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PATRICIA R. MCCARTHY STEVEN J. DANISH ANTHONY R. D'AUGELLI 《Counselor Education & Supervision》1977,17(1):29-35
The retention of verbal helping skills by human service worker trainees who had completed the Danish and Hauer (1973) training program seven months earlier was explored. Twenty-six trainees engaged in three helping interviews'before training, immediately following training, and seven months later. Consistent with other follow-up studies, high skill levels at posttraining were generally not maintained at follow-up. Contrary to these other studies, however, they remained higher than pretraining levels. Two specific verbal responses, affective responses and closed questions, remained at posttraining levels. The relationship of this study to other follow-up studies is discussed. 相似文献
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ARTHUR W. AVERY ANTHONY R. D'AUGELLI STEVEN J. DANISH 《Counselor Education & Supervision》1976,15(3):177-183
This study examined the effect of different amounts of client-therapist interaction data on empathy ratings. Audiotaped therapist-client interactions including client statement, therapist response, and subsequent client response were rated for therapist empathy by high-functioning, experienced raters. Raters made significantly different judgments about levels of therapist empathy depending on the amount of therapist-client interaction data available. The raters tended to give therapist responses higher empathy ratings when they did not hear the client's preceding statement. 相似文献
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SHAW ROBERT E. EFFKEN JUDITH A. FAJEN BRETT R. GARRETT STEVEN R. MORRIS ANTHONY 《Instructional Science》1997,25(2):151-166
In this paper, we propose a theoretical framework for designing on-line situated assessment tools for multimedia instructional systems. Based on an ecological psychology approach to situated learning, a graph theoretic methodology is applied to monitor students' performance (solution paths) throughout the learning activity. Deviation of the student's path from the target (expert) path generates indicators which can function as alerts to the student and to the instructor. The information collected in the dribble files and presented visually enables the instructor to identify problems quickly and intervene appropriately. The feasibility of the methodology is explored in case studies describing three instructional systems that teach (1) critical thinking and problem-solving skills, (2) principles of hemodynamic monitoring and treatment, and (3) orthodontic treatment, respectively. 相似文献
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STEVEN LUKES 《Journal of Philosophy of Education》1995,29(2):173-179
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MARK A. HECTOR STEVEN E. ELSON GEOFFREY G. YAGER 《Counselor Education & Supervision》1977,17(1):12-22
Counseling skills can be learned through self-management programs, as well as through more traditional methods. The benefits of self-management in counselor training are discussed, and an outline of an applicable procedure for self-change projects is detailed. Two examples of completed self-managed change in counselor behavior are included. 相似文献
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A comparison is made between two schemes in England and New Zealand--the technology colleges programme and the Science and Technology Teacher Fellowship scheme--designed to promote science and technology education in the two countries. Both schemes are placed within the context of recent developments in science and technology education in England and New Zealand and are evaluated as responses to the challenges posed for science and technology education by the forces of globalisation and the growing importance of the 'knowledge economy'. 相似文献
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Pragmatic Truth and the Logic of Induction 总被引：3，自引：0，他引：3