ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1987.tb00734.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

David Kolb's experiential learning theory involves a framework that can be helpful in designing courses that meet the needs of diverse learners. Kolb described learning as made up of two dimensions, prehending or grasping information, and transforming or processing that information. The prehending dimension ranges from concrete experience to abstract conceptualization. The transforming dimension ranges from reflective observation to active experimentation. Kolb suggested that learning occurs as the individual moves through a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. The cycle is then repeated at more complex levels. A course design that provides systematic activities in all four of these modes (concrete experience, reflective observations, abstract conceptualization, and active experimentation) will be sensitive to the students' learning styles while at the same time challenging them to develop competence in other ways of learning as well. Students are thus encouraged to master the information with which the course deals and to develop skills in processing and applying that information. They are therefore engaged in learning how to learn, a competence that is critically important for effective adult functioning.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1987.tb00735.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

The emerging field ofadult counselinggenerally refers to the applications of adult development and life transitions literature in counseling. To date, numerous definitions that apply a particular theoretical perspective to clients within an established counseling approach have characterized practice. In contrast,collaborative counselingis a term that defines an inclusive theoretical framework and distinct counseling approach. The phenomenology of counselors is defined in terms of three perspectives: (a) developmental—for conceptualizing adult experience and counseling; (b) collaborative—for characterizing counselor‐client roles, interactions, and processes; and (c) idiographic—for conceptualizing applicability of theory and interventions to individuals. From these perspectives a specialized practice is derived that emphasizes transitional status assessment, adult processes, counseling outcomes in meaning and behavior, as well as multiple contexts and modalities for delivery of service. The implications for curriculum and training provide the basis for defining a specialization in adult cou

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1987.tb00736.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Biological factors, including those that are genetically based, often affect human behavior profoundly. A lack of knowledge and awareness of these factors by counselors may result in failure to provide or ensure adequate help for their clients. Despite recommendations that information on biological foundations be included in counselor education programs, current textbooks and counseling approaches studied by prospective counselors largely omit this area. Through case study examples, the significance of biological factors is explored. The author recommends that counselor educators understand the biological foundations of behavior and begin to incorporate such information into their instruction.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1987.tb00737.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

The argument is presented that personal integration and transfer of interpersonal skills is more likely to occur if significant attention is given to the learning phase of skills training. Guidelines are presented to help trainers create conditions that encourage learners to discover the personal meaning of these skills. These guidelines are part of an integrative approach that seeks to acknowledge what learners bring to training, to encourage learners to respect their own abilities and reactions to training, and to coach learners to use skills in ways that fit their individual styles and contexts.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1987.tb00738.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Carl Jung's theory of psychologocal type is described as is theMyers‐Briggs Type Indicator(MBTI), an instrument used to assess Jungian type. Sources of information on the research and application of the theory and the MBTI are cited. How knowledge of type theory, especially of type characteristics, differences, and development can be useful to counselor educators is explore

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1987.tb00739.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Many counselors find themselves in settings where supervision of their clinical skills is not available. