ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1971.tb01444.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Twelve former teachers who had been counseling for no more than two years were interviewed on how they experienced the processes of role change from teacher to counselor. This article extends the findings reported in an earlier paper and deals with intra‐role conflict and with the motivation for changing roles. The following hypotheses emerged from the study: (a) if teaching experience heightens the conflict in perceived incompatibility of role expectations, then it is dysfunctional to becoming a counselor; and (b) teachers enter counseling primarily because they seek to fulfill an inner desire for growth toward what they perceive as their ideal role in education. The implications of the testimony given by the counselors for counselor preparation programs and for the structure of roles in schools were examine

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1971.tb01445.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

This study was designed to identify those guidance functions that national groups of school counselors, counselor educators, and state supervisors agree should be the responsibility of the state guidance office. A 36‐item questionnaire including items descriptive of administrative, regulative, and developmental functions was mailed to random samples of counselor educators (usable returns: 156; 44.7 percent) and school counselors (usable returns: 510; 51 percent) and their responses were compared with those of 113 state guidance supervisors from 37 states. Results identified possible functions asappropriatefor the state guidance office,marginally appropriate, nonsupported, and functions over which marked disagreement existed(conflict).Results appeared to support functions of leadership, advocacy, and support rather than administrative‐regulatory functi

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1971.tb01446.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.tb01447.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.tb01448.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.tb01449.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.tb01450.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

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 sa

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1971.tb01451.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Counselor education currently does not have a training model that is systematically employed and contains provisions for individual differences or promotes the development of programs for facilitating transfer of training. In the proposed model, counselor educators must decide which of the counseling student's thinking, feeling, and acting behaviors will become the focus of training efforts. The staff creatively implements its conceptualized behavioral curriculum goals through the application of learning principles to specified counseling student behaviors that are assessed to determine if whether or not the desired behavior changes are occurring.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1971.tb01452.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

A review of the literature reveals that no research had been conducted on the role of the State Director of Guidance Services. A questionnaire sent to 280 state directors and state supervisors of guidance services in the 50 states was the instrument used to gather the data. By grouping the 15 factors yielded into three major categories—Service, Administration, and Non‐service—a prioriobservations were confirmed mathematically which lent themselves to a more detailed interpretation. Since the results of this study have been extracted from data supplied by a contemporary group of state directors and state supervisors of guidance services, and since roles change with time, this role study cannot be construed to be final or complete. However, it should serve as a basis for future similar st

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1971.tb01453.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY