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1.
This study investigated personal characteristics, espoused theoretical orientation, counseling response style, and tendency toward variety as related to general guidance, and counseling competence, and to home or overseas origin of 32 (16 males and 16 females) students enrolled in the Guidance Unit at the University of Reading, England. Subjects were drawn from the United Kingdom (Home students) and from 11 overseas countries (Overseas students). Instruments administered were the Edwards Personal Preference Schedule (EPPS), the Porter Counseling Inventory (PCI), and the Similies Preference Inventory (SPI). The subjects' theoretical orientation was determined by the ratings of six theories of counseling. These ratings were given weighted scores for Insight and Action orientation, i.e., London's Insight-Action dichotomy. Guidance and counseling competency was based upon ratings by three professors using a 5-point scale. Results showed large differences between the groups on the EPPS and PCI, but EPPS and PCI scores were unrelated to the subjects' theoretical orientations. Competency ratings were related to theoretical preference, with Home students espousing Action approaches receiving lower ratings and Overseas students espousing Insight approaches receiving lower ratings. Results were discussed in terms of different cultural demands on counselors and with relevance to the use of the Insight-Action dichotomy in research with American counselor samples. 相似文献
2.
Allison J. Lockard Jeffrey A. Hayes Andrew A. McAleavey Benjamin D. Locke 《Journal of College Counseling》2012,15(3):233-246
The purpose of this study was to examine academic distress over the course of a semester for both a clinical and nonclinical sample of college students by administering the Counseling Center Assessment of Psychological Symptoms (CCAPS‐62 and CCAPS‐34) to students at a single university. Results revealed that students who were in counseling showed a significant decrease in academic distress scores, whereas students who were not in counseling showed no significant change in academic distress scores. Implications of these results on future practices for university counseling centers are discussed. 相似文献
3.
探讨音乐表演专业大学生舞台焦虑的现状及其影响因素,为音乐表演专业大学生的音乐专业教学和心理辅导提供数据支持。诸多因素经多元逐步回归分析,进入回归方程的因素有:症状自评总分(B=4.208)、焦虑(B=0.720)、抑郁(B=0.555)、忧虑性(B=0.453)、适应与焦虑(B=0.310)、人际关系问题(B=0.309)、紧张性(B=0.207)以及学习压力问题(B=0.198)。在舞台焦虑学生咨询与治疗中,重点关注学生的心理健康状况、焦虑型人格特质以及人际关系问题和学习压力问题等生活事件。 相似文献
4.
《Journal of College Student Psychotherapy》2013,27(1):35-46
University and college counseling centers struggle with rising service demands without a corresponding increase in resources. Consequently, counseling centers must seek creative ways to not only maintain the status quo, but expand capacity while preserving effectiveness. In other countries, therapist-assisted, Internet-delivered treatment has been effective in treating several common disorders while conserving one third to one half the per client therapist time, suggesting that Therapist-Assisted Internet Based Cognitive Behavioral Treatment (TAI-CBT) could be an alternative treatment option offered through counseling centers in the United States and one possible solution to increase the number of students effectively treated per therapist hour for certain students seeking services. In this study, 334 students were surveyed to assess the acceptability of this mode of treatment; 217 of these students were currently in counseling or had received counseling in the past. TAI-CBT was endorsed by 34% of the students with past counseling and 16% of the students with no history of receiving counseling. These proportions were comparable to the rates for those who expressed interest in group therapy, which is commonly offered in counseling centers. 相似文献
5.
摘要对229名寄宿制学校中学生的调查显示：（1）寄宿制学校中学生在学习适应和身心症状适应维度上得分较高．存在适应困难,其中高一学生的学习适应困难得分显著高于初一;（2）在父亲教养方式上,男生在过分干涉、拒绝否认、过度保护因子上的得分显著高于女生;在母亲教养方式维度上,男生在拒绝否认因子上的得分显著高于女生;初一学生在父亲情感温暖、理解上的得分显著高于高一学生;母亲文化程度为大学或中专的学生在情感温暖、理解上的得分显著高于文化程度为初中及以下的学生;（3）父母教养方式与其子女的适应策略存在显著相关,分离策略和母亲的惩罚严厉对中学生的学校适应困难有较强的预测作用,可以解释总变异的39％。 相似文献
6.
MARY R. PRESCOTT JERRY C. CAVATTA KENNETH D. ROLLINS 《Counselor Education & Supervision》1977,17(2):116-120
Attempts to fake a good impression on the POI typically result in lower scores for subjects unknowledgeable in self-actualization, and in higher scores for knowledgable subjects. POI fakahility during counselor selection procedures was investigated through two test administrations with a group of 21 new graduate students in counseling. Subjects were not given self-actualization information. Scores under counselor selection fake-set procedures were significantly higher (p <. 05) on 4 of the 12 scales than scores obtained under standard testing instructions. The results imply new counseling students have sufficient information about self-actualization to dissimulate POI scores. 相似文献
7.
Elizabeth A. Prosek Jessica M. Holm Cynthia M. Daly 《Counselor Education & Supervision》2013,52(4):242-254
Graduate students experience mental health distress. The authors investigated the benefits of required counseling services at a training clinic for students enrolled in counseling courses. Results indicated that after receiving services, students (N = 55) reported decreases in overall problems, depressive symptoms, and anxiety symptoms. Implications for counselor educators are discussed. 相似文献
8.
《The Journal of educational research》2012,105(6):256-259
AbstractThe purpose of this study is to determine what effects social reinforcement counseling has on attitudes toward teaching and accuracy of teacher attitude self-estimation held by beginning education students. Teacher attitudes were assessed by the MTAI. Seventy-eight education students at the Ohio State University were randomly divided into three groups that received individual counseling, group counseling, and no counseling for four sessions with social reinforcement as the major technique. The results of the study lend support to conclusions which follow. First, social reinforcement counseling in individual or group setting is more effective for changing attitudes toward teaching, but not effective for increasing students' accuracy of self-estimated teacher attitudes. Second, social reinforcement counseling in groups is as effective as individual counseling for changing MTAI scores of beginning education students. 相似文献
9.
吴俊平 《广东轻工职业技术学院学报》2012,(3):72-75
目的：探索改善贫困大学生心理健康状况的方法。方法：随机抽取有心理辅导需求和无辅导需求的贫困大学生各30名作为实验组与对照组,对实验组成员进行贝克认知疗法辅导,每周一次共6次的辅导,对照组处于常态。辅导前后采用SDS、SAS、SCL-90对实验组进行测量,并就辅导前后与对照组的心理测量结果进行对比研究。结果：实验组接受辅导后与对照组在SDS、SAS上得分的差异有统计学意义（P〈0．05）;在SCL-90的总分及抑郁、焦虑、敌对、恐怖和精神病性因子上得分的差异有统计学意义（P〈0．05）;实验组在辅导前与辅导后在SDS、SAS的得分以及在SCL-90中的躯体化、抑郁、焦虑、恐怖和精神病性因子的得分的差异有统计学意义（P〈0．05）。结论：贝克认知疗法在改善贫困大学生抑郁、焦虑、以及躯体化、恐怖和精神病性方面有显著作用,有利于提高贫困大学生的心理健康水平。 相似文献
10.
廖文娜 《广东广播电视大学学报》2010,19(5):9-12
在当前严峻的就业形势下,部分高职学生存在就业心理不适应的状况。调研结果显示,实践性学习、学习兴趣、学习专业和学习支持系统等与高职学生的就业心理适应性具有显著相关。高职院校可从加强实践教学,加强专业教育和心理辅导,以及完善就业服务体系和综合测评体系等方面来提高学生就业心理适应性。 相似文献
11.
Health concerns during the Covid-19 pandemic required the adaptation of a lecture-laboratory course in ultrasound imaging for graduate students from an in-person to a live, remote learning format. The adaptation of in-person lectures to live, remote delivery was achieved by using videoconferencing. The adaptation of in-person laboratory sessions to live, remote instruction was achieved in the first half of the course by providing a hand-held ultrasound instrument to each student who performed self-scanning at their remote locations, while the instructor provided live instruction using videoconferencing. In the second half of the course, the students transitioned to using cart-based, hospital-type instruments and self-scanning in the ultrasound laboratory on campus. The aim of this study was to measure the success of this adaptation to the course by comparing assessment scores of students in the live, remote course with assessment scores of students in the in-person course offered in the previous year. There were no statistically significant differences in the assessment scores of students in the two courses. The adaptation of a course in ultrasound imaging from an in-person to a live, remote learning format during the Covid-19 pandemic described here suggests that contrary to the prevailing view, ultrasound imaging can be taught to students without in-person instruction. The adapted course can serve as a model for teaching ultrasound where instructors and learners are physically separated by constraints other than health concerns during a pandemic. 相似文献
12.
目的：通过实验研究证明团体辅导在改善大学生的学习投入状况方面具有重要作用。方法：采用实验组、对照组前后测设计,对实验组实施团体辅导,采用大学生学习投入量表并结合学生自评进行评估。结果：1.在学习投入各维度上,实验组和对照组前后测差异显著;2.团体成员对学习投入团体辅导活动评价积极。结论：团体辅导对大学生学习投入的干预有效。 相似文献
13.
