共查询到20条相似文献，搜索用时 15 毫秒
1.
Glenn W. Lambie W. Bryce Hagedorn Kara P. Ieva 《Counselor Education & Supervision》2010,49(4):228-246
Counselors are required to have high levels of social‐cognitive development, significant knowledge regarding ethical and legal practice, and sound ethical decision‐making processes to provide effective and ethical services to their clients. This study investigated the effect of two counseling ethics courses on 64 master's‐level counselor education students' levels of social‐cognitive development, ethical and legal knowledge, and ethical decision making. Students' ethical and legal knowledge scores increased significantly, and precourse social‐cognitive maturity predicted postcourse ethical and legal knowledge scores. Implications for counselor education and development are discussed. 相似文献
2.
Students unfamiliar with their counseling program's professional performance assessment policies may consider such policies pejorative. Moreover, student beliefs about the primacy of ethical service to clients may be confounded when faculty members are reluctant or fail to formally address concerns about deficient professional performance of students. The authors propose a framework intended to promote openness and transparency in professional performance assessment and believe this framework is critical to students' accurate perceptions of the assessment process, their trust in faculty members, and their future investment in safeguarding public welfare and the ethical integrity of the counseling profession through gatekeeping. 相似文献
3.
Forty‐five counselor educators and 62 master's‐level counseling students were surveyed to compare faculty members' perceptions of trainee competence with students' own views. As anticipated, students reported higher deficiency rates than did their faculty. Combined with the intervention rates reported by corresponding faculty, students' reports suggested that as many as 21% of their peers may be professionally deficient and that the majority of these may progress through their training without remediation. Together with students' anticipated reactions to their own identification for remediation or dismissal, these findings underscore the importance of implementing effective procedures for reviewing the professional fitness of counselors‐in‐training. 相似文献
4.
The focus of constructivist counseling is on how people experience the world and make sense of that experience. Counseling strategies under the umbrella of constructivist approaches such as narrative, solutions-focused, and other postmodern approaches share the premise that clients create their own reality. This article describes how college students' problems can be conceptualized and the counseling approach crafted from a constructivist perspective that activates client resources to create more useful personal constructs and develop new solutions to client concerns. Two case studies of traditional-aged clients are presented to illustrate practical applications of constructivist counseling. 相似文献
5.
This study examined whether teachers and students agree in their perceptions of the mastery goal structures dimensions task, autonomy, recognition/evaluation, and grouping. Additionally, potential predictors, namely students' achievement and teachers' basic psychological need satisfaction at work, were investigated. Using a sample of 1099 secondary school students and their 57 teachers, results from multilevel structural equation models revealed moderate agreement for grouping and no agreement for the other dimensions. Higher levels of achievement narrowed the gap between teachers' and students' perceptions of autonomy and recognition/evaluation. No effects of need satisfaction were found for any of the mastery goal structures dimensions. 相似文献
6.
Eva Pomeroy 《British Journal of Sociology of Education》1999,20(4):465-482
This paper is derived from a study of excluded students' perceptions of their educational experience. It is based on the accounts of 33 young people, all permanently excluded from school. Through in-depth, semi-structured interviews a number of salient features of the school experience were raised. One of these features is the students' relationships with teachers. This paper considers excluded students' perceptions of teacher qualities that either foster or hinder the development of positive relations, disciplinary practice as a particularly significant set of interactions that affect relationships, and the hierarchical social structure in which these relationships are formed and operate. The result is an ideal model of the teacher-student relationship based on the excluded students' accounts. This model reconsiders power relations in order to create a set of interactions that recognises the students' non-child status while, at the same time, highlighting teacher-specific responsibilities such as duty of care. 相似文献
7.
DAVID L. REDFERING 《Counselor Education & Supervision》1973,12(4):289-293
Thirty counseling practicum students' perceptions of self as counselor, ideal counselor, and self as counselor as perceived by other practicum students were measured by the semantic differential technique before and after the supervised practicum experience. Posttest perceptions of self as counselor, ideal counselor, and ratings by other practicum group members were significantly closer to the hypothetical model counselor than were the pretest ratings. 相似文献
8.
