16 items), cognitive (33 items), personal (14 items), social (31 items), emotional (10 items), reflective (21 items), and ethical (12 items). This scale was developed based on the results of meta-analysis on various theories of wisdom, including: Ardelt (2003), Brown (2004), Brown & Greene (2006), Hanna & Ottens (1995) and Hanna, Bemak, & Chung (1999) Jeste et al. (2011), Sternberg (1986), Webster (2003, 2007), Baltes & Smith (1990), Baltes, Smith, & Staudinger (2000), and the study of wisdom from a philosophical, religious, and cultural perspective. 
The Indonesian Counselor’s Wisdom Scale consists of 137 items with a item-total correlation index r ≥ 0.200. Reliability test using Cronbach’s Alpha indicated a coefficient of α = 0.948. 
This scale is in the form of a psychological scale with five criteria: 1 = very inappropriate, 2 = inappropriate, 3 = appropriate, 4 = slightly appropriate, and 5 = very appropriate.
 
Research Procedure
Data collection was conducted from February to July 2016. The collection was done using the traditional paper and pencil questionnaire distributed directly to the sixth semester pre-service counselors in 11 guidance and counseling department in Indonesia on an agreed schedule. The pre-service counselors were asked to respond to any statement that suits their condition by choosing one of the alternative answers provided. After the data were collected, the next step was verifying, processing, and analyzing them.   

Data Analysis
To find the difference in the wisdom of the pre-service counselors based on supervised counseling practice experiences, independent sample t-test was employed. According to Creswell (2012), this technique is suitable to test the difference in the average of two groups of samples and also the influence of independent variables on the dependent variables. Technically, data were processed using IBM SPSS software v. 20.0 for windows.   

RESULTS
The hypothesis of this research is: there is a difference in the average scores of wisdom between the pre-service counselors with supervised counseling practice experiences of ≤ 3X and > 3X. The statistical results of data analysis are presented in Table 1.
Table 1. Counseling Practice Experiences and Pre-service Counselors’ Wisdom
Variable/ Dimension	Counseling Frequencies	t	Sig.	
	≤ 3 X	> 3 X			
	M	SD	M	SD			
Wisdom 	495.4	44.6	481.9	48.0	3.080	.002	
Religious	55.7	10.5	53.7	9.8	2.110	.035	
Cognitive	114.1	12.7	114.2	12.8	-.075	.941	
Personal	50.8	6.3	49.7	6.9	1.798	.073	
Social	118.0	12.6	113.1	13.5	4.060	.000	
Emotional	34.3	4.3	33.3	4.1	2.605	.009	
Reflective	76.2	9.0	73.8	9.0	2.813	.005	
Ethical	46.4	5.9	44.2	6.4	3.809	.000	

The results of the research as shown in Table 1 indicate that there was a significant difference in the mean wisdom scores between the preservice counselors with supervised counseling practice experiences of ≤ 3X and > 3X. This difference is indicated by the Sig. value. (2-tailed) <p (0.05) (t = 3.080; Sig. = 0.002). 
Table 1 shows: First, there was a significant difference in the mean scores of religious dimension between the preservice counselors with supervised counseling practice experiences of ≤ 3X and > 3X (t = 2.110; Sig. = 0.035). Secondly, there was a significant difference in the mean scores of social dimension between the preservice counselors with supervised counseling practice experiences of ≤ 3X and > 3X (t = 4.060; Sig. = 0.000). Thirdly, there was a significant difference in the mean scores of emotional dimension of the preservice counselors with supervised counseling practice experiences of ≤ 3X and > 3X (t = 2.605; Sig. = 0.009) Fourthly, there was a significant difference in the reflective dimension of the preservice counselors with supervised counseling practice experiences of ≤ 3X and > 3X (t = 2.813; Sig = 0.005). Fifthly, there was a significant difference in the mean scores of ethical dimension of the preservice counselors with supervised counseling practice experiences of ≤ 3X and > 3X (t = 3.809; Sig. = 0.000) Sixthly, there was no significant difference in the mean scores of the personal dimension of the preservice counselors with supervised counseling practice experiences of ≤ 3X and > 3X (t = -0.075; Sig. = 0.941). Finally, there was no significant difference in the mean personal dimension scores of the preservice counselors with supervised counseling practice experiences of ≤ 3X and > 3X (t = 1.798; Sig. = 0.073).
