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Marylou Ramsey 《International journal for the advancement of counseling》1996,19(3):277-291
Power is a central dynamic in multicultural encounters. Yet many people, especially counsellors, are reluctant to discuss their experiences with power and what it means to them. As a result, power remains an often unspoken, disturbing issue in multicultural counselling and counsellor education. This article addresses this silence by: a) clarifying the relationship between power and cultural racism; b) discussing what counsellors need to know about power; c) presenting an experiential powerlab that counsellor educators and trainers may use to explore various aspects of power; and d) suggesting a processing format, issues and supportive resources for debriefing this exercise. 相似文献
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Elizabeth Ramsey 《College & Undergraduate Libraries》2016,23(3):328-334
The concept of social capital and its contribution to success and well-being in a variety of settings has potential for academic library outreach. Research has found that those with extensive and varied networks of social relationships can benefit in myriad ways, including academic and professional achievement. A connection has also been found between lower levels of social capital and negative effects on individuals as well as communities generally. Academic libraries are strategically positioned to enhance the social capital of their users, effecting positive differences in engagement, retention, and success after graduation. 相似文献
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Marylou Ramsey 《International journal for the advancement of counseling》1994,17(4):283-290
This article explores the origin, design, applications and advantages of the Personal Cultural Perspective Profile (PCPP) in developing counsellor multicultural competence. 相似文献
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Catherine P. Prinsell Philip H. Ramsey Patricia P. Ramsey 《Journal of Educational Measurement》1994,31(4):327-337
Six undergraduate and three graduate classes were given multiple-choice tests with subsequent evaluation of answer changes. The 300 students were tested twice, once before and once after instruction on answer changing. After each test, students were asked to complete two forms. The forms evaluated attitude toward answer changing, reasons for changing, and confidence in final answers. Students showed a significant increase in favorability toward answer changing after instruction. No significant change was found in number of answers changed. Psychology students were found to change significantly more items than were business students. Mean gain score did not change significantly after instruction. It was concluded that although instruction does lead to a change in attitude in answer changing, the number of changes and overall gain due to answer changing do not change. It was also determined that students continue to make significant gains even when their confidence in the final answer is less than 50 on a 100-point scale. 相似文献