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PATRICIA MCCARTHY SHARON SUGDEN MICHELLE KOKER FRANK LAMENDOLA STEVE MAURER SALINA RENNINGER 《Counselor Education & Supervision》1995,35(2):130-138
Informed consent in clinical supervision should be explicitly addressed. Areas to be covered in a written statement and suggestions for discussing informed consent in an initial supervision session are given. 相似文献
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LISA M. LARSON MICHELLE P. CLARK LAURIE H. WESELY STEPHANIE F. KORALESKI JEFFREY A. DANIELS PATRICIA L. SMITH 《Counselor Education & Supervision》1999,38(4):237-248
A brief mock counseling session was potentially more risky but more potent than a brief videotaped counseling session as an intervention for increasing counseling self-efficacy in prepractica trainees. 相似文献
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MICHELLE COMMEYRAS 《Gender and education》1996,8(1):31-48
The purpose of this study was to analyze the content on women in three secondary school world history textbooks used in the USA from one feminist perspective. The analyses involved recursively reading, coding, and interpreting all of the content pertaining to women across the three texts. The macroanalysis yielded a 16-category coding scheme that reflected the areas most emphasized in the presentation of women's contributions to world history, at least as described in each of the textbooks. The microanalysis was conducted to examine the language used for the content coded 'women's rights' and similarly for that coded 'power', 'fighters', or 'mediators'. The results of this feminist content analysis of world history textbooks signal the importance of teachers and students engaging in reading subtextually and resistantly. 相似文献
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Inspiratory muscle fatigue may occur in as little as 6 min during high-intensity spontaneously breathing exercise. The aims of this study were to determine whether inspiratory muscle fatigue occurs during swimming exercise and whether inspiratory muscle strength differs between the supine and standing body positions. Seven competitive swimmers were recruited to perform a single 200 m front-crawl swim, corresponding to 90-95% of race pace. Inspiratory muscle strength was measured at residual volume using a hand-held mouth pressure meter that measured maximal inspiratory pressure in the upright and supine positions. At baseline, maximal inspiratory pressure in the supine position was significantly lower than maximal inspiratory pressure in the upright position (112±20.4 and 133±16.7 cmH2O, respectively; P?0.01). Post-exercise maximal inspiratory pressure in the supine position (80±15.7 cmH2O) was significantly lower than baseline maximal inspiratory pressure in the supine position (P?0.01). The results indicate that a single 200 m front-crawl swim corresponding to 90-95% of race pace was sufficient to induce inspiratory muscle fatigue in less than 2.7 min. Furthermore, although diaphragm muscle length is optimized when supine, our results indicate that the force output of the diaphragm and inspiratory accessory muscles is greater when upright than when supine. 相似文献
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WOODROW M. PARKER MICHELLE MARIE VALLEY CHARLOTTE A. GEARY 《Counselor Education & Supervision》1986,26(1):61-71
In the cross-cultural counseling literature many writers have suggested that counselors and counselor trainees should acquire knowledge about ethnic minority populations. More concrete suggestions are needed, however, regarding specific structures through which such knowledge might be gained. In this article the authors describe a multifaceted approach to acquisition of cross-cultural knowledge that is a culmination of experiences and activities the writers have used in a course titled Counseling Ethnic Minorities. This approach is based on the premise that knowledge and cultural sensitivity can be achieved through a combination of cognitive, affective, and behavioral procedures. The course includes assessment of cultural knowledge, reading ethnic literature, multicultural action planning, and small-group presentations. Students taking this course have judged the multifaceted approach to be a valuable experience for acquiring cross-cultural knowledge and for developing cross-cultural sensitivity. Most participants viewed the course as an important beginning to a lifelong process of learning. 相似文献
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The presence of anchoring errors within a counseling education student sample was investigated using three sets of case material. After reading information that was “good,” “bad,” and “neutral,” participants were asked to rate the mental health of the three hypothetical clients varying in severity. Case type and order of presentation of the pieces of information were randomized across participants. Results indicated that anchoring errors were present for all three cases regardless of severity, but that the presence of anchoring errors was restricted to those made as a result of reading “bad” material. Implications for alerting students in counselor educator programs to the presence of anchoring errors and the need to avoid them are discussed. 相似文献
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MICHELLE ORTLIPP 《Asia-Pacific Journal of Teacher Education》2003,31(3):225-237
Triadic assessment professes to provide an opportunity for the equal sharing of voices in the practicum assessment process. Practicum assessment literature suggests that this is questionable, and proposes that triadic assessment is problematic within the early childhood practicum. This paper presents the findings from a study that explores how tertiary supervisors understand and practice assessment in the early childhood practicum. The paper focuses on when, how and why tertiary supervisors choose to speak or choose to remain silent as they participate in practicum assessment, and what they risk through that voice or silence. The post-structuralist concepts of discourse, subjectivity and power have been used as the framework for analysis. 相似文献
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MICHELLE FORREST 《Journal of Philosophy of Education》2011,45(1):59-73
This paper revisits how late 20th‐century attempts to account for conceptual and other difficult art‐work by defining the concept ‘art’ have failed to offer a useful strategy for educators seeking a non‐instrumental justification for teaching the arts. It is suggested that this theoretical ground is nonetheless instructive and provides useful background in searching for a viable approach to justification. It is claimed that, though definition may fail and grand theories not coalesce, one would be wise to emulate Passmore (1954, 1990) who argues for an aesthetic approach to works of art and who proceeds like the fox, from a specific work that becomes more complex through analysis. His approach is employed in describing a performance series by the Cellist of Sarajevo, which raises further questions regarding what it means to start from a specific art‐work and how doing so exemplifies Fleming's (2006) suggestion that in justifying the arts we connect them to our ethical lives. Passmore's strategy is then extended to the aesthetic experience of reading this essay and the paper concludes with the author's personal anecdote in response to Higgins' (2008) call for genuinely aesthetic defences of aesthetic education. 相似文献
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