陈丽君 《和田师范专科学校学报》2010,29(6):60-62
随着中国高职教育的蓬勃兴起,高职院校学生正日益受到关注。本文针对高职院校学生的心理健康状况,强调了良好的社会适应能力对其学习和生活的重要作用。文章通过编制《高职院校学生适应情况调查问卷》,揭示了高职院校学生的主要社会适应问题并分析其潜在原因,以团体心理辅导和心理咨询方法对学生社会适应问题进行了干预和辅导,最后,对高职院校的心理辅导提出了一些建议。 相似文献
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15.
中小学生心理适应能力发展与培养途径的研究 总被引：2，自引：0，他引：2
贾晓波 《天津师范大学学报(基础教育版)》2001,2(3):44-47
心理适应能力是心理素质的核心内容之一,当前,在校中小学生中因心理素质较差而导致适应水平偏低或适应不良的比例相当高。本研究的目的是,通过对教育目标、内容、途径、方法的改进与完善,探索提高学生心理适应能力的有效途径与方法。实验证明,通过课堂教学、班集体活动和心理辅导与训练活动,可以有效地促进外部育人环境的改善和学生自我意识水平的发展,从而使学生的心理适应能力得到有效的提高。 相似文献
16.
Scott Schaefle Marlowe H. Smaby Cleborne D. Maddux Jennifer Cates 《Counselor Education & Supervision》2005,44(4):280-292
The purpose of this study was to determine if counseling students acquire counseling skills and transfer those skills to their work with actual clients. Students' skills were measured by the Skilled Counseling Scale at pretest (before training), Posttest 1 (immediately after training), and Posttest 2 (at the end of a master's‐degree program). Eighteen of 19 skills scores showed significant improvement from pretest to Posttest 1, and 15 of 19 skills scores showed significant improvement from pretest to Posttest 2. 相似文献
17.
《Journal of College Student Psychotherapy》2013,27(4):261-283
This study provides information about students seeking counseling (N = 3,844) at 9 institutions of higher education. The K-PIRS, an empirically validated measure, was used to assess 7 problem areas (mood difficulties, learning problems, food concerns, interpersonal conflicts, career uncertainties, self-harm indicators, and addiction issues). Forty-two percent of students presented with multiple problems, and most reported that their concerns interfered with their academic (87%) and social (90%) functioning. A majority of students (61%) were in a stage of contemplation when seeking counseling. Only 24% were in a stage of action. There were small differences in problem scores by participants' gender, ethnicity, year in school, type of residence, work status, previous treatment, and use of psychiatric medication. Implications are discussed for counseling practitioners working with college students. 相似文献
18.
Robert W. Graff 《Journal of Experimental Education》2013,81(3):19-22
Counselor self-disclosure was investigated as a dimension of counselor effectiveness with a sample of forty-one graduate students in a counseling and guidance practicum. Effectiveness was measured by ratings from clients and practicum supervisors. Clients rated the counselors in three aspects of the counseling interview and supervisors rated counselors in eight areas. Counselor self-disclosure scores were correlated significantly with all the criterion scores of counselor effectiveness (p <. 05). It was suggested that the concept of psychological disclosure may have important implications for counselor selection and training. 相似文献
19.
Michael T. Hartley 《Journal of College Counseling》2012,15(1):37-51
This study examined the assessment of resilience in undergraduate college students. Multigroup comparisons of the Connor–Davidson Resilience Scale (CD‐RISC; Connor & Davidson, 2003) were performed on general population students and students recruited from campus mental health offices offering college counseling, psychiatric‐support, and disability‐support services. Results found that the 10‐item CD‐RISC demonstrated strong fit and reliability, with significantly higher scores for general population students. Implications for college counseling include assessing and promoting resilience on campuses. 相似文献
20.
王红彬 《成都教育学院学报》2010,24(9):56-58
为探讨团体心理辅导对女大学生职业决策自我效能的影响,选取湖南女子大学56名大一女生为被试（实验组与对照组各28人）,对实验组进行为期8周的团体心理辅导,对照组则处于常态。用职业决策自我效能量表（CDMSE）和焦虑自评量表（SAS）在干预前后进行评估。结果为：干预前,两组CDMSE、SAS评分差异不显著。干预后,CDMSE评分上,实验组＂自我评价＂、＂选择目标＂、＂制订规划＂三个维度得分高于对照组;SAS评分上,实验组低于对照组。研究表明：职业生涯团体心理辅导可以有效地提高女大学生的职业决策自我效能水平,降低焦虑程度。 相似文献