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1.
Preparation of counselors for marriage and family counseling roles is an increasingly important aspect of counselor education. This study sought to determine current level and projected involvement of a nationwide sample of counselor education departments in marriage and family counselor training and to assess the extent to which counselor educators in the sample agreed with 30 marriage and family counseling competencies. 相似文献
2.
What is the responsibility of counselor education programs in more efficiently preparing students in the area of career guidance and development? This article attempts to explain one department's efforts in this important area. It explains the rationale, development, and implementation of a subspeciality, Career Development Specialist (CDS), in a counselor education program. Covered are areas such as historical/conceptual review of the CDS, competencies and courses, recruitment of students, and where graduates have located jobs. Finally, the implications for counselor education are discussed. 相似文献
3.
Counselor education programs throughout the country have employed competency-based objectives as part of their training programs. The utilization of behavioral objectives in defining specific counselor skills has produced numerous systems and models for the training of counselors. This article presents a multidimensional model for counselor education that uses a behavioral approach in conjunction with the more globally accepted services and functions of the secondary school counselor. The multidimensional model places the competencies in three distinct domains: (a) 10 identifiable services provided by the secondary counselor; (b) the three functions performed by the counselor; and (c) the three types of program training components commonly used in counselor education programs. The three dimensions of the model are presented in a Guilford-like cube for simplicity. 相似文献
4.
Adriana G. McEachern 《Counselor Education & Supervision》2003,42(4):314-325
A representative sample of counselor educators at U.S. universities were surveyed to identify the kinds of curricula school counselor preparation programs use for preparing students to work with exceptional students (ES). Program courses in exceptional student education (ESE), competencies, field experiences, state certification requirements for ESE courses, the degree of importance accorded by counselor educators to prepare graduates to serve ES, and the educators' level of satisfaction with current program requirements were investigated. Sixty‐two percent of the programs surveyed did not offer a specific ESE course; however, 53% of these programs (N = 146) reported that ESE competencies were incorporated in other program courses. 相似文献
5.
Gary M. Miller 《Counselor Education & Supervision》1976,16(2):154-155
The literature in Counselor Education and Supervision has had a variety of focuses, ranging from humanistic counselor education (Chenault 1968) to systems technique in training (Canada & Lynch 1975) and from Arbuckle (1974) to Ellis (1974) and back (Arbuckle 1975). However, there has been a scarcity of articles directed toward the education of future counselor educators who will lead the way in innovation, training, and research. I gather that this group has not been intentionally disregarded but that, through various counselor education programs, graduate students are given the opportunity to emerge as counselor educators. This process must vary with each institution. I would like to share one avenue that is being taken to help future counselor educators develop competencies in professional writing and convention program presentations. 相似文献
6.
ALEX L. CHEW 《Counselor Education & Supervision》1984,24(1):114-119
Evidence from the literature and from reported practice indicates that school counselors are increasingly expected to be competent in the interpretation of individually administered psychoeducational tests and reports. Systematic training in these competencies, however, is often not included as an integral part of counselor education programs. This article describes one counselor education program's response to the need for training in these interdisciplinary skills. The course model presented has been positively received by students and counseling internship supervisors. 相似文献
7.
JANE E. MYERS 《Counselor Education & Supervision》1992,32(1):34-42
Nationally endorsed competencies, a certification process, and standards for specialty training in gerontological counseling have been developed and approved. Implementation of the gerontological counseling specialty in counselor education is considered. 相似文献
8.
This article describes the evaluation of a competency-based, criterion-referenced, master's degree counselor education program. It discusses the program's philosophy, the procedures for establishing the exit competencies, the assessment of student's competencies, and the decisions based on context, input, process, and output evaluations of the program. 相似文献
9.
FREDERICK G. LOPEZ 《Counselor Education & Supervision》1985,24(3):307-316
Early counselor training has traditionally stressed acquisition of basic listening skills while underemphasizing instruction in specific problem-solving competencies. This bias may be partly responsible for such frequently observed supervision issues as counselor anxiety, inefficient counselor management of interview time, inadequate problem clarification, and premature intervention. Models for conducting brief, problem-focused counseling seem well-suited for teaching trainees the verbal skills and structuring methods that promote efficient problem clarification and resolution. The purposes of this article are to present one such model, to identify its skills requirements, and to discuss the advantages of using this model in practicum training. 相似文献
10.
DARCY HAAG GRANELLO 《Counselor Education & Supervision》2000,39(4):270-283
Contextual teaching and learning is an important pedagogical tool that can be applied to counselor education. It provides a theoretical rationale for many teaching and learning interventions. This article describes contextual teaching and learning and applies its five major components to counselor education. 相似文献
11.
SUSAN J. SEARS 《Counselor Education & Supervision》1980,20(2):139-143
Teacher education can use the knowledge and skills counselor education takes for granted. This article outlines a role for counselor education in preservice teacher education by describing two programs in which a counselor education faculty has contributed to the improvement of teacher education. Both programs—one facilitating the career development of prospective teachers and the other, teaching human relation skills to prospective teachers—have been integrated into the teacher education curriculum. 相似文献
12.
