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This article addresses the critical issue of termination in the counseling process. The stages of counseling are used as the framework for a discussion of three types of counseling termination: mutual agreement, client initiated, and counselor initiated. The argument is made that systematic attention must be given to termination of the counseling relationship for the process to be effective. 相似文献
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One hundred-Fifty American Indian and fifty non-Indian 11th- and 12th-grade students were surveyed to assess self-reported problem areas and persons perceived as potential sources of help. Problems indicated by Indian students in metropolitan, rural, and boarding schools are noted, as well as those of non-Indian students. Problems likely to be discussed with counselors or with significant others are identified and different patterns of persons nominated as providing help are described. Although we caution against over-generalization, the findings are intended to increase the understanding of those concerned with training counselors to work with Indian youth. 相似文献
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WAYNE LANNING 《Counselor Education & Supervision》1986,25(3):191-196
Although current research in the area of counseling supervision has been getting more and more plentiful, there are few instruments available for use in directly assessing many of the variables that are important. In this article the author describes the development of an instrument that is designed to measure the areas of emphasis established by a supervisor with a trainee. The article includes the procedures used to establish the content, the basis for necessary revisions, and the statistical reliabilities that were obtained for each subscale and the total instrument. In addition, several suggestions for future research using the instrument are given. 相似文献
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Deconstructing Masculinity in the English Classroom: A site for reconstituting gendered subjectivity
WAYNE MARTINO 《Gender and education》1995,7(2):205-220
In this paper I claim that a particular investigative critique of dominant versions of masculinity based on an interpretive analytics of Foucault and Derrida can be elaborated through promoting a particular pedagogy in the English classroom. A particular deconstructive approach to reading pedagogy, therefore, is elaborated and an analysis of the way students responded to a particular text is provided to support claims made about the efficacy of such a pedagogical approach in the English classroom. In the first part of the paper I focus on elaborating a theorisation of gender in terms of multiple positionality within discourse. Such an approach is based on the understanding that subjectivity is socially, culturally and historically constituted within multiple discursive frameworks and that textual practices have a part to play in the structuring and regulation of gendered identity formations. I argue that it is in this way that a move can be initiated beyond what Armstrong terms an oppressive 'gender bind', which means thinking about masculinity and femininity outside of a binary oppositional semantic structure. By drawing on feminist psychoanalytic and post-structuralist understandings of subjectivity, claims are made about the feminist conceptualisation of masculinity as a unitary construct. Psychoanalytic feminists such as Scott and Alcoff, like Henriques et al., have also attempted to theorise gender and subjectivity in terms of positionality within multiple discourses, but have focused exclusively on questions pertaining to the construction of femininity. In their justified and exclusive emphasis on how dominant versions of masculinity as oppressive regimes have operated to constrain and limit women politically from realising their needs, however, I claim that these theorists have conceptualised masculinity as a unitary construct. This notion of the unitary masculine subject is problematised in this paper and an attempt is made to acknowledge alternative masculinities which are undercut by race, class and ethnic factors as well as questions pertaining to sexual orientation. I draw particularly on the work of Felski and her notion of the counter-public space within which multiple subject positions for women can be constituted as a point of departure for a discussion and exploration of how teachers might deal with questions of masculinities and the valorisation of alternative subjectivities in the English classroom. This paper, therefore, attempts to address the problems associated with constructing masculinity as a monolithic category, while elaborating a particular pedagogical approach designed to open up a space for the examination, legitimation and valorisation of alternative subject positions for boys in the English classroom. 相似文献
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