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建立高职助理辅导员制度是学生管理的一项创新,也是学生自我教育、自我管理的重要体现。学生担任助理辅导员有其现实的可行性和必要性。目前助理辅导员在工作中存在着缺乏大局意识,表率意识不强,工作定位不准,工作能力不强,以及思想不够成熟等问题。应有针对性地提出优质高效助理辅导员队伍的建设路径,即谨慎选拔、全面培养、动态管理和适当激励。 相似文献
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许琛 《黑龙江教育学院学报》2012,31(10):11-13
随着市场经济发展的加快,改革开放的深入和社会转型的加速,面对高校扩招和近年来无数思潮的冲击,学生自我教育与管理的作用日渐突出,培养大学生自我管理能力是摆在学生管理工作中的一个问题。作为一名高校的辅导员,应该认清学生自我管理的重要性和作用,探讨学生自我管理能力培养的途径,以人为本,科学管理,充分开发和培养学生的自我管理、自我教育能力,真正构建起适应当前高校学生的自我管理机制。 相似文献
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高校是培养现代化人才的摇篮,是德育建设的重要阵地,而作为大学校园中最基本的、相对固定的“单位”的学生宿舍更是学生淋漓尽致展现天性的最主要场所。学生宿舍的教育管理情况,对大学生养成行为习惯、培养健康心理和塑造健全人格具有重要的指导作用。据此提出加强宿舍文化建设的内容和方法：健全宿舍管理体制;注重辅导员示范效应;培养学生自我管理能力,加大对心理委员的培训;完善大学生宿舍管理员队伍建设;合理加大财政投入,提升宿舍硬件环境的整体实力。 相似文献
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本文简要阐述辅导员概念及其基本职责,提出辅导员做好班级学生工作的思路是应当认真把学校和学院的规章制度及时传送到班级学生,倡导班级学生所有人共同进步一个都不能少的理念,根据学生的性格特点、心理特征等进行分类建档并加以细心指导,依据班级年级的递增教育和指导内容有所侧重,加强班级学生干部队伍的培养和建设,在评优、评奖等关乎学生切身利益上发挥学生自我管理和秉持公开、公平、公正、真实的原则办事,开好每一次主题班会等。 相似文献
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HAROLD F. COTTINGHAM 《Counselor Education & Supervision》1974,13(4):280-287
Counselor education, through its formal organization (ACES), is in the process of examining its standards for program accreditation used for the past decade. This discussion examines current educational forces, such as social change, political conditions, and learning process developments as a basis for a new look at the standards for counselor preparation. Based on these influences, four categories of situational and philosophical issues are postulated: educational and psychological assumptions, outcome behaviors of the counselor education graduate, outcomes of counselor education programming, and outcome behaviors of professional guidance personnel. It is recommended that outcomes of counselor education should be considered in performance terms before instructional strategies are developed. 相似文献
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M. Ann Shillingford Shannon Trice‐Black S. Kent Butler 《Counselor Education & Supervision》2013,52(4):255-269
Minority female counselor educators are faced with numerous challenges. This qualitative study revealed that for female minority counselor educators, these challenges continue to negatively affect their professional and personal experiences. It is through operational wellness practices and optimal balance and functioning that minority female counselor educators have often prevailed. Implications for minority female counselor educators, university administrators, and counselor educators from the majority population are provided. 相似文献
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RUTH A. HITCHCOCK 《Counselor Education & Supervision》1986,26(2):95-102
Administrators of counselor education programs have identified specific skills and content areas for their students to master. Counselors in training need to make theory applicable to individuals through the use of counseling techniques and assessment. What counselors do is related to the qualitative, quantitative, and performative knowing that Maccia (1973) found present in student-teacher relationships. This epistemology can be applied to what a counselor needs to know to counsel. Such applications of the epistemology described by Maccia (1973) are significant for counseling in two ways. First, they may aid counselor educators and students in making clear distinctions between content and skill areas as well as making strong connections between content and skills. Second, an epistemology of counseling may point to fruitful areas of research. 相似文献
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Claudia G. Interiano Jae Hoon Lim 《International journal for the advancement of counseling》2018,40(3):310-325
This study explored the interplay between a multidimensional model of acculturation and professional identity development among eight foreign-born doctoral students in U.S. counselor education. Themes generated through an interpretive phenomenological analysis revealed that the participants, while trying to adapt to the Euro-American cultural context of their counselor programs, experienced a sense of conflict, loss, and grief, resulting in what they called a “chameleonic” professional identity. Findings illustrated that for international counseling students, professional identity development is an arduous and complex process deeply intertwined with their acculturation experiences. Implications for counselor programs and future research are further discussed. 相似文献
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Tracy A. Stinchfield Nicole R. Hill David M. Kleist 《International journal for the advancement of counseling》2010,32(4):225-239
Triadic supervision has been considered a credible and effective form of clinical supervision within counselor education programs
since being included in the 2001 standards for the Council for Accreditation of Counseling and Related Educational Programs
(CACREP). A phenomenological study was conducted to examine the experiences of masters-level counselor trainees in practicum
with triadic supervision. Several transcendent themes emerged, namely: Initial Apprehensions, Shared Developmental Process,
Vicarious Learning, Multiple Perspectives, and Safety through Trust and Relationship. The results of this study are discussed
as they impact the field of counselor education and supervision. 相似文献
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现代大学生在专业学习、生活习惯、人际交往、心理调适等方面呈现出新的特点。大学生自我教育、自我管理、自我服务能力的培养和综合素质的提高,需要高校思想政治教育工作者加强教育和引导。导生制作为现代大学生管理的一种新模式,在引导和帮助新生适应大学的学习和生活,协助辅导员做好日常教育及管理工作,加强新生思想政治教育,建设优良的学风和班风等方面发挥了重要的作用。导生制的有效实施能使高校学生管理工作取得新进展、新突破、新成效。 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 authors argue that counselor educators can facilitate reflective thinking in students through the practices of Socratic questioning, journal writing, Interpersonal Process Recall, and reflecting teams. These pedagogical methods are described and applied to a counselor education program. 相似文献
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Michelle C. Muratori 《Counselor Education & Supervision》2001,41(1):41-56
Although there is a growing body of literature on counselor impairment, the topic of supervisor impairment has surprisingly been overlooked. The author explores the implications of working with an impaired supervisor at various levels of counselor development and discusses some of the critical factors that may influence how a supervisee decides to handle this problem. In addition to discussing the misuse of power by the impaired supervisor, other factors (e.g., the nature and severity of the supervisor's impairment) are also discussed. The author presents an ethical decision‐making model that can be used to guide the counselor trainee through the arduous process of determining a viable course of action. 相似文献
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探讨高校辅导员文化对于促进辅导员的职业化、专业化水平,提升辅导员的核心竞争力具有重要意义.高校辅导员文化具有单一价值取向,实践性与研究性高度融合,跨越教管、师生关系的开放性多元文化等特性.当前高校辅导员文化中存在诸多问题,需要从精神文化、制度文化、环境文化等方面加强建设,通过多渠道努力建构优秀的高校辅导员文化. 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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A study was designed to evaluate the effects of an experimentally induced set of “expertness” on clients' evaluations of their selected experiences during brief vocational counseling. Thirty-one college freshman males were randomly assigned to two induced sets of high and low expertness, and client responses to both quantitative and qualitative aspects of the interview were obtained. The results suggested that (a) clients responded more favorably to relationship aspects of the interview with a counselor who was introduced as a nonexpert than with a counselor who was introduced as an expert, (b) informational recall was greater for clients interviewed by the expert counselor, and (c) global ratings of counselor effectiveness did not differentiate between expert and nonexpert counselors. Implications for counselor training and counselor practice are discussed. 相似文献