The profile of counselors’ wisdom with supervised counseling practice experiences of ≤ 3X. The results show that the wisdom of pre-service counselors with supervised counseling practice experiences of ≤ 3X was generally in the medium category (57.0%) and the rest in the high category (43.0%). These results are reflected in the five of the seven dimensions of pre-service counselors’ wisdom, namely: the emotional, cognitive, religious, reflective, and private dimensions. The emotional dimension of the pre-service counselors was generally in the medium category (74.9%) and the rest in the high category (25.1%). The cognitive dimension of the pre-service counselors was in majority in the medium category (71.0%), followed by a high category (28.3%), and the rest in the low category (0.7%). The religious dimension of the pre-service counselors was generally in the medium category (53.7%), followed by high (44.0%), and low category (2.3%). The reflective dimension of the pre-service counselors was generally in the medium (52.8%) and high category (47.2%). The personal dimension of the pre-service counselors was generally in the medium (50.5%), high (49.2%), and low category (0.3%). Meanwhile, the other two dimensions of wisdom were in the high category, namely the ethical and social dimensions. The ethical dimension of the pre-service counselors was generally in the high category (71.3%) and the rest was in the medium category (28.7%). Finally, the social dimension of the pre-service counselors was generally in the high category (64.5%) and the rest was in the medium category (35.5%). 
The profile of counselors’ wisdom with supervised counseling practice experiences of > 3X. The results indicated that the wisdom of the pre-service counselors with supervised counseling practice experiences of > 3X was generally in the medium category (65.4%) and rest was in the high category (34.6%). The results were consistent with the six other dimensions of the pre-service counselors’ wisdom, namely: emotional, cognitive, religious, reflective, social, and personal dimensions. The emotional dimension of the pre-service counselors was generally in the medium category (81.9%) and the rest in the high category (18.1%). The cognitive dimension of the pre-service counselors was generally in the medium category (72.5%) and the rest in the high category (27.5%). The religious dimension of the pre-service counselors was generally in the medium category (70.3%), followed by high category (29.1%), and low category (0.5%). The reflective dimension of the pre-service counselors was generally in the medium category (64.3%) and the rest was in the high category (35.7%). The social dimension of the pre-service counselors was generally in the medium category (53.8%) and the rest in high category (46.2%). The personal dimension of the pre-service counselors was generally in the medium category (53.3%), followed by high category (46.2%), and the rest was in the low category (0.5%). Meanwhile, the ethical dimension of the pre-service counselors was generally in the high category (53.3%) and the rest in the medium category (46.7%).

DISCUSSION
The results showed that there was a difference in the average scores of Indonesian counselors’ wisdom based on counseling practice experiences supervised by counselor educators in counselor education program. The results mean that the experience of supervised counseling practices proves to be one of the important efforts undertaken to influence the development of pre-service counselors’ wisdom.
The difference in the wisdom profile of the pre-service counselors lies in the following. First, the wisdom profile of the pre-service counselors with supervised counseling practice experiences of ≤ 3 times (X) was in the medium category, supported by five of the seven dimensions: emotional, cognitive, religious, reflective, and personal. Meanwhile, the wisdom of the pre-service counselors with experience of supervised counseling practices > 3X was also in the medium category, but it was supported by six dimensions, namely: emotional, cognitive, religious, reflective, social, and personal dimensions. Secondly, the wisdom of the pre-service counselors with supervised counseling practice experiences ≤ 3X tended to be high and significantly different in social dimension. Meanwhile, the wisdom of the pre-service counselors with supervised practice experiences > 3X tended to be high and significantly different in the ethical dimension.  
The social dimension of wisdom. Social dimension is one of the essential components of wisdom. This is consistent with the opinion of experts and the findings of previous research which show that the social dimension of wisdom includes: prosocial attitudes and behavior and value relativism/tolerance (Meeks & Jeste, 2009), ... balancing intra, inter, and extra-personal interests to achieve public welfare (Sternberg, 1986), affective and conscious dimensions of empathy and concern (Hanna & Ottens, 1995; Hanna, Bemak, & Chung, 1999), encouragement to achieve public welfare by helping others and contributing to society (Yang, 2008), affective dimension (Ardelt, 2000, 2003, 2004, 2011), dimension of value relativism/tolerance (Baltes & Smith, 1990, Baltes & Staudinger, 2000, Baltes, Gluck, & Kunzmann, 2002), open personality (Brugman, 2000, 2006), altruism (Brown, 2004; Brown & Greene, 2006). 
In this research, the social dimension of wisdom is defined as the ability of pre-service counselors to interact effectively and productively with the counselee. This means that a pre-service counselor with a high social dimension is able to interact effectively and productively with the counselee and others. The dimension of social skills includes: empathic, prosocial, respectful, friendly, caring, accepting unconditionally, guiding, communicative, forgiving, and leadership traits. 
Pre-service counselors with high empathy tend to be able to take perspective, show empathetic care, and behave appropriately according to a counselee’s condition. Pre-service counselors with high prosocial attitude tend to be always willing to help a counselee unconditionally. They can appreciate the counselee as a dignified person. They are always friendly, always willing to say hello and greet the counselee first by showing a pleasant facial expression. They will also have a high concern for the counselee’s welfare, environment, and life. Such pre-service counselors are also able to accept the counselee the way s/he is and maintain a warm interaction with the counselee. 
In addition, pre-service counselors with high empathy are able to inspire, model, encourage, and direct a counselee to change his or her behaviors in a positive direction. They are able to establish verbal and non-verbal communication effectively with the counselee. They are also able to always forgive themselves, their counselees, and counseling situations. Finally, pre-service counselors have leadership qualities to empower the potential of each counselee and manage group dynamics effectively to achieve counseling goals. 
The ethical dimension of wisdom. Wisdom is always associated with good, right, and proper behavior, both for oneself and others. Therefore, ethics is one of the essential dimensions of wisdom. This is in line with the opinions of experts and findings of previous research which reveal that wisdom includes the dimensions of: ethical scales (Descartes in Osbeck & Robinson, 2005) and ethical behavior (Jeste et al., 2010). 
In this research, it was found that the ethical dimension was in the high category, especially for the pre-service counselors with supervised counseling practice experiences of > 3X. Pre-service counselors with high ethical dimension of wisdom are characterized by the ability to understand and adhere to the code of ethics of a counselor and to present themselves as a person who is trustworthy, honest, fair, and responsible for the welfare of the counselee. The ability to understand and adhere to the code of ethics is the ability to clearly understand the code of ethics of a counselor and try to obey it when conducting counseling; the pre-service counselor can be trusted by keeping promise and the counselee’s secrets. Honest pre-service counselors tend to be able to always express the true thoughts, feelings and behaviors, whatever the risks are. Just pre-service counselors are always willing to give equal opportunity and treatment to each counselee. Finally, just pre-service counselors are able to always take responsibility and be willing to accept the risks of choices and actions regarding themselves and their counselees.  
The emotional dimension of wisdom. The emotional dimension is also one of the main dimensions of wisdom. This is consistent with the opinion of the expert and results of previous research findings which demonstrate that one of the dimensions of wisdom is affective dimension (Ardelt, 2000, 2003, 2004, 2011), emotional management (Brugman, 2006; Brown, 2004; Brown & Greene, 2006), affective dimension and consciousness (Hanna & Ottens, 1995; Hanna, Bemak, & Chung, 1999), emotional balance (Meeks & Jeste, 2009), emotional skills (Osterlund, 2014), and emotion regulation (Webster, 2003, 2007). 
In this research, the emotional dimension of wisdom is the ability of a counselor to understand, accept, use, and manage the emotions of her/himself and the counselee’s to remain calm and patient in dealing with counselees, problems, and counseling situations. Pre-service counselors with emotional dimension of wisdom in the medium category are characterized by being: (1) quite able to recognize and understand the emotional state of themselves and counselee’s accurately in certain situations; (2) quite open and sometimes able to accept the emotional state of themselves and counselee’s in certain situations; (3) quite able to use the emotional state of themselves and counselee’s in making decisions; and (4) quite able to manage the emotions of themselves and counselee’s so as to remain calm and patient in dealing with counselees, problems, and counseling situations.
The cognitive dimension of wisdom. The cognitive dimension is one of the main dimensions of wisdom. This is in accordance with the opinions of experts and results of previous research findings that one of the dimensions of wisdom is: cognitive dimension (Ardelt, 2000, 2003, 2004, 2011; Hanna & Ottens, 1995; Hanna, Bemak, & Chung, 1999), metacognitive skills (Brugman, 2006), cognitive skills/processes (Csikszentmihalyi & Rathunde, 1990), cognitive dimension (Hanna & Ottens, 1995; Hanna, Bemak, & Chung, 1999), cohesiveness (Labouvie-Vief, 1990), and cognitive ability (Osterlund, 2014).
