共查询到20条相似文献，搜索用时 46 毫秒
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The authors attempted to gain an understanding of critical incidents (CIs) from the perspective of novice counselor trainees during their 1st year of supervised clinical practicum. Journals kept by 9 trainees in master's‐level counseling programs were qualitatively analyzed using the discovery‐oriented research methodology (A. Mahrer, 1988). One hundred fifty‐seven CIs emerged in 5 major categories: (a) professional identity, (b) personal reactions, (c) competence, (d) supervision, and (e) philosophy of counseling. Implications of the findings are discussed for counselor development theory and research, as well as counselor training. 相似文献
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B. R. G. Heath 《Counselor Education & Supervision》1970,9(2):126-131
The ASCA statement on the role of the school counselor is a reification. As a generalist the counselor dissipates his professional identity. Institutional restraints on the job and upon the campus lead to incompetence in counseling practice and a pervasive belief that counseling is ineffective. A suggested alleviation of this problem specifically involves the abandonment of the teaching experience requirement, increasing counselor education staff commitment to counseling, and the introduction of a paid internship for counselor candidates. Two specialists are recommended to replace the present guidance model: A Counselor-Consultant and a Career Information Specialist. 相似文献
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M. Ann Shillingford Shannon Trice‐Black S. Kent Butler 《Counselor Education & Supervision》2013,52(4):255-269
Minority female counselor educators are faced with numerous challenges. This qualitative study revealed that for female minority counselor educators, these challenges continue to negatively affect their professional and personal experiences. It is through operational wellness practices and optimal balance and functioning that minority female counselor educators have often prevailed. Implications for minority female counselor educators, university administrators, and counselor educators from the majority population are provided. 相似文献
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高校辅导员心理问题成因及其调适 总被引：1，自引：1，他引：0
辅导员是从事学生思想政治工作的中坚力量,对学生的成长起着不可替代的作用。但是由于工作繁杂、考评机制不健全、职业认同感低等原因使得高校辅导员心理问题突出。拟从当前高校辅导员工作的实际情况出发,分析其心理健康问题产生的原因并提出对策,以求借鉴意义。 相似文献
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Tahsin Ilhan Fidan Korkut-Owen Susan Furr Sejal Parikh 《International journal for the advancement of counseling》2012,34(1):55-71
This study examines the perceptions and experiences of international counseling students (ICSs) in university training programs
in Turkey. A majority of participants reported they had adjusted positively, but did experience problems related to language,
food, and customs. Participants largely also thought that the training in Turkey met their expectations, although some stated
they desired more counseling coursework and applied experiences. More than half of the ICSs surveyed thought that they would
not return to their home countries because of job opportunity problems. The results are considered in relation to counselor
training in Turkey and student adaptation in that context. 相似文献
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William H. Van Hoose 《Counselor Education & Supervision》1970,9(4):241-247
The sharp contrast between counselor preparation and professional practice is one of the most perplexing problems in the counseling profession. Most counselor preparation programs attempt to help prospective counselors acquire the skills, the attitude, and the commitment necessary to be helping persons. Too often, however, when the counselor takes a job in a school, he is unable to establish and maintain his helping position. Further, his effectiveness as a helping person may in fact diminish with time on the job. Some possible reasons for this condition include: (a) lack of a systematic approach, (b) regression to attitudes and concerns held prior to entering the profession, (c) conflict between needs of students and institutional demands, and (d) the tendency to set unattainable goals. These conditions contain several implications for the profession and suggest a reexamination of traditional emphases in counselor preparation. 相似文献
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NADYA A. FOUAD ANTHONY A. HAINS JERRY L. DAVIS 《Counselor Education & Supervision》1990,29(4):268-274
This study investigated factors involved in students' endorsement of personal counseling as a requirement for graduation from a counseling program. Implications for counselor educators are discussed. 相似文献
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David L. Bost 《Counselor Education & Supervision》1970,9(2):116-121
While researching clients “from stem to stern” to see what effects participation in counseling may have upon the non-professional member of the encounter, the field of counseling appears to have ignored the possibility that the “other party,” the counselor, may alter his behavior in some way as a result of counseling relationships. In a modest approach to this question, the author worked with 252 new counselor graduates entering their first professional experience. It was found that certain counselors tend to become more altruistic in their interpersonal orientations during their first year in the field. At the same time, however, the new counselors not only select a counseling theory which is considerably more directive than they believe their teachers would support, but they become even more directive in theory preference during their initial year of experience. The need for more detailed studies of the professional member of the counseling relationship appears obvious. 相似文献
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Alicia M. Homrich Leigh D. DeLorenzi Zachary D. Bloom Brandi Godbee 《Counselor Education & Supervision》2014,53(2):126-144
The authors examined a proposed set of standards for the personal and professional conduct of counseling trainees. Eighty‐two counselor educators and supervisors from programs accredited by the Council for Accreditation of Counseling and Related Educational Programs ranked 55 behaviors divided across 3 categories (i.e., professional, interpersonal, and intrapersonal). Q‐sort methodology was used to collect the data, and the results provide a starting point for identifying criteria for gatekeeping practices. 相似文献
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Problems with both sides of the “skills versus personal growth” dispute are presented as evidence that a third counselor education paradigm is needed. The portfolio concept is introduced as a means of assessing counselor trainees' competence against their own integrated theory of counseling. The portfolio approach, as currently implemented in one counselor education program. is presented. The future of the portfolio system is explored. 相似文献
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Kenneth R. Thomas 《International journal for the advancement of counseling》1989,12(3):237-244
Support and treatment programs for persons injured at work have expanded considerably since their early beginnings in Germany in 1884. Industrially injured workers must deal with problems in at least four major areas: 1) medical restoration, 2) temporary economic maintenance, 3) psychosocial adjustment to disability, and 4) vocational restoration. The counselor's role in assisting such persons is a significant one. In fact, it could be argued that the counselor is the only professional who has been specifically trained to assist persons who must confront the psychosocial and vocational restoration problems commonly associated with work-related injury. Both individual and group counseling methods can be used to facilitate positive psychosocial adjustment. Essential elements of the vocational restoration process include vocational assessment, job analysis, treatment (including career counseling and possibly physical restoration and/or job training), job placement, and follow-up. Specific counselor interventions in all areas should be guided by both theoretical and practical considerations, and family members and employers should be involved in programming whenever feasible or appropriate. Employee assistance programs and proprietary rehabilitation companies are discussed as relatively recent developments in the United States which offer potential to reduce and/or treat work-related injury and disability.This article is based on a paper of the same title presented at the International Round Table for the Advancement of Counseling Consultation on Counseling Disabled People and Their Families, Vienna, July 1987. 相似文献
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大学生的思想意识需要专职辅导员辅导,而大学生的人生规划则要求有专业班主任引导。大学班级实行专业班主任制度有助于学生很好地进行专业知识的学习,并能促进学校教学体制的改革,有效解决现有大学班级管理存在的问题。 相似文献
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Claudia G. Interiano Jae Hoon Lim 《International journal for the advancement of counseling》2018,40(3):310-325
This study explored the interplay between a multidimensional model of acculturation and professional identity development among eight foreign-born doctoral students in U.S. counselor education. Themes generated through an interpretive phenomenological analysis revealed that the participants, while trying to adapt to the Euro-American cultural context of their counselor programs, experienced a sense of conflict, loss, and grief, resulting in what they called a “chameleonic” professional identity. Findings illustrated that for international counseling students, professional identity development is an arduous and complex process deeply intertwined with their acculturation experiences. Implications for counselor programs and future research are further discussed. 相似文献
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Professional school counselors, school psychologists, and other professionals working in K‐12 settings have a complex job of meeting the needs of all students. Often, referral to outside counseling is necessary; however, an effective and comprehensive counseling model advocates for school mental health professionals to employ a wide variety of techniques to ensure equitable distribution of services to all students and their families. This article explores using family assessment tools to support both students' academic achievement and their families within a school context. A case study illustrates how a professional school counselor could employ and collaborate with family assessment tools to support the student, family, and school systems. © 2009 Wiley Periodicals, Inc. 相似文献
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Melati Sumari Dini Farhana Baharudin 《International journal for the advancement of counseling》2016,38(3):194-203
The purpose of this study was to examine the experiences of learning and consequent development of twelve students enrolled in a four-year undergraduate counselling program at a higher institution of learning in Malaysia. The students’ ages ranged from 20 to 24 years. Participants outlined their learning experiences after taking a three-credit semester-long course on Islamic-based counseling, which was an attempt at integrating religion and spirituality into counselor training. An experiential learning theory served as the framework of reference, and a qualitative research design was adopted. Results revealed four major themes: (1) increased understanding of counseling, (2) better understanding in regard to the self and relationship with God, (3) applicability to daily practice, and (4) enhancing professional competence as a counselor. Finally, implications for research, counselor education and training, and clinical practice are discussed. 相似文献
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Trey Fitch Earl Newby Victor Ballestero Jennifer L. Marshall 《Counselor Education & Supervision》2001,41(2):89-99
The authors examined the perceptions of future school administrators regarding the role of the school counselor. The study was designed to assist counselor educators and school counselors in identifying potential barriers that could interfere with establishing comprehensive developmental counseling programs that are supervised by principals and superintendents. Future administrators rated crisis intervention, assisting with transitions, and personal counseling as the most important duties of school counselors; however, some respondents identified administrative and disciplinary duties as significant ones for the counselor. 相似文献