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1.
Blanca E. Arteaga 《Community College Journal of Research & Practice》2013,37(8):708-726
Latino students represent the fastest-growing population in the state of California, the United States, and the California Community College (CCC) system. Unfortunately, compared to other ethnic groups, Latino community college students continue to lag academically. Given the importance of counseling services and the scarce research related to community college students and community college counseling services, this study explored how 26 first-generation, low-income, Latino community college students perceived, negotiated, and developed a relationship with their community college counselor. Using a qualitative grounded theory research design, participants’ counseling experiences were captured through face-to-face semistructured in-depth interviews, and a theoretical model was developed. This study extended the literature on the importance of community college counseling services in assisting and motivating students to reach transfer and graduation and emphasized students’ positive and negative counseling experiences. The research findings suggest a need to improve community college counseling services. Thus, based on the research findings and other published research, this study proposes a set of the following: (a) guidelines for applying cultura (culture) to community college counseling that can assist relationship building between students and counselors; (b) questions that can be included in students’ evaluation of counselors; (c) counselor interview questions that may elicit behavioral response and assess cultural competence; and (d) community college students’ preferred counselor characteristics that may be used by hiring committees. 相似文献
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This study examined the counseling expectancies of Korean international students in the United States. The results indicated that Korean students expected to terminate counseling quickly if the process was viewed as unpleasant or did not seem to be immediately helpful. The Korean students expected to approach counseling as a classroom learning situation in which they could present problems, ask questions about the problems, and work on assignments to solve the problems. Implications for outreaching and counseling Korean international students are discussed. 相似文献
3.
Wilma J. Henry Michelle A. Mitcham Lynette M. Henry 《Journal of College Counseling》2013,16(2):176-190
This article examines the challenges faced by nontraditional college students who are coparents as a result of divorce. The need for college counseling centers to have counseling options designed to assist this special population in successfully completing their academic pursuits is presented. Conflict resolution techniques based on the Parenting Coordination model are offered to help these students deal with the challenges of coparenting responsibilities. 相似文献
4.
职业生涯辅导在我国的高等特殊教育中具有独特的价值。本文从促进聋人大学生职业成长和终身发展的视角,分析了聋人大学生职业生涯辅导的缺失与问题,探讨了聋人大学生的心理特点及对其职业生涯发展的消极影响,提出了对聋人大学生进行科学职业生涯辅导的内容、方法和途径。 相似文献
5.
Theresa Van Lith Lorelei Voronin 《International journal for the advancement of counseling》2016,38(3):177-193
Practicum experience in counseling and therapy training can be an anxiety-inducing time as students begin to apply their acquired theoretical knowledge. On-site supervisors closely monitor students’ development by making use of example-based involvements to provide valuable insights and learning opportunities. This paper examines the findings from a pragmatic inquiry, where seven on-site supervisors were interviewed about their experiences supervising counseling and art therapy practicum students. By using qualitative analysis, the authors were able to elicit themes that demonstrated important qualities for all counseling and therapy students during this learning stage, as well as for art therapy students in particular. 相似文献
6.
Frances Quinn John Pegg Debra Panizzon 《International Journal of Science Education》2013,35(10):1279-1305
Meiosis is a biological concept that is both complex and important for students to learn. This study aims to explore first‐year biology students’ explanations of the process of meiosis, using an explicit theoretical framework provided by the Structure of the Observed Learning Outcome (SOLO) model. The research was based on responses of 334 first‐year biology students to practical and examination questions about meiosis, together with student interviews. Students’ written responses were coded, which resulted in a hierarchy of qualitatively different categories consistent with recent developments in the SOLO model. Most responses described a number of the less abstract elements of meiosis, but not in a coherent, relational manner, and interviews elucidated several areas of confusion about meiosis and its subordinate concepts. These findings are consistent with much previous research, and provide insights into both the use of the SOLO model as a research tool and students’ understandings of meiosis. In conjunction with previous research, the results of this study raise questions beyond its local context about the match between students’ apparent understandings and university expectations. The implications of the study relate to the use of terminology, the treatment of meiosis in textbooks, and some specific issues of pedagogy. 相似文献
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This study investigated personal characteristics, espoused theoretical orientation, counseling response style, and tendency toward variety as related to general guidance, and counseling competence, and to home or overseas origin of 32 (16 males and 16 females) students enrolled in the Guidance Unit at the University of Reading, England. Subjects were drawn from the United Kingdom (Home students) and from 11 overseas countries (Overseas students). Instruments administered were the Edwards Personal Preference Schedule (EPPS), the Porter Counseling Inventory (PCI), and the Similies Preference Inventory (SPI). The subjects' theoretical orientation was determined by the ratings of six theories of counseling. These ratings were given weighted scores for Insight and Action orientation, i.e., London's Insight-Action dichotomy. Guidance and counseling competency was based upon ratings by three professors using a 5-point scale. Results showed large differences between the groups on the EPPS and PCI, but EPPS and PCI scores were unrelated to the subjects' theoretical orientations. Competency ratings were related to theoretical preference, with Home students espousing Action approaches receiving lower ratings and Overseas students espousing Insight approaches receiving lower ratings. Results were discussed in terms of different cultural demands on counselors and with relevance to the use of the Insight-Action dichotomy in research with American counselor samples. 相似文献