In this research, the cognitive dimension of wisdom is defined as the cognitive ability of the pre-service counselors as shown by: metacognition, sharpness of views, reasoning and consideration, tolerance of ambiguity, managing uncertainty, open-mindedness, relativism of values, and discovery and problem-solving. Pre-service counselors with metacognition skills in the medium category have sufficient knowledge about factual, procedural, and conditional cognition, and are able to manage cognition by planning and evaluating the knowledge of counseling. Pre-service counselors with moderately sensible perspective are quite able to understand counselees and counseling situations in depth, look far beyond the visible, not easily get influenced by counselees’ behavior, and offer good and correct alternative solutions for counselees’ problems. 
Pre-service counselors with sufficiently good reasoning ability can recognize the context and interdependence of phenomena, problems, problematic situations, and how to deal with them appropriately; consider every possibility; are rational and logical; and are oriented toward useful therapeutic changes. Pre-service counselors with medium level of judgement or consideration tend to be good at recognizing conflicts in acting and making decisions, thinking deeply before making decisions and acting, and recognizing counselees’ independence in making decisions.
Pre-service counselors with tolerance for ambiguity tend to feel comfortable enough with ambiguity and love the complexity in counseling and life situations. Pre-service counselors with the ability to manage uncertainty at the medium level are quite able to manage uncertainty in their counseling and life situations. Pre-service counselors with open-mindedness and value relativism in the medium category have good ideas; are happy to try something new; open to diverse ideas, values, and various counseling experiences; and able to appreciate different perspectives so that the counseling processes and outcomes become more optimal.
Pre-service counselors with moderate discovery and problem-solving skills are characterized, in certain situations and conditions, by being sufficiently able to define, clarify, analyze, choose alternative solutions, and use coping strategies to address the problems faced by themselves and counselees.
The religious dimension of wisdom. The scriptures of Islam, Christianity, Judaism, Hinduism, Buddhism, and Confucianism mention that the highest level of one's religiosity is the attainment of wisdom. In this research, the religious dimension of wisdom refers to the level of religiosity of pre-service counselors. Pre-service counselors with moderate religious dimension of wisdom have quite strong beliefs in religion and God, sometimes practice religious rituals, have religious altruism, and have sufficient insight on religious issues in counseling. 
The reflective dimension of wisdom. Reflective is one of the main dimensions of wisdom. This is in accordance with the opinions of experts and results of previous research findings which show that the dimensions of wisdom include: reflective dimension (Ardelt, 2003; Basset, 2005), remembering the past, being reflective, and experienced (Webster, 2003, 2007), experience-oriented actions (Sung, 2011), self-reflection (Jeste et al., 2010), and reflective attitudes (Osterlund, 2014).  
The reflective dimension of wisdom is the ability of pre-service counselors shown by self-awareness, self-assessment, deautomization, and being rich of experience and learning from mistakes. Pre-service counselors with self-awareness in the medium category are characterized by sufficient awareness of thoughts, feelings, behaviors, and strengths and weaknesses that can affect counseling sessions. Pre-service counselors with moderate self-assessment are characterized by occasional reflection of prior counseling sessions. Pre-service counselors with deautomization are inclined to reject automatic behaviors. Pre-service counselors with reflective dimension of wisdom in the medium category are also characterized by having enough experience and can sometimes learn from positive and negative experiences, both during counseling and in daily life.
The personal dimension of wisdom. The personal dimension of wisdom is the ability of pre-service counselors to understand, empower, and develop themselves as a unique and dignified person. Pre-service counselors who have personal dimension of wisdom in the medium category are characterized by: (1) having sufficient self-knowledge, in terms of mind, feeling, and behavior; (2) having self-respect; (3) integrating oneself, namely presenting themselves authentically and congruently in various situations; and (4) possessing self-adaptation, i.e., being able to behave and position themselves flexibly and appropriately in front of counselees and in different counseling situations.  
   Personal dimension is one of the main dimensions of wisdom. This statement is consistent with the opinion of experts and the results of previous research that wisdom is the integration of personality traits (Ardelt, 2003), the virtue of successfully facing integrity crisis againts despair (Erikson, 1959), self-knowledge (Brown, 2004; Brown & Greene, 2006), recognizing the limitations of self-knowledge, having a purpose in life, generativity, ego integrity, self-pity (Jeste et al., 2010), and self-understanding (Meeks & Jeste, 2009).
Furthermore, the results of this research support experts’ opinion and previous research findings that among the factors that influence the development of wisdom are professional experience (Baltes, Gluck, & Kunzmann, 2002), professional education and training and continuous practicing experience (Baltes & Kunzmann, 2005). Hanna, Bemak, and Chung (1999) suggested that to be a wise counselor, (pre-service) counselors should be given the opportunity to reflect, ask, internalize, and integrate their professional experiences, in this case counseling practice. The development of wisdom requires transcendence and projection that can be gained through self-awareness, self-examination, and reflection on behavior, interactions, and experiences throughout the life span (Ardelt, 2000, 2003; Levitt, 1999; Taranto, 1989). Brown's (2004) study found the key factors influencing the development of wisdom, namely learning from experience through reflection, integration, and experience transformation. The findings of this study are also similar to those of Phan et al. (2009) which show that the learning model of wisdom can be more effective if accompanied by reflection in the supervision process by counselor educators. 
The reflection model that is predicted to be appropriate to develop the wisdom of pre-service counselors is the reflective practitioner (Schon, 1983, 1987 in Moon, 2004) with a model of clinical supervision. It is further argued that reflective practice is aptly used in professional and complex activities, especially nursing and education to cope with various unstructured and unpredictable situations based on similar experiences previously undergone. 
According to Moon (2004), the reflective practitioner model will produce such learning outcomes as: (1) knowledge and understanding; (2) some forms of action; (3) critical review process; (4) decision making or the solution to uncertain and unpredictable problems; (5) building theory based on practical experience; (6) creativity; (7) self-empowerment; and (8) clarification and recognition for further reflection. In the context of developing professional behaviors, clinical supervision has a vital role (Bernard & Goodyear, 2014).
The application of reflective practice to develop the wisdom of pre-service counselors in counselor education programs can be done in stages or gradually, ranging from descriptive writing, descriptive reflection, dialogical reflection, and critical reflection (Hatton & Smith, 1995, in Moon, 2004). 
Although the present research has proven the hypothesis, there are some limitations. First, the numbers of pre-service counselors with experience of supervised counseling practices ≤ 3 X and > 3 X were not balanced. Second, it did not reveal the model of reflection and supervision used by the counselor educators. Finally, it did not examine differences in the wisdom of the pre-service counselors by sex, ethnicity, age, religious affiliation, life experiences, counseling competencies, and educational institutions. Based on these limitations, further research can carry out the following actions. First, examine, develop, and test the models of reflection and supervision in internships to develop the wisdom of pre-service counselors in counselor education programs. Second, examine the education and training strategies to develop the wisdom of pre-service counselors in counselor education program. Third, examine the differences of the wisdom of the pre-service counselors with a more proportional and representative sample, either in terms of counseling frequencies, gender, ethnicity, age, religious affiliation, life experience, counseling competence, reflection and supervision model, and education institution. 

REFERENCES
Ardelt, M. (1997). Wisdom and life satisfaction in old age. Journal of Gerontology, Psychological Sciences, 52B (1), 15-27.
Ardelt, M. (2000). Antecedents and effects of wisdom in old age: A longitudinal perspective on aging well. Research on Aging, 22 (4), 360-394.
Ardelt, M. (2003). Empirical assessment of a three-dimensional wisdom scale. Research on Aging, 23 (3), 275-324. 
Ardelt, M. (2004). Wisdom as expert knowledge system: A critical review of a contemporary operationalization of an Ancient concept. Human Development, 47, 257-285.
Ardelt, M. (2011). The measurement of wisdom: A commentary on Taylor, Bates, and Webster’s comparison of the SAWS and 3D-WS. Journal of Experimental and Aging Research, 37 (2), 241-255.
Asadi, S., Amiri, S., Molavi, H., & Noaparast, K.B. (2012). A cross-sectional study of self-reported wisdom development: From adolescence through adulthood. Interdisciplinary Journal of Contemporary Research in Business, 4 (2), 482-492. 
Baltes, P.B., Gluck, J., & Kunzmann, U. (2002). Wisdom: its structure and function in regulating successful life-span development. In C.R. Snyder, S.J. Lopez (Eds.). Handbook of positive psychology (pp. 327-347). New York: Oxford University Press. 
Baltes, P.B., & Smith, J. (1990). Toward a psychology of wisdom and its ontogenesis. In R.J. Sternberg (Eds.). Wisdom: Its nature, origins, and development (pp. 87-120) Cambridge: Cambridge University Press.
Baltes, P.B., & Staudinger, U.M. (2000). Wisdom: A metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence. American Psychologist, 55 (1), 123-124. 
Bassett, C. (2005). “Wisdom in three acts: Using transformative learning to teach for wisdom.” Presented at the Sixth International Transformative Learning Conference, Michigan State University, October 6-9, 2005.  
Bergsma, A., & Ardelt, M. (2012). Self-reported wisdom and happiness: An empirical investigation. Journal of Happiness Study, 13 (3), 481-499.
Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Columbus, OH: Pearson.
Bloom, J., Gerstein, L., Tarvydas, V., Conaster, J., Davis, E., Kater, D., Sherrard, P., & Esposito, R. (1990). Model legislation for licensed professional counselors. Journal of Counseling and Development, 68, 511–523.
Borders, L. D., & Usher, C. H. (1992). Post degree supervision: Existing and preferred practices. Journal of Counseling and Development, 70, 594–599.
Borders, L. D., Cashwell, C., S., & Rotter, J. C. (1995). Supervision of counselor licensure applicants: A comparative study. Counselor Education and Supervision, 35, 54–69.
Brown, S.C. (2004). Learning across the campus: How college facilitates the development of wisdom. Journal of College Student Development, 45 (2), 134-148.
Bradley, C., & Fiorini, J. (1999). Evaluation of counseling practicum: National study of programs accredited by CACREP. Counselor Education and Supervision, 39, 110–119.
Brown, S.C., & Greene, J.A. (2006). The wisdom development scale: Translating the conceptual to the concrete. Journal of College Student Development, 47 (1), 1-19.
Brugman, G.M. (2006). Wisdom and aging. In J.E. Birren & K.S.K. Warner (Eds.). Handbook of the psychology of aging (pp. 445-476). Amsterdam: Elsevier.
Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th Eds.). Boston: Pearson.
Csikzentmihalyi, M., & Rathunde, K. (1990). The psychology of wisdom: An evolutionary interpretation. In R.J. Sternberg (Eds.). Wisdom: Its nature, origins, and development (pp.25-51). Cambridge: Cambridge University Press.  
Csikszentmihalyi, M., & Nakamura, J. (2005). The role of emotions in the development of wisdom. In R.J. Sternberg & J. Jordan (Eds.). A handbook of wisdom: Psychological Perspectives (pp. 220-242). Cambridge: Cambridge University Press.
Erikson, E.H. (1959). Identity and the life cycle. New York: Int. Univ. Press.
Hanna, F. J. & Ottens, A. J. (1995). The role of wisdom in psychotherapy. Journal of Psychotherapy Integration, 5 (3), 195-219.
Hanna, F.J., Bemak, F. & Chung, R.C-Y. (1999). Toward a new paradigm of multicultural counseling. Journal of Counseling and Development, 77 (2), 125-134.
Heppner, P.P., Wampold, B.E., & Kivlighan, D.M. (2008). Research design in counseling (3rd Eds.). USA: Thomson Brooks/Cole.  
Jeste, D.V., Ardelt, M., Blazer, D., Kraemer, H.C., Valliant, George & Meeks, T.W. (2010). Expert consensus on characteristics of wisdom: A Delphi method study. Gerontologist, 50, 668-680. 
Karelitz, T.M., Jarvin, L., & Sternberg, R.J. (2010). The meaning of wisdom and its development throught life. In R.M. Lerner & W.F. Overton (Eds.). The handbook of life-span development: Cognition, biology, methods (pp. 837-875). Hoboken, New Jersey: John Willey & Sons. Inc.
Kunzmann, U., & Baltes, P.B. (2005). The psychology of wisdom: Theoretical and empirical challanges. In R.J. Sternberg & J. Jordan (Eds.). A handbook of wisdom: Psychological perspectives (pp. ). New York: Cambridge University Press.
Labouvie-Vief, G. (1990). Wisdom as integrated thought: Historical and developmental perspectives. In R.J. Sternberg (Eds.). Wisdom: Its nature, origins, and development (pp. 52-83). Cambridge: Cambridge University Press.
Le, T.N. (2011). Life satisfaction, openness value, self-transcendence, and wisdom. Journal of Happiness Studies, 12 (2), 171-182. 
Levitt, H.M. (1999). The development of wisdom: An analysis of Tibetan Buddhist experience. Journal of Humanistic Psychology, 39, 86-105.
Meeks, T.W., & Jeste, D.V. (2009). Neurobiology of wisdom: An overview. Archives of General Psychiatry, 66, 355-365. 
Mickler, C. & Staudinger, U.M. (2008). Personal wisdom: Validation and age-related differences of a performance measure. Psychology and Aging, 23 (4), 787-799.
Moon, J.A. (2004). A handbook of reflective and experiential learning: Theory and practice. London & New York: RoutledgeFalmer Taylor & Francis Group.
Orwoll, L., & Perlmutter, M. (1990). The study of wise persons: Integrating personality perspective. In R.J. Sternberg (Eds.). Wisdom: Its nature, origins, and development (pp.160-177). New York: Cambridge University Press.
Osbeck, L.M. & Robinson, D.N. (2005). Philosophical theories of wisdom. In R.J. Sternberg & J. Jordan (Eds.). A handbook of wisdom: Psychological perspectives (pp. 61-83). Cambridge: Cambridge University Press.
Osterlund, L.C. (2014). Wisdom in the counseling relationship. Jesuit Higher Education, 3 (2), 74-84. 
Pasuphati, M., Staudinger, U.M., & Baltes, P.B. (2001). Seeds of wisdom: Adolescents’ knowledge and judgment about difficult life problems.  Developmental Psychology, 37 (3), 351-361. 
Phan, L.T., Rivera, E.T., Volker, Martin & Maddux, C.D. (2009). Wisdom in multicultural counseling: In omitted ingredient. Revista Interamericana de Psicología/Interamerican Journal of Psychology, 43 (1), 154-161.
Powell, D.J.  and Archie Brodsky, (2004). Clinical Supervision in Alcohol and Drug Abuse Counseling. Journal of Counseling and Development, 68, 511–523.
Ryff, C.D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069-1081.
Schwartz, B., & Sharpe, K.E. (2005). Practical wisdom: Aristotle meets positive psychology. Journal of Happiness Studies, 1–19.
Staudinger, U.M., Dorner, J., & Mickler, C. (2005). Wisdom and personality. In R.J. Sternberg & J. Jordan (Eds.). A handbook of wisdom: Psychological perspectives (pp. 191-219). Cambridge: Cambridge University Press.
Staudinger, U.M., & Gluck, J. (2011). Psychological wisdom research: Commonalities and differences in a growing field. Annual Review Psychology, 62, 215-41.
Sternberg, R.J. (1986). Intelligence, wisdom, and creativity: Three is better than one. Educational Psychologist, 21 (3), 175-190.
Sternberg, R.J. (1998). A balance theory of wisdom. Review of General Psychology, 2, 347-365.
Sternberg, R.J. (2001). Why schools should teach for wisdom: the balance theory of wisdom in educational settings. Educational Psychology, 36 (4), 227-245.
Sternberg, R.J. (2005). Foolishness. In R.J. Sternberg & J. Jordan (Eds.). A handbook of wisdom: Psychological perspectives (pp. 331-352). Cambridge: Cambridge University Press.
Sternberg, R.J., Jarvin, L., & Reznitskaya, A. (2008). Teaching for wisdom through history: Infusing wise thinking skills in the school curriculum. In M. Ferrari & G. Potworowski. (Eds.). Teaching for wisdom: Cross-cultural perspectives on fostering wisdom (pp. 37-57).  USA: Springer.
Sung, K. (2011). Exploring wisdom in the Korean elderly: A Q methodology study. Asian Nursing Research, 5 (2), 128-140. 
Taranto, M.A. (1989). Facet of wisdom: A theoretical synthesis. Journal of Aging and Human Development, 29 (1), 1-21.
Webster, J.D. (2003). An exploratory analysis of a Self-Assessed Wisdom Scale. Journal of Adult Development, 10 (1), 13-22.
Webster, J.D. (2007). Measuring the character strength of wisdom. The International Journal of Aging and Human Development, 65 (2), 163-183.