ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1971.tb01472.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1971.tb01473.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1971.tb01474.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

An eclectic statement regarding elements of the counseling process together with a set of descriptive parameters of counseling behavior is presented. This taxonomic system for counseling was designed to clarify communication about counselor behaviors and to develop more precise statements regarding training needs.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1971.tb01475.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Simulation, using role‐playing and commercially available materials, was used to provide counselor‐teacher consultation experience for counselor trainees. Students in a master's level guidance program worked with teachers in a consultative situation on a series of problems. Representative situations in which a teacher might consult with a counselor about possible courses of action in solving a problem were presented via simulation. Experienced teachers rated the adequacy of counselor recommendations concerning the problem situation. The trained counselors' recommendations were rated as superior (p<.01 level) to those of untrained counselors. These results support the use of simulation as a technique for counselor education. Implications for counselor education programs are discus

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1971.tb01476.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

This study compares the subject matter acquisition of a lecture‐discussion group and a game‐playing group in a graduate course in personality theory. The performance of the group which played only two personality theory games during the five‐week summer session was at least as good as that of a lecture‐discussion group attending the same session. An additional, unanticipated gain for the game‐playing group was consistently high motivational level and esprit

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1971.tb01477.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

A description of the traditional experiential‐didactic dichotomy and a new technique designed to integrate the two approaches are presented. Beginning counselors are confronted in a group setting with a series of filmed emotional vignettes and are encouraged to respond spontaneously and affectively to them. The task of the group is twofold: (a) to increase trainee self‐awareness and (b) to provide the trainee a basic repertoire of counseling behaviors. The rationale for film‐simulated counselor training is detailed, and its potential is exp

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1971.tb01478.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

A teaching model is presented which was used for increasing the skills and interests of practicing school counselors in group counseling. A significant aspect of the model is its inclusion of learnings designed to explore both affective and cognitive aspects of the group process. Although the model described was used in an in‐service workshop for counselors, the format might also be useful in designing a university course in group counselin

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1971.tb01479.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

This article suggests that basic differences among appropriate methods of counselor education are directly related to one's model of man. Two models of man, the behavioristic and the phenomenological, are discussed. Four major differences among counselor educators are described, and, in each case, the relationship to a particular model of man is examined.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1971.tb01480.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

The Counseling Evaluation Inventory (CEI) was used to elicit information about the relationship between secondary school counselors with and without a practicum and their clients. The 167 counselors who volunteered for this study represented a 61 percent return. Analysis of variance procedures were used to test the difference between counselors with and without a practicum and to test the influence of age, teaching experience, counseling experience, and sex on these results. The results indicate that counselors with a practicum experience are rated significantly higher on the CEI than counselors without a practicum. When the factors of age, years of counseling experience, years of teaching experience, and sex were partialled out, client ratings of counselors with a practicum continued to be rated significantly higher than client ratings of counselors without a practicum.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1971.tb01481.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY