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1.
This paper presents and discusses the key findings from a study that considered significant issues that affect refugees and asylum‐seekers, and explored beneficial counselling approaches relevant to this group. In‐depth narrative interviews were conducted with three counsellors and three specialist children’s support advisors. Data were analysed using the methods of comparative analysis and theme mapping from a grounded theory approach. The key findings reveal that counsellors do not work from a particular approach but adapt a variety of therapeutic methods to the needs of the child. In addition, they focus on the therapeutic relationship; take into account lack of safety and loss of home, traumatic experiences and impacts, and resilience of the child; stress that both short‐term and long‐term therapy is beneficial; and show a concern over lack of specialised training for counsellors and obstacles to accessing counselling. Understanding the needs of young refugees and asylum‐seekers in the United Kingdom and considering counsellors’ experiences and perspectives on approaches has highlighted implications for practice, which include the necessity for more counsellors to be culturally reflexive and open‐minded in working with this group. In addition, this study may influence the way in which higher education professionals can develop research on refugee children and incorporate relevant pastoral care across the curriculum to accommodate refugee children from a wide diversity of backgrounds and experiences.  相似文献   

2.
Emotional and behavioural difficulties (EBD) in mainstream schools in Ireland attract much attention and significant resources, yet little research has been conducted in the Irish context about how this concept is understood by practitioners, what influences that understanding nor how that influences provision in schools. This paper is based on the findings of a study which investigated these issues among principals, special education teachers and guidance counsellors in mainstream post-primary schools, employing questionnaires (n = 36) and semi-structured interviews (n = 10). Several themes are presented regarding how EBD is conceptualised and responded to. The findings of the study suggest definitions of EBD appear to focus mostly on intrapersonal characteristics of students and suggest a resignation in the attitude of practitioners. The effectiveness of behaviour policies is ambiguous due to an imperative to produce written policies in many areas, traditional views of the homogeneity of the school population and a tendency to rely on SEN policy to address EBD issues. Responses to EBD vary considerably. Responsibility for most aspects of the school experience of students presenting with EBD appears to rest predominantly with special education teachers, even where there is access to guidance counsellors. Gender impacts on several of these issues, particularly in the type of language used in schools when discussing EBD.  相似文献   

3.
This article reports on a study concerning secondary school students’ meaning‐making of socio‐scientific issues in Information and Communication Technology‐mediated settings. Our theoretical argument has as its point of departure the analytical distinction between ‘doing science’ and ‘doing school,’ as two different forms of classroom activity. In the study we conducted an analysis of students working with web‐based groupware systems concerned with genetics. The analysis identified how the students oriented their accounts of scientific concepts and how they attempted to understand the socio‐scientific task in different ways. Their orientations were directed towards finding scientific explanations, towards exploring the ethical and social consequences, and towards ‘fact‐finding.’ The students’ different orientations seemed to contribute to an ambivalent tension, which, on the one hand, was productive because it urged them into ongoing discussions and explicit meaning‐making. On the other hand, however, the tension elucidated how complex and challenging collaborative learning situations can be. Our findings suggest that in order to obtain a deeper understanding of students’ meaning‐making of socio‐scientific issues in Information and Communication Technology‐mediated settings, it is important not only to address how students perform the activity of ‘doing science.’ It is equally important to be sensitive with respect to how students orient their talk and activity towards more or less explicit values, demands, and expectations embedded in the educational setting. In other words, how students perform the activity of ‘doing school.’  相似文献   

4.
ABSTRACT

The aim of the study is to explore and develop knowledge about how educational psychological counsellors’ personal and private experiences appear in their counselling practice. We conducted four focus group interviews with twelve counsellors from Educational Psychological Counselling Service. Through Thematic Analysis four themes emerged. The first is that counsellors’ personal and private experiences functioned as a backdrop for their counselling practice. The second theme is the counsellors’ use of different types of stories. The third theme deals with how the counsellors were holding back relevant stories. Finally, the fourth theme comprises the purposes of counsellors’ self-disclosure. The conclusion is that personal experiences form a backdrop for counselling practice and are relevant for how a counsellor makes sense of and understands a situation or a problem. Self-disclosure is in some situations used explicitly in the counselling setting. On the other side the counsellors sometimes consciously hold their experiences back.  相似文献   

5.
Abstract

Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success.  相似文献   

6.
This article details how an action research/reflective practitioner approach added value to the efforts of participants who were engaged in developing their practice and working together within a New Labour area-based policy initiative. The process of reflecting and learning together in the project supported practitioners in thinking, learning about, designing, engaging in and changing elements of their practice according to the evidence they had gathered. A key element of the article is how the notion of reflection ‘in’ action and ‘on’ action (Schön) supported people from different backgrounds and settings in understanding and developing their practice through improving self-knowledge and confidence and, in turn, their knowledge of other perspectives. The article raises issues in relation to the use of action research at the interface between micro- and macro-development, individual and group work, and worker and manager perspectives. It concludes by suggesting some of the issues that those engaged in further development of innovative, interagency and interdisciplinary projects might need to address if an action research/reflective practice model of working together for change is to be made more widely available, relevant and useful.  相似文献   

7.
This qualitative study used data from semi‐structured interviews with eight school counsellors working with adolescents in secondary education and asked them how they perceived counselling interventions as helping to raise achievement. The present context in secondary education is perceived as results led. This adheres to government policy as manifested in the National Curriculum and the examination system. However at a grass roots level there is a growing acceptance of having counsellors working in schools to support the emotional and psychological needs of children and adolescents. The counsellors identified three areas in which they felt their clients' achievement was raised through a counselling intervention: developmentally, socially and less directly, academically. Further study is called for to explore what effect applying a complementary integration and understanding of counselling and educational philosophy might have on raising achievement with adolescents in secondary education.  相似文献   

8.
A wealth of information can be extracted from clients’ dream narratives. Few counsellors, however, recognize the significance of monitoring their own dreams. In this clinically-informed position paper, counsellors are urged to consider their own dream content. Self-awareness is vital to the therapeutic relationship, but also instrumental to the safety and well-being of counsellors themselves. Dreaming about one’s client can reflect troubled therapeutic rapport and highlight emotional or countertransference issues. Dreams can be harbingers of vicarious traumatization. Thus, counsellors are encouraged to reflect on their own dreams as a deliberate self-care initiative in order to promote a safe and effective practice.  相似文献   

9.
This article discusses changes in working life and other aspects of life and their significance for counselling and guidance. It focuses on a shift in research, international debate and goal documents rather than in counselling practice. The paradigm shift refers to the change from a modern to amore post-modern view, which means that counselling should be oriented more towards the whole person and his or her life projects. The aim in this perspective is to make clients more proactive in constructing their own lives. Some clients, however, are still stuck in a passive and helpless role. This is a great challenge for counsellors who are striving to develop more holistic working methods. The transition from a modern to a more post-modern society requires a counsellor with a wide arsenal of interventions and many working tools, i.e. a multi-instrumentalist. The conclusion is that counsellors have to be more aware of the different situations, expectations and forms of behaviour faced by clients. Counsellors have to develop new methods centred round the clients’ self-activity. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

10.
构建一支高素质的专业化的心理辅导员队伍,是目前高职院校落实心理健康教育的重要措施。对人力、财力、环境等资源投入是实现高职院校心理辅导员队伍专业化建设的保障。高职院校在心理辅导员队伍专业化建设进程中,应以科学发展观为指导,建立心理辅导员队伍职责体系,从机制上促进心理辅导员队伍长远发展,使心理辅导员队伍建设真正走上专业化轨道。在整个过程中,机制建设是核心,包括选拔机制、发展机制、考核机制、培训机制及退出机制。  相似文献   

11.
School counsellors are uniquely equipped to impact school culture due to their expertise in adopting a systemic perspective while facilitating culturally competent services. This study sought to understand the school culture that places importance on developing U.S. students’ appreciation for world cultures and emerging global mindsets. The researchers utilized a phenomenological approach to analyze interviews with counsellors working in schools with international missions within the United States. The emergent themes related to counsellors’ beliefs, role expectations, and students’ international competencies.  相似文献   

12.
Energy is a central topic in physics and a key concept for understanding the physical, biological and technological worlds. It is a complex topic with multiple connections with different areas of science and with social, environmental and philosophical issues. In this paper we discuss some aspects of the teaching and learning of the energy concept, and report results of research on this issue. To immerse science teaching into the context of scientific culture and of the students’ cultural world, we propose to select specific driving issues that promote motivation for the construction of science concepts and models. We describe the design and evaluation of a teaching learning path developed around the issue of greenhouse effect and global warming. The experimentation with high school students has shown that the approach based on driving issues promotes students’ engagement toward a deeper understanding of the topic and favours further insight. The evolution of students’ answers indicates a progressively more correct and appropriate use of the concepts of heat, radiation, temperature, internal energy, a distinction between thermal equilibrium and stationary non equilibrium conditions, and a better understanding of greenhouse effect. Based on the results of the experimentation and in collaboration with the teachers involved, new materials for the students have been prepared and a new cycle of implementation, evaluation and refinement has been activated with a larger group of teachers and students. This type of systematic and long term collaboration with teachers can help to fill the gap between the science education research and the actual school practice.  相似文献   

13.
This article includes the assessments made by four counsellors of their work in cultural diversity management in Huelva (Spain). Using interviews and focus groups, together with other qualitative research techniques, we examined the counsellors’ intervention models and the relationships they maintain with other members of the educational community to address issues raised by the presence of immigrant students in their respective schools. The results of the experiment emphasize the predominant use of a clinical intervention model, along with limited and isolated collaborations with teachers and other education agents (administrators, social workers, families). However, in recent years, the institutional consolidation of counsellors in schools and their commitment to prevention and collaborative work creates opportunities for a new, more participatory intervention model that would better manage cultural diversity.  相似文献   

14.
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15.
The term scientific literacy is defined differently in different contexts. The term literacy simply refers to the ability for one to read and write, but recent studies in language literacy have extended this definition. New literacy research seeks a redefinition in terms of how skills are used rather than how they are learned. Contemporary perspectives on literacy as a transfer of learned skills into daily life practises capture the understanding of what it means to be scientifically literate. Scientific literacy requires students to be able to use their scientific knowledge independently in the everyday world. Some models for teaching towards scientific literacy have been suggested including inquiry‐based learning embedded in constructivist epistemologies. The inquiry‐based model is posited to be effective at bringing about in‐depth understanding of scientific concepts through engaging students’ preconceptions. In order to establish whether directly engaging students’ preconceptions can lead to in‐depth understanding of the science of HIV/AIDS, a case study was designed to elucidate students’ prior knowledge. From questionnaires and classroom observations, Ugandan Grade 11 students’ persistent preconceptions were explored in follow‐up focus group discussions. The inquiry process was used to engage students with their own perceptions of HIV/AIDS during the focus group discussions. Findings suggest that students need to dialogue with each other as they reflect on their beliefs about HIV/AIDS. Dialogue enabled students to challenge their beliefs while making connections between ‘school’ and ‘home’ knowledge.  相似文献   

16.
ABSTRACT

Efforts to reach gender equality in education in Finland have been extensive. Both teacher education and policy documents for schools have focused on gender equality and gender-neutral treatment of students. The aim of this study is to explore if and how these efforts are manifested in upper secondary school teachers’ and study counsellors’ perceptions of students’ self-belief, academic emotions, study habits and behaviour at school. Twenty-three interviews were conducted and analysed qualitatively through inductive content analysis. The results revealed that teachers and study counsellors perceive that girls’ low self-belief and high achievement expectations affected their academic performance, while boys’ insecurity or need for support was rarely mentioned. The teachers ascribed the students several gender-stereotypical attributes: girls were perceived as diligent and hard-working while boys were perceived as being indifferent towards school and achievements. The implications of these results for students’ self-belief and for teacher education are discussed.  相似文献   

17.
Current models of initial teacher training (ITT) in England include substantial elements of school‐based experience developed in collaborative partnerships with local schools involving university tutors working with experienced classroom teachers. Balance in such partnerships has been characterised as trainees focusing on day‐to‐day pragmatics of working in classrooms whilst engaged in school experience, while their higher education institution (HEI) elements provide theoretical bases to underpin school based activities. Within such partnership arrangements, development of pedagogic beliefs and expertise is achieved by a complex network of experiences. Within the context of this paper this element of pedagogic development is shown to be less well supported than other aspects of trainee teachers’ professional preparation. This paper, using cultural historical activity theory (CHAT), focuses on a small‐scale research project in which mentor and trainee dialogue is examined. The paper concludes that CHAT analysis makes a valuable contribution to our understanding of how to resolve some of these issues within teacher training partnerships.  相似文献   

18.
Current attitudes of counselling practitioners towards sexual and gender differences raise the possibility that minority clients may experience re-traumatisation due to in-session expressions of therapist homophobia. This paper explores these issues through a qualitative study that examines client and counsellor narratives on homophobia in counselling. The results describe specific examples of homophobic behaviour by counsellors. While individual examples might appear mundane on the surface, the frameworks they invoke and their pervasiveness constitutes a considerable threat to the counselling relationship. The paper argues that homophobia in counselling practice is a significant issue that requires sensitive, critical and applied analysis that redirects therapeutic efforts in the future.  相似文献   

19.
Islam is currently at the forefront of world news and the publicity it receives does not always reflect the reality which counsellors meet when working with Muslim clients. This paper proposes that in working with Muslim clients it is important to identify and avoid making false assumptions concerning Muslim beliefs, values and practices and in the process and content of counselling, to be acutely aware of issues and practices, which are sensitive, and to work within the boundaries which religious beliefs set. The final section attempts to identify some key areas of training for counsellors working with Muslim clients.This article is based on a talk given at the IAC (International Association for Counselling) Conference in Geneva in April 2003.  相似文献   

20.
This article examines the significance of how learning objects have come to be conceptualized and utilized, particularly in higher education. While many articles critique the term and its origins, an examination of the role metaphor plays in our conceptualization of ‘data’, ‘information’ and ‘learning objects’ helps us move beyond a fixation on the term to its promise and challenges. Although much has been written about how learning objects should be developed, accessed and stored, much less has been written about how they should be designed and used. This quest for understanding of the role learning objects will play in the future of learning leads to new strategies which encompass such issues as a reusability, knowledge management, efficient infrastructure design and innovative course design.  相似文献   

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