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1.
The authors compared practicum supervisors and counseling students in training in terms of dominant cognitive style and related cognitive style of counselors in training to supervision process and outcome measures. A sample of 18 supervisors and 46 students completed the Myers-Briggs Type Indicator. After at least six supervision sessions, supervisors rated the counseling students on the Counselor Evaluation Rating Scale and the students rated the quality of the supervision relationship using the Barrett-Lennard Relationship Inventory. Supervisors had a stronger Thinking orientation and less variability on the Sensing-Intuiting orientation than did counselors in training. In contrast to previous research, a strong relationship between the cognitive style of counselors in training and supervision process and outcome measures was not detected in this study. 相似文献
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KATHY D. PATRICK 《Counselor Education & Supervision》1989,28(4):337-341
The author proposes that when counselor candidates are allowed to participate as clients in counselor-training laboratories, an indirect dual relationship is established, which may create unique ethical conflicts. 相似文献
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ELLEN PIEL COOK ELAINE BERMAN KATHY GENCO FRAN REPKA JUDITH SHRIDER 《Counselor Education & Supervision》1986,26(2):146-152
The purpose of this study was to determine to what degree the Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards represent skills and knowledge that mental health agency employers use to judge candidates for master's level counseling positions. A total of 84 professionals who hired master's level counselors in their agencies rated the likely effect of each CACREP knowledge and skill area on their judgment of a potential candidate. Respondents also checked specific knowledge and skills they considered important and the type(s) of master's degrees typically possessed by counselors hired by their agency. Data suggested that each knowledge and skill area may have a moderate to significant impact on the employers' judgments, although some competencies were clearly seen to be more relevant than others. Family intervention was the most highly endorsed specialization, and candidates with social work degrees were hired far more frequently than was any other single type. Implications for counselor education programs and graduates are discussed. 相似文献
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SHEREEN BENJAMIN Melanie Nind KATHY HALL JANET COLLINS KIERON SHEEHY 《British Journal of Sociology of Education》2003,24(5):547-558
This paper uses evidence from a small-scale study of two English primary school classrooms to examine school inclusion in its political contexts. We argue that ‘inclusion’ and ‘exclusion’ are complex processes, enacted moment-by-moment by pupils and teachers. Our focus is on the pupils' negotiation of these moments, and we examine how their negotiations are contingent on (although not determined by) a web of intersecting indices of ‘difference’, including differences of social class, ethnicity, gender/sexuality, perceived academic ability and physical appearance. We take a post-structuralist approach, well-known in feminist educational research but less often used in research and thinking about ‘inclusive’ schooling, to foreground children's active role in making sense of social conditions that are not of their own making or choice. We conclude that a politically literate understanding of the processes of inclusion and exclusion is necessary both to highlight the continuing reproduction of educational inequality, and to produce the necessary conditions for egalitarian change. 相似文献
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Practicum supervisors' expertness, attractiveness, and trustworthiness were related to supervision outcome measures. Trustworthiness proved to have the strongest associations. 相似文献
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Seating arrangements are important classroom setting events because they have the potential to help prevent problem behaviours that decrease student attention and diminish available instructional time. The purpose of this synthesis of empirical literature is to determine which arrangements of desks best facilitate positive academic and behavioural outcomes for primary through secondary high school students with a range of characteristics. Eight studies that investigated at least two of three common arrangements (i.e., rows, groups or semi‐circles) were considered. Results indicate that teachers should let the nature of the task dictate seating arrangements. Evidence supports the idea that students display higher levels of appropriate behaviour during individual tasks when they are seated in rows, with disruptive students benefiting the most. 相似文献
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KATHY HUNT 《Pastoral Care in Education》2006,24(2):39-44
The needs of children who are experiencing loss in all its many guises including separation through divorce, death, war, to name but a few, are many and varied. Presenting issues may include emotional disturbance. In addition, many bereaved children have to cope with a vulnerability to physical illness. In some schools, children are offered counselling or specialist emotional and therapeutic support at times of bereavement. In this article, the author uses case-study examples and autobiographical material, to suggest that child-chosen play, art and children's literature can provide a vehicle for bereavement management and eventual resolution. The author argues that professionals involved in the care and education of children can work together to benefit grieving children. 相似文献
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KATHY HYTTEN 《Journal of Philosophy of Education》2007,41(2):277-283
This essay is a review of Dan W. Butin's edited collection Teaching Social Foundations of Education: Context, Theories, and Issues. I explore how this book helps us to think about the field of social foundations: what it is we do, why, and the challenges we face. I also look at the themes that cut across all ten essays in the collection, including engaging diversity, demonstrating democracy, and reflecting on social foundations as a field. 相似文献
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A sociocultural perspective for supervision practice uses the concepts of acculturation, apprenticeship, and reflective assessment to describe supervision in counselor education. Supervision can be viewed as an intersubjective process that revolves around solving ambiguous and unstructured problems; key features include the coconstruction of shared meaning, framed by a continuous cycle of reflection and action, and the emergence of a professional identity. Implications for research and practice are offered. 相似文献
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