An Empirical Investigation of the Efficacy of Multimedia Instruction in Counseling Skill Development
B. Grant Hayes Gordon E. Taub Edward H. Robinson Stephen A. Sivo 《Counselor Education & Supervision》2003,42(3):177-188
The purpose of this study was to examine the effects of multimedia instruction on students' counseling skill development. The participants were 73 beginning‐level counselor education students (20 men and 53 women, ages ranging from 24 to 47 years). Ratings of students' pre‐ and posttest video counseling tapes were used to assess the effects of the multimedia approach. The results found that there was no statistically significant difference among the levels of students' counseling skill development across the 3 (high‐tech multimedia, low‐tech multimedia, and traditional instruction) treatment groups. 相似文献
9.
Shane R. Jimerson 《Psychology in the schools》2007,44(8):807-821
The extant studies reveal a considerable mismatch between students' and teachers' perceptions of student stress. The present study compared the judgments of teachers‐in‐training (N = 109) with the responses of first‐ and sixth‐grade children (n = 56 and 93, respectively). The following questions are addressed: (a) Do teachers' judgments of the stressfulness of children's experiences correspond with those of the children themselves? (b) Do teachers' perceptions differ according to general developmental status (first grade level versus sixth grade level)? (c) Does the amount of teaching experience have a significant influence on ratings? Results revealed that teachers' judgments corresponded more closely with the children's ratings at the first grade level than at the sixth grade level. However, teachers' perceptions did differ according to grade level for the majority of life events. Furthermore, there were no significant differences between the ratings of the experienced and inexperienced teachers at either grade level. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 807–821, 2007. 相似文献
10.
This study explored master's‐level counseling students' (N = 804) perceptions of training in the Council for Accreditation of Counseling and Related Educational Programs ( 2009 ) Research and Program Evaluation standard, and their attitudes toward quantitative research. Training perceptions and quantitative research attitudes were low to moderate, with no statistical differences across program accreditation or specialty area. Implications and possibilities for future research are discussed. 相似文献
11.
Nicholas Ladany Sylvia Marotta Janet L. Muse‐Burke 《Counselor Education & Supervision》2001,40(3):203-219
The authors investigated the relationship among trainees' counseling experience, familiarity with specific client symptomatology, case conceptualization integrative complexity (i.e., the ability to differentiate and integrate knowledge related to specific client symptomatology), and preference for supervisor style. Data from 100 beginning practicum to intern‐level counselor trainees revealed that general trainee experience and familiarity with specific client symptomatology were related to trainee case conceptualization integrative complexity. However, contrary to developmental models of counselor supervision, neither trainee experience, familiarity with specific symptomatology, nor trainee case conceptualization integrative complexity significantly predicted preference for supervisor style. 相似文献
12.
Frederick Sargent 《The Journal of environmental education》2013,44(2):50-53
The authors expanded on a previous study of students' perceptions of a residential environmental education program. Immediately prior to the students' departure and again 6 months later, they used the minute-paper and muddiest-point assessment techniques to administer an instrument that explored what students found most meaningful about their experience and most confusing about their experience and what aspect of their experience they would like to repeat. Findings revealed that students' perceptions of their experience changed over time. 相似文献
13.
《Journal of College Student Psychotherapy》2013,27(3):181-202
Violent behavior on college campuses has been a long-standing problem that has received increased attention due to recent shootings. At present, the factors that predict college students' violent behavior are not well understood. To increase knowledge in this area, two studies were conducted that examined the prevalence and predictors of college students' fears of committing violent behavior. Data from a single university indicated that less than 2% of the general student body possessed strong fears of acting violently and more than 80% of students had no such fears. Among clients at the university counseling center, 7% expressed strong fears of acting violently whereas 71% of clients had no such fears. Similar prevalence rates were found in a sample of 27,616 clients from 66 university counseling centers. Predictors of fears of acting violently included low academic motivation, suicidal ideation, irritable feelings, fears of having a panic attack in public, having harmed another person previously, having nightmares or flashbacks, and getting into frequent arguments. 相似文献
14.
