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1.
BARBARA A. KERR CHARLES D. CLAIBORN DAVID N. DIXON 《Counselor Education & Supervision》1982,22(2):138-148
The interpersonal influence model of counseling has implications for counselor training. The behaviors and other cues used to establish counselor expertness, trustworthiness, and attractiveness—qualities associated with persuasiveness—are described. 相似文献
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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
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Since the call for professional accountability in the early 1970s, counselors and counselor educators have attempted to assess counseling effectiveness, to upgrade programs as a result of assessments, and to communicate results of program assessment and change to their publics. Until recently, their efforts have been impeded by the interpersonal nature of counseling, insufficient training in research and evaluation, and available low-cost computer technology. This article addresses each of the impediments with the focus on how present computer technology, specifically computer-assisted systems, can be used to help counselors and counselor educators ethically input, store, and retrieve pertinent client and program data—data that can be used to achieve program evaluation and lead to accountable program development. The Counselor Accountability System is presented as an example of an easy-to-use computer program designed to facilitate counselor accountability. 相似文献
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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
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A training model designed to involve practicing counselors in a reexamination of their views of entry level workers is described. A brief presentation of the rationale, procedure, and effect of the experience on participants is provided as one response to a neglected area of counselor education—involvement with and training experiences for employed counselors. 相似文献
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培训是实现高校辅导员队伍职业化发展的重要环节,而培训范式的科学设定是提升辅导员胜任能力和发展潜能的关键。本文通过借鉴培训需求"三层次分析法",在设定辅导员培训需求分析考量要素基础上,对辅导员培训体系的缺陷进行了实然分析,构建了多维度的辅导员队伍职业化培训范式:专业化发展导向的培训流程,全程式培养目标的培训平台,胜任力提升原则的培训内容,团队式学习驱动的培训方法,质量化效度标准的培训评价。 相似文献
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WARD A. KNIGHTS 《Counselor Education & Supervision》1972,12(1):42-45
The time has come for closer coordination between secular postgraduate education in counseling and counselor training of clergymen under religious auspices. Secular and religious educational objectives for competent counselors are similar—both desire to train individuals who can meet the needs of other people. Any uniqueness that may belong to the clergyman as a counselor lies within the context of competent counseling, not outside of it. If people's needs for counseling are to be more fully met there must be a new effort toward coordination. If such coordination can be effected, both education and religion will be enriched. Action can begin at the local level in practical ways. 相似文献
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The Older Americans Act of 1964 generated not only interest and concern but also a myriad of programs directed at a unique and growing population of American citizens—the elderly. The unique features of this population come with a wide range of physiological, sociological, and psychological problems that need to be addressed by the professional counselor and counselor education programs which provide training for the mental health specialist. A major problem of this population, alcoholism, has received little emphasis in counseling literature. In an attempt to bridge this gap, this article presents physiological, sociological, and psychological aspects of alcoholism as they apply to the elderly. The discussion which follows the presentation sets forth conclusions and recommendations for counselor education programming. 相似文献
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Prepracticum service‐learning (PPSL) was investigated through a qualitative case study of a counselor education program. Participants were PPSL instructors, coordinators, and alumni of the selected program. As it relates to the counselor education program under study, this article illustrates perceived effects of PPSL on student counselors' overall development and comparisons of PPSL and practicum training. Implications for counselor education are addressed. 相似文献
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Trevor J. Buser 《Counselor Education & Supervision》2008,48(2):86-100
The literature on counselor training has included attention to cognitive and interpersonal skill development and has reported on empirical findings regarding the relationship of training with client outcomes. This article reviews the literature on each of these topics and discusses empirical and theoretical underpinnings of recently developed approaches to counselor training: the Skilled Group Counselor Training Model (M. H. Smaby, C. D. Maddux, E. Torres‐Rivera, & R. Zimmick, 1999) and the Skilled Counselor Training Model (S. Urbani et al., 2002). Critique of this literature includes suggestions for further research on the effectiveness of counselor training. 相似文献
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ELAINE J. COPELAND 《Counselor Education & Supervision》1982,21(4):187-193
Racial and ethnic minority group members are now recognizing the need for relevant counseling services. Many counselor education programs, however, have not addressed this issue. While some counselor educators support the need for innovative counselor training programs for those who expect to work in pluralistic settings, others believe that traditional programs can meet the needs of all populations. This article describes why counselor training incorporating the needs of racial and ethnic minorities is needed and provides four models: (a) the separate course model; (b) the area of concentration model; (c) the interdisciplinary model; and (d) the integration model, which may be used in program development and implementation. 相似文献
13.
Modeling procedures have come to play a major role in counselor training. A substantial body of literature has accumulated in support of the use of modeling in counselor training. Relatively little attention has been paid to the use of negative models in the training process. This is due, at least in part, to the hypothesis that negative models inevitably interfere with the acquisition of positive performance behaviors. This study was designed to directly compare the effects of positive and negative models in counselor training. Results suggest that negative modeling can produce training outcomes similar to those achieved by positive models. Further investigation of the role of negative modeling in counselor training is recommended. Several specific directions for continuing research are suggested. 相似文献
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Traditionally, counselors have not received systematic training for human resource development positions within business and industry. Yet counseling skills can be readily applied to the business setting. This article describes one counselor education department's response to the need for systematic training in human resource development. 相似文献
15.
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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J. JEFFRIES McWHIRTER 《Counselor Education & Supervision》1987,27(1):77-88
Counseling and counselor education is expanding in countries other than the United States. In this study I assessed the development of counselor training programs in Australia and New Zealand. Data are reported on institutional setting and accreditation, on faculty and student information, and on program trends. Where appropriate, comparisons and contrasts are made with information from the United States provided by Hollis and Wantz (1983). 相似文献
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水文化教育在辅导员队伍建设中的思考与尝试 总被引：1，自引：0，他引：1
汪小布 《杨凌职业技术学院学报》2008,7(1):74-76
高等教育担负着培养高素质人才的重任,作为教育工作者,尤其是学生管理工作的辅导员,面临着更高的要求。本文以南昌工程学院为例,在辅导员队伍建设中开展以“水文化”为核心内容的教育尝试。 相似文献
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Over the years there has been a vast array of efforts on the part of numerous individuals and professional organizations to upgrade and professionalize counselor training. These procedures include (a) the development of training standards for counselor education programs, and (b) the establishment of accreditation organizations. This article examines the ongoing process of professionalization in counselor education and will update readers on historical developments that have led to the present status of the Council for Accreditation of Counseling and Related Educational Programs. Discussion on present trends and future implications for AACD and its divisions are drawn. 相似文献
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刘晓莹 《泉州师范学院学报》2013,31(4):30-33
辅导员是高校开展大学生思想政治教育的中坚力量,同时担负着班级管理等其他任务。但是,当前高校辅导员胜任力现状却不容乐观,出现职业倦怠与动力不足等问题,而现有的培训机制又不能完全满足提升辅导员胜任力的迫切需求。文章基于胜任力提升的视角,从学习能力、业务工作能力、创新能力、领导水平和组织协调能力等方面阐述高校辅导员到县（区）级团委挂职锻炼对其胜任力提升的有效性,并从角色定位、制度保障、“导师制”管理等方面构建辅导员挂职锻炼的有效运行机制,以增强挂职锻炼实效性,促进辅导员胜任力的提升。 相似文献
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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