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The counseling practicum is generally accepted as an essential part of a counselor-training program. Likewise, the training of future counselor educators necessitates experiences in supervision of counseling-practicum students. The dual supervision model described in this article is an approach that simultaneously meets the training needs of future counselors and counselor educators. The rationale for the dual supervision model, the results of an exploratory study of the counselor trainees' attitudes toward the dual supervision process, and the counseling-practicum supervisors' reactions to the model are described. Both the students enrolled in their second quarter of counseling practicum and the supervisors had very positive reactions to the dual supervision model. 相似文献
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姜慧敏 《岳阳职业技术学院学报》2020,(1):56-59
团体心理辅导以其经济高效性、适用范围广、形式多样化等特点在我国众多学校的心理健康教育中被推广使用。中职生正处于心理敏感时期,利用团体心理辅导的心理预防与干预功能可以很好地帮助其成长。该文在对团体心理辅导的内涵及其理论基础简单阐述的基础上,探讨团体辅导对中职生的成长发展及增进班主任工作实效的重要意义,并着重探究中职学校开展团体心理辅导的方法、路径等。 相似文献
11.
SHARON E. ROBINSON DeWAYNE J. KURPIUS THOMAS C. FROEHLE 《Counselor Education & Supervision》1981,21(1):45-56
This article presents the findings from two research studies. In Study I, 21 counseling students were given either a written standard model, written serial model, or a videotape model of how to ask tacting questions. While there were no differences between the written and video models, significant multivariate differences were found between the two forms of the written models. In Study II, 24 counseling students received either the written or video model and then were assessed either by orally responding or by writing reflections of feeling responses to a series of client vignettes. Once again, no differences were found for mode of model presentation. Students who responded in writing, however, outperformed those who responded orally. The discussion focuses on the implications these two studies have for counselor education. 相似文献
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The authors argue that students in counseling practicum courses experience many self‐defeating thoughts and anxieties. These worries can impede their performance as new counselors and can have a negative impact on the supervision process. The authors outline innovative methods used by cognitive therapists to address this anxiety. In addition, a model is presented for counselor educators to use cognitive restructuring techniques as a supervision tool. Summary Throughout their studies, counseling graduate students face many possible fears and anxieties that arise from their classroom experiences. The greatest fears and anxieties seem to be related to the counseling practicum experience. This experience is one in which students may feel incompetent, vulnerable, and unskilled as they begin to put their classroom knowledge and experiences into practice. If these fears and anxieties persist, students have a hard time making progress in the area of the counseling relationship and skill building. We have examined how practicum students' fears and anxieties might be addressed, using cognitive interventions. Such interventions allow students to take irrational thoughts and change them to rational thought patterns. This is accomplished by asking students to state their fears verbally, to think about the effects of the fears and the consequences, to think about intervening beliefs and thoughts, and to restate the fears in a rational manner. Our experience suggests that cognitive interventions are useful strategies to help practicum students combat fears and anxieties. Further research might examine the use of other behavioral interventions to address these fears. For example, does role‐playing a counseling technique in supervision make a student less anxious about applying it in a real counseling session? In summary, fear and anxiety can impede the preparation of counselors during their practicum experiences. Understanding the underlying thoughts that cause these fears can help students overcome self‐defeating thought patterns. Cognitive restructuring techniques have been shown to reduce tension and can be used with counseling practicum students to help relieve performance and supervision anxiety. 相似文献
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Y.M. Lo S.L. Gdovin J.B. Stankiewicz L. Appezzato E.M. Garvey 《Journal of Food Science Education》2002,1(3):45-51
ABSTRACT: An internship program based upon problem-based learning (PBL) and student-centered mentoring is developed. Food science majors are introduced to the program in their sophomore/junior year and follow a process that involves learning-style assessments, career counseling, and direct contact with industrial mentors to develop a resume. The problems are designed in collaboration with a faculty advisor so the students can apply their knowledge to industrial situations. Assessment of performance is conducted by having students submit weekly journal entries and a final report and participate in a closing interview. The journals and reports are graded on 6 aspects of a pedagogical reasoning model: Comprehension, transformation, implementation, evaluation, reflection, and new comprehension. This trains students to use a range of knowledge within a restrained environment, as well as assisting students to refine the critical food science and interpersonal skills needed for successful careers after graduation. 相似文献
14.