The specific objectives of this study were (a) to collect and edit a comprehensive set of counselor competencies, (b) to operationally define the counselor competencies, and (c) to determine the specific competencies for which there is a high level of consensus of importance among counselor-educators. The 98 competencies included in this study were collected through an extensive review of the literature of the past 10 years. Fifty counselor-educators throughout the United States rated each of the 98 competencies for perceived level of importance and for when the competencies are to be acquired. Ninety competencies received a consensual rating ranging from important to critical, indicating that they need be acquired and demonstrated by counselor-trainees before the completion of practicum. 相似文献
13.
The application of systems techniques to counselor education is explored as one means of improving the efficiency and effectiveness of counselor education. The application of systems technology to counselor education is demonstrated by the use of the systems approach in the teaching of a basic counseling technique—the open-end lead. The “Open-end Lead Training Package” is presented to demonstrate the necessary developmental steps involved in the application of systems techniques to the teaching of a counseling skill. The developmental steps are (a) determine the training objective, (b) identify the tasks that will best meet the objective, (c) arrange the tasks in the most efficient and effective order, and (d) collect data that will verify or question the success of the training decisions that have been made. The strengths and weaknesses of systems techniques as applied to counselor education are discussed. 相似文献
14.
Jonathan J. Orr Stephanie F. Hall Diana Hulse‐Killacky 《Counselor Education & Supervision》2008,47(3):146-163
Teaching's importance has increased for faculty members and is reflected in the selection criteria for new faculty, particularly those in counselor education. Thus, graduate programs need to provide students with opportunities to obtain teaching experience and enhance their pedagogical training. The collaborative teaching teams model is intended to assist counselor educators in preparing doctoral‐level counseling students for careers in academia. Recommendations for model implementation are provided and specific examples are presented to demonstrate the use of this model in a counselor education and supervision doctoral program accredited by the Council for Accreditation of Counseling and Related Educational Programs. 相似文献
15.
The development and validation of a framework for teaching competencies in higher education 总被引：4，自引：0，他引：4
Dineke E.H. Tigelaar Diana H.J.M. Dolmans Ineke H.A.P. Wolfhagen Cees P.M. van der Vleuten 《Higher Education》2004,48(2):253-268
In higher education, approaches to teaching are becoming more student-centred, which demands different teaching competencies. Therefore, it is necessary to have an adequate framework of teaching competencies that can be used for evaluation purposes. The weaknesses of the existing frameworks are that they do not pay attention to the person as teacher, they are too narrowly defined, they are not validated and they are not adjusted to modern approaches to teaching. The aim of this study was to develop and validate a framework of teaching competencies in higher education. A framework for teaching competencies was therefore constructed containing the following domains: The Person as Teacher, Expert on Content Knowledge, Facilitator of Learning Processes, Organiser and Scholar/Lifelong Learner. The framework was validated using a Delphi method. Educational experts (N = 63) were asked: ``How important are the following teaching competencies in each domain for an experienced teacher in higher education?'' A confirmatory factor analysis was conducted to assess the adequacy of the domains. After two rounds, the shift in ratings was minimal, so the results were considered stable. The response rate was 82%. From the original list with 134 items, 30 items were omitted because many experts failed to respond to them. The experts reached consensus on 61 out of the resulting 104 items (59%). A confirmatory factor analysis on the three best scoring items in each domain confirmed the model. A framework of teaching competencies was developed and validated that can be used as a starting point for teacher evaluation in higher education. 相似文献
16.
在成人教育专业化发展趋势下,美国将成人教育教师资格作为促进教师有效教学、提高成人教育绩效的手段。本文分析了美国联邦教育部的指导性文件《成人教育教师资格及绩效指示》及其实施情况,对美国成人教育教师资格的指导理念、内涵特征、实施环境、使用途径及其意义和作用进行了评析。 相似文献
17.
Previously, the Sherborne Developmental Movement (SDM) has been found to contribute to the development of emotional competencies in higher education. This study presents and evaluates a teaching model based on SDM for the development of emotional competencies in teacher education. The study examined the contributions of this model to the increase of emotional competencies in 67 future educators. Measurements included reflective diaries, questionnaires, a final project and emotional intelligence and empathy scales. Findings indicated that SDM activities integrated into a teaching model created social interactions that evoked emotional understanding of self and others, improving emotional competencies. 相似文献
18.
发展学生核心素养是基础教育的基本目标.教师要在教学活动中为学生核心素养的形成与发展努力.数学教学设计也是如此,要在设计要素、过程、反思等维度嵌入数学核心素养的基因,在设计层次上提升设计品质,使数学核心素养融入数学教学设计过程成为一种自觉行为和动力源泉. 相似文献
19.
The authors discuss the use of motion pictures to provide learning experiences for students in counselor education programs. A review of the counseling literature revealed many references to teaching with films; only 2 articles, however, recommended using film in counselor education. This article includes activities for teaching diagnosis, counseling theories, interventions, and ethics. Positive feedback was received from 182 graduate students who responded to a 5‐item qualitative and quantitative follow‐up questionnaire after they completed such a course. 相似文献
20.
Krista M. Malott K. Hridaya Hall Angela Sheely‐Moore Megan M. Krell LeeAnn Cardaciotto 《Counselor Education & Supervision》2014,53(4):294-305
The authors examined best practices in university‐level teaching, as premised on the evidence‐based teaching (EBT) literature found in fields external to counselor education. Findings were reported in relation to 3 areas: developing an effective learning environment, structuring intentional learning experiences, and assessing teaching effectiveness. Implications regarding the training of doctoral‐level counselor educators using EBT practices are discussed. 相似文献