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Commentary:     
The author comments on a number of the perspectives contained in the paper by Webb, Widseth, and Ramirez. He argues for conceptualizing campus consultations in the context of the following elements: continuity, clarity, comprehensiveness, credibility, collarboration, cooperation, coordination, comprehension, and collegiality. The author offers some examples of how to function in a constructive consultative role that addresses the health and welfare of campus student life.  相似文献   

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Suicide:     
The purpose of this article is to provide a framework for training the residence hall RA as a suicide interventionist. It is important that the RA have the necessary information and skills to recognize, evaluate and refer students who are at risk for taking their own lives. In addition, this article discusses what the RA must known in order to assist the survivors of unsuccessful suicide attempts or those who are left after a completed suicide. As an itnerventionist, the RA is not a counselor or therapist but someone who is able to assist the suicidal student in securing professional assistance and being of support during the process of therapy.  相似文献   

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Humor:     
The use of Humor is often neglected and underutilized in counseling. The literature indicates that humor is indeed a powerful and versatile therapeutic tool. This article investigates the use of humor in counseling with college students. The authors highlight aspects of the therapeutic process in which they feel humor can be used effectively: initial problem exploration, decatastrophizing the situation, relationship building, breaking down barriers, reframing, and fostering insight.  相似文献   

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In this article, Lani Florian, Professor of Social and Educational Inclusion at the University of Aberdeen, examines the relationships between ‘special’ and ‘inclusive’ education. She looks at the notion of specialist knowledge among teachers and at the roles adopted by staff working with pupils with ‘additional’ or ‘special’ needs in mainstream settings. She explores the implications of the use of the concept of ‘special needs’– especially in relation to attempts to implement inclusion in practice – and she notes the tensions that arise from these relationships. She goes on to ask a series of questions: How do teachers respond to differences among their pupils? What knowledge do teachers need in order to respond more effectively to diversity in their classrooms? What are the roles of teacher education and ongoing professional development? How can teachers be better prepared to work in mixed groupings of pupils? In seeking answers to these questions, Lani Florian concludes that we should look at educational practices and undertake a thorough examination of how teachers work in their classrooms. She suggests that it is through an examination of ‘the things that teachers can do’ that we will begin to bring meaning to the concept of inclusion.  相似文献   

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HyperCard:     
《学校用计算机》2013,30(1-2):211-226
No abstract available for this article.  相似文献   

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LogoWriter:     
《学校用计算机》2013,30(3):21-34
No abstract available for this article.  相似文献   

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Computers:     
《学校用计算机》2013,30(4):85-94
No abstract available for this article.  相似文献   

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Promotion:     
No abstract available for this article.  相似文献   

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Computers:     
《学校用计算机》2013,30(3-4):111-120
No abstract available for this article.  相似文献   

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Hypermedia:     
《学校用计算机》2013,30(3-4):23-30
No abstract available for this article.  相似文献   

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Step 3 of the Ten Steps of Mother-Friendly Care insures that women receive care that is sensitive and responsive to the specific beliefs, values, and customs of the mother's ethnicity and religion. The rationale for this step and the evidence in support of its value are presented.  相似文献   

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