《Journal of College Student Psychotherapy》2013,27(2):149-158
College counseling clinicians need to understand how students use technology to form, sustain, and end romantic attachments. Students now frequently incorporate aspects of these technologically based interactions, or mediated communications, into counseling sessions and often make important attributions based on them. Heavy daily use of a growing array of options includes telephonic conversations, text messaging, chat, Facebook, and e-mail. This article will provide a theoretical framework that integrates attachment and communications theory to assist college counseling clinicians to make positive therapeutic use of this remarkable shift in how students communicate in romantic (and other) relationships. 相似文献
15.
Carey Dimmitt John C. Carey Wendy McGannon Ivar Henningson 《Counselor Education & Supervision》2005,44(3):214-228
The authors conducted a Delphi study to identify important research questions regarding school counseling. During 3 consecutive rounds of e‐mail queries, an expert panel of 21 school counseling educators and practitioners were asked to identify the goals of school counseling research, develop specific research questions, and rate the importance of the questions. The highest rated research questions concerned school counseling interventions that have an impact on academic achievement and the effects of school counseling programs on student outcomes. The panel's final list of 42 research questions can help counselor educators, graduate students, and practitioners develop research projects that most effectively meet the needs of the field. 相似文献
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Grounded in the theoretical approaches of experiential learning and inquiry‐based learning, adventure learning (AL) is a hybrid distance education approach that seeks to transform the experiences of students by having learners explore real‐world issues and pursue answers to their own questions in an authentic, anchor‐based environment. In this article we present a theoretical overview of AL, provide a brief summary of recently examined AL impacts in the classroom, and use a phenomenological lens to examine the experience of an educator/explorer who traveled by dogsled over 3000 miles across the Arctic to engage students and teachers from around the world in a truly authentic learning context. We conclude by offering recommendations for teachers who wish to embark on their own unique AL experiences with their students (without necessarily having to travel to the Arctic). 相似文献
17.
Lori Diane Hill 《The Urban Review》2012,44(1):36-59
Preparing high school students to skillfully and successfully navigate the pathway to college is a growing concern among researchers
and policymakers. This issue has raised important questions about what urban school districts can do to build capacity among
their high schools to guide students and families toward successful college transitions. This analysis examines how district-level
policies impacted the capacity of two urban high schools to establish and maintain college counseling strategies that effectively
prepare students to manage the transition to college. Drawing upon concepts from institutional theory, the analysis illustrates
how pressures from urban policy environments can threaten the viability of a college counseling strategy that has strong positive
implications for urban high school students. 相似文献
18.
Theodoros Vachliotis Katerina Salta Chryssa Tzougraki 《Research in Science Education》2014,44(2):239-266
The purpose of this study was dual: First, to develop and validate assessment schemes for assessing 11th grade students’ meaningful understanding of organic chemistry concepts, as well as their systems thinking skills in the domain. Second, to explore the relationship between the two constructs of interest based on students’ performance on the applied assessment framework. For this purpose, (a) various types of objective assessment questions were developed and evaluated for assessing meaningful understanding, (b) a specific type of systemic assessment questions (SAQs) was developed and evaluated for assessing systems thinking skills, and (c) the association between students’ responses on the applied assessment schemes was explored. The results indicated that properly designed objective questions can effectively capture aspects of students’ meaningful understanding. It was also found that the SAQs can elicit systems thinking skills in the context of a formalistic systems thinking theoretical approach. Moreover, a significant relationship was observed between students’ responses on the two assessment strategies. This research provides evidence that students’ systems thinking level within a science domain is significantly related to their meaningful understanding of relative science concepts. 相似文献
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对经招募和筛选的30名大学生进行八次认知疗法取向的团体辅导,考察认知疗法取向团体辅导对大学生就业焦虑的干预效果,总结形成缓解就业焦虑的有效干预模型。结果:问卷结果显示团体干预后,实验组的就业焦虑水平显著低于对照组;干预结束两个月后的追踪测试也说明效果同样显著。结论:认知疗法取向团体辅导可有效缓解大学生就业焦虑,在此基础上建立的就业焦虑干预模型可供推广。 相似文献