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1.
In the proposed integrative competence-based counselor education model, the four major areas of counselor training are defined as theory education, skills training, experiential activity, and practicum experience. For each area we suggest specific objectives, possible courses, appropriate methodologies, and directions for evaluation. The formulation of behavioral curriculum goals and the construction of performance criteria for each aspect of the program are essential for the effective implementation of the model. The distinctive contribution of the model lies in its provision of (a) a series of conceptual definitions and objectives, (b) a sound framework for integrating traditionally conflicting counselor education approaches and for systematizing the student's educational experience, (c) a built-in means for the transfer of training to professional placements, and (d) stimulation of research in the many problem areas to be found in counselor education. 相似文献
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Melissa D. Deroche Barbara Herlihy Matthew L. Lyons 《Counselor Education & Supervision》2020,59(3):187-199
We explored the relationship between master's-level counseling students' (N = 285) disability competence, disability-related life experience, and multicultural course completion. Results indicated disability-related life experience and multicultural course completion may differentially affect self-perceived disability competence. Implications and recommendations for counselor training are discussed. 相似文献
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The current study examined a mediating effect of empathic accuracy on the relationship between counselor experience level and counseling outcome. Data were collected from 48 counselor?Cclient dyads in real-life counseling settings. Empathic accuracy and counseling outcome were assessed by using client perceptions of the first three audiotaped counseling sessions. Ickes?? standard empathic accuracy assessment procedure was used with modifications to assess empathic accuracy. The procedure to assess empathic evaluation included three steps: (a) clients recognize and write down their thoughts and feelings while listening to the audiotapes, (b) counselors infer their client??s thoughts and feelings, (c) The third raters rate the statements of counselors?? empathic accuracy. Correlational analysis revealed that counselor experience level, empathic accuracy, and counseling outcome were positively related to one another. A path analysis was used to test the model that counselor experience level affects counseling outcome through the effect of empathic accuracy. Both paths from counselor experience level to empathic accuracy and from empathic accuracy to counseling outcome were significant, along with a significant mediating effect of empathic accuracy. These results show enhancing empathic accuracy is critical for counseling outcome. Limitations of the current study and suggestions for future research were discussed. 相似文献
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This article describes a cooperative effort of a community agency and a counselor education program in dealing with community alcohol problems. A DWI education and awareness program and a counselor training program in alcohol problems are presented. The training program uses students at four phases of development to counsel court-referred clients. Each phase is described in terms of goals, activity, feedback focus, and expected outcome. This program provides benefits for all involved: (a) students have real-life counseling experiences, (b) the agency maintains contact and uses the resources of university programs, and (c) the university has the opportunity to respond to a current issue in the community. 相似文献
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ROBERT K. CONYNE 《Counselor Education & Supervision》1974,13(3):184-189
A group experience consisting of five selected Encountertapes and five unstructured sessions (25 hours) was provided for six groups of eight people each (N=48) enrolled in a counselor education course in group procedures. Three of these groups had cofacilitators (facilitator-directed) while three had no designated facilitators (self-directed). Congruency was assessed by the Group Semantic Differential, a measure of self-congruency. Disclosure was assessed by the Johari Window, a measure of self-disclosure. No significant differences between treatments were found. Increased levels of self-congruency and self-disclosure were demonstrated by both treatments. Implications for counselor training and areas for additional research were suggested. 相似文献
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Sejal B. Parikh Christopher Janson Tiffany Singleton 《Counselor Education & Supervision》2012,51(1):33-49
The purpose of this phenomenological study was to examine seven school counseling students’ experiences of creating reflective video journals during their first internship course. Specifically, this study focused on capturing the essence of the experiences related to personal reactions, feelings, and thoughts about creating two video journal entries. Qualitative analysis revealed that reflection as a developmental process, authenticity, parallel process, and apprehension with the process were significant themes related to the video journaling experience. Implications for counselor education and training and directions for future research are presented. 相似文献
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David P. Pursell 《CBE life sciences education》2009,8(1):15-28
BIO2010 advocates enhancing the interdisciplinary, mathematics, and physical science components of the undergraduate biology curriculum. The Department of Chemistry and Life Science at West Point responded by developing a required physical chemistry course tailored to the interests of life science majors. To overcome student resistance to physical chemistry, students were enabled as long-term stakeholders who would shape the syllabus by selecting life science topics of interest to them. The initial 2 yr of assessment indicates that students have a positive view of the course, feel they have succeeded in achieving course outcome goals, and that the course is relevant to their professional future. Instructor assessment of student outcome goal achievement via performance on exams and labs is comparable to that of students in traditional physical chemistry courses. Perhaps more noteworthy, both student and instructor assessment indicate positive trends from year 1 to year 2, presumably due to the student stakeholder effect. 相似文献
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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
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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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高校篮球队的训练工作是一个教练员与运动员共同参与的双边活动,作为训练过程中起主导作用的教练员对在这个过程中作为主体的运动员所产生的影响力。是决定训练成效、竞赛成绩和队的发展优劣的一个重要因素。教练员对运动员的影响力有权力性和非权力性之分,提高教练员行为影响力,关键在于提高非权力性影响力。 相似文献
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Edward Neukrug Christina Hamme Peterson Matthew Bonner Gabriel I. Lomas 《Counselor Education & Supervision》2013,52(3):207-221
This study reports results of a questionnaire of 210 counselor educators regarding assessment instruments covered in their assessment courses. Instruments are ranked on how extensively they are covered, and comparisons of coverage are made by assessment category (e.g., educational, clinical) and by instructor and program characteristic (e.g., Council for Accreditation of Counseling and Related Educational Programs [CACREP] vs. non‐CACREP). Suggestions regarding which assessment techniques to cover in a basic counselor education testing and assessment course are made. 相似文献
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Sunnie Lee Watson 《Open Learning》2017,32(3):262-278
This case study examines the design and facilitation of a Massive Open Online Course (MOOC) that focused on attitudinal learning about the topic of animal behaviour and welfare. Findings showed that a team of instructors worked together collaboratively towards realising learning goals and found the experience rewarding. While learners had mixed perceptions of gains in cognitive, affective and behavioural learning, they reported high satisfaction with lecture videos and instructor course participation. Implications for the instructional design of MOOCs and attitudinal learning are discussed based on these findings, including a discussion of MOOCs as a unique platform for attitudinal learning, and recommendations for their successful use. The recommendations include the importance of creating a collaborative instructor team, establishing high instructor presence, using interactive and collaborative learning activities, and receiving support from platform providers and institutions. 相似文献
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James A. Visser 《The American journal of distance education》2013,27(3):21-32
Abstract Using an experiential case approach, this study explores the conventional wisdom that distance education courses require greater faculty work effort and time commitment than traditionally taught courses. The study's basis for analysis is an instructor's time and effort in developing and delivering a graduate‐level course in public administration, for both a distance course (a modality with which he had no previous experience) and his traditional classroom courses. The study finds support for the conventional wisdom. But it also suggests hypotheses for future comparative analysis that development and delivery time and effort may partially depend on the accumulation of instructor experience and the level of institutional support. This article also identifies some implications for future research and faculty participation in distance education. 相似文献
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我国大学生思想政治教育工作中并没有＂品牌＂一词,但隐含着一种品牌的理念——＂培养接班人＂,且将这一理念转化为在高校开设政治课和创设辅导员制度等制度设计中。当前,理念的模糊是造成大学生思想政治教育工作品牌面临挑战的重要原因。今后,在理念层面,要高扬理想主义的旗帜,赋予＂接班人＂理念以新的内涵,培养社会主义的实践者和创造者。在实践中,注意把握大学生思想政治教育工作的一般性和特殊性,批判性地吸收经济学中关于品牌培育的知识,重视辅导员的职业道德建设,培育辅导员的道德领导力。 相似文献
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欧成学 《重庆职业技术学院学报》2010,19(1):16-17
心理素养是高校辅导员职业素养的重要组成部分,是作好高校辅导员工作的先决条件。目前,高校辅导员心理素养从总体上看是比较好的,但由于高校辅导员所学专业的多元化和工作压力大等原因,导致高校辅导员心理素养还有待提高。关注高校辅导员心理素养,发现问题,分析原因,有助于明确辅导员队伍建设的努力方向。 相似文献
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汪伟 《江苏经贸职业技术学院学报》2012,(5):87-89
辅导员队伍是高校教师队伍的重要组成部分,对大学生的成人成才起着举足轻重的作用。高职院校的辅导员队伍建设存在一些突出问题:对专职辅导员的职能认识不清晰、职责定位不明确,培训机制不完善,评价激励机制不科学,保障体系不健全等。在新形势下,有必要围绕这些问题采取有力措施,积极推进高职院校辅导员队伍的专业化建设。 相似文献
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改革开放以来我国高校形成了辅导员选拔培养的四个基本模式,其基本经验是：注重辅导员政治素质和综合能力;注重在实际工作中对高校辅导员的培养;注重对高校辅导员学历的提升。但高校辅导员选拔培养仍有明显的不足,因而,在总结历史经验的基础上实现高校辅导员选拔培养的制度创新,构建一套科学、成熟、稳定的辅导员选拔培养机制是实现高校辅导员专业化、职业化和专家化的重要保障。 相似文献
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Mary H. Mullins 《Journal of Teaching in Social Work》2017,37(4):309-321
Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to a student-centered approach proved an enjoyable experience for the students and the instructor as well. The learning method forces students into an active role in the classroom and allows the instructor to be the facilitator of the learning experience. Students are able to explore course content and gain valuable group skills in the process. 相似文献
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Melissa Luke Kristopher M. Goodrich Dennis D. Gilbride 《Counselor Education & Supervision》2013,52(3):222-234
A training intervention using the Intercultural Model of Ethical Decision Making was tested with a sample of 48 counselor trainees enrolled in 3 counseling courses across 2 universities. Postintervention data indicated students' scores increased significantly on 5 of 6 evaluation criteria as well as on the overall total score. Although pretest scores were significantly different between students who had taken a multicultural course and those who had not, there was no posttest difference. Implications and suggestions for future training and research are discussed. 相似文献