The purpose of this mixed‐method study was to investigate the changes in high school students' perceptions of fluency with innovative technologies (IT) and the levels of students' scientific inquiry abilities as a result of engaging students in long‐term scientific research projects focusing on community‐based environmental issues. Over a span of 3 years, a total of 125 ninth‐ through twelfth‐grade students participated in this study. A project‐specific Likert‐scale survey consisting of three parts (fluency with All Technologies, GPS/GIS, and CBL2/EasyData) was administered to all students as a pre‐ and post‐test. At the end of the study, 45 students were randomly interviewed and asked to elaborate on the changes in their perceptions of fluency with IT. The results indicated statistically significant increases (p < 0.001) in students' perceptions of their fluency with IT. Qualitative analysis of students' interview results corroborated the statistical findings of students' changes in perceptions of their fluency with IT. Students' research papers based on the environmental studies conducted at the interface of classroom and community were analyzed using the Scientific Inquiry Rubrics, which consist of 11 criteria developed by the researchers. Results indicated the students' abilities to conduct scientific inquiry for 7 out of 11 criteria were at the proficient level. This study clearly points to the correlation between the development of IT fluency and ability levels to engage in scientific inquiry based on respective competencies. Ultimately, this research study recommends that students' IT fluency ought to be developed and assessed concurrently with an emphasis on contemporary higher order scientific inquiry abilities. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 94–116, 2011 相似文献
15.
Nancy J. Nishimura 《Journal of College Counseling》1998,1(1):45-53
This is a preliminary study that focuses on multiracial college students' attitudes regarding the challenges they experience on campus. Results of this study highlight counseling issues that affect multiracial college students, and how college counselors' perceptions of diversity need to be broadened in order to accommodate the rapidly growing multiracial and multiethnic student population. 相似文献
16.
Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research. 相似文献
17.
Lynn Meltzer Ranjini Reddy Laura Sales Pollica Bethany Roditi Julie Sayer Christina Theokas 《Learning disabilities research & practice》2004,19(1):33-44
This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students without LD and their seven teachers from Grades 6–8. A self‐report survey was used to obtain an index of students' perceptions of their effort, strategy use, academic struggles, and academic competence. Our findings indicated that students with LD with positive academic self‐perceptions were more likely to work hard and to use strategies in their schoolwork than were students with LD who had negative academic self‐perceptions. Teachers viewed students with LD who had positive academic self‐perceptions as working equally hard and attaining similar levels of academic competence as their peers without LD. In marked contrast, students with LD who had negative academic self‐perceptions were judged by their teachers as making limited effort in school and achieving at a below‐average level in comparison with their peers. Findings suggested a cyclical relationship between students' self‐perceptions and their teachers' judgments and supported the notion of a reciprocal strategy‐effort interaction. 相似文献
18.
The aim of this study was to develop a model of students' energy concept development. Applying Case's (1985, 1992) structural theory of cognitive development, we hypothesized that students' concept of energy undergoes a series of transitions, corresponding to systematic increases in working memory capacity. The US national sample from the Third International Mathematics and Science Study (TIMSS) database was used to test our hypothesis. Items relevant to the energy concept in the TIMSS test booklets for three populations were identified. Item difficulty from Rasch modeling was used to test the hypothesized developmental sequence, and percentage of students' correct responses was used to test the correspondence between students' age/grade level and level of the energy concepts. The analysis supported our hypothesized sequence of energy concept development and suggested mixed effects of maturation and schooling on energy concept development. Further, the results suggest that curriculum and instruction design take into consideration the developmental progression of students' concept of energy. © 2005 Wiley Periodicals, Inc. 相似文献
19.
Jennifer M. Foster Monica Leppma Tracy S. Hutchinson 《Counselor Education & Supervision》2014,53(3):190-203
Through in‐depth interviews, the authors examined 10 master's‐level counseling students' perceptions of gatekeeping. Case analysis resulted in 3 major themes pertaining to the necessity of gatekeeping, vital components, and counseling student characteristics. Implications of the findings are also discussed. 相似文献
20.
Help‐seeking (HS) students and non‐help‐seeking (NHS) students were compared on their perceptions of (a) their own level of mental health functioning and (b) the average level of mental health functioning of their (NHS or HS) peers. Results showed that NHS students' perceptions of HS students' self‐ratings were similar to HS students' self‐ratings of functioning but that HS students underestimated the level of functioning of their NHS peers. Implications of the findings for campus outreach and future research are discussed. 相似文献