Supervisee Empowerment: Does Gender Make a Difference?     

DARCY HAAG GRANELLO  PATRICIA M. BEAMISH  TOM E. DAVIS 《Counselor Education & Supervision》1997,36(4):305-317

This study used a content analysis of audiotapes of clinical supervisory sessions to examine the effect of supervisee gender on the influence strategies used in the counseling clinical supervisory dyad.  相似文献   

The Academic Genogram: Teaching for the Future by Learning From the Past     

DARCY HAAG GRANELLO  DAVID HOTHERSALL  ANN L. OSBORNE 《Counselor Education & Supervision》2000,39(3):177-188

Describes a doctoral‐level assignment that uses a genogram format to trace academic lineage and uncover historical themes that continue to influence the student's professional development.  相似文献   

Encouraging the Cognitive Development of Supervisees: Using Bloom's Taxonomy in Supervision     

DARCY HAAG GRANELLO 《Counselor Education & Supervision》2000,40(1):31-46

The article applies Bloom's Taxonomy of Educational Objectives (B. S. Bloom, M. D. Engelhart, F. J. Furst, W. H. Hill, & D. R. Krathwohl, 1956) to the process of counseling supervision. The taxonomy is provided as a mechanism to help supervisors encourage the growth of cognitive complexity in supervisees. Examples of supervision questions for each level of the taxonomy are provided.  相似文献   

Contextual Teaching and Learning In Counselor Education     

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   

Training Counseling Students to Use Outcome Research     

PAUL F. GRANELLO  DARCY HAAG GRANELLO 《Counselor Education & Supervision》1998,37(4):224-237

Counselors are increasingly called on to demonstrate the efficacy of their interventions. Counselor educators can assist beginning counselors by teaching them how to use outcome research in their clinical work and how to conduct their own outcome assessments. This article presents an infusion model for use by counselor education programs in integrating counseling outcome research throughout the counseling curriculum.  相似文献   

A Developmental Rationale for Curriculum Order and Teaching Styles in Counselor Education Programs     

DARCY HAAG GRANELLO  RICHARD J. HAZLER 《Counselor Education & Supervision》1998,38(2):89-105

Developmental models provide a useful theoretical foundation for conceptualizing the cognitive development of counseling students. When these models are used, a rationale emerges for teaching styles and course sequencing in counselor education programs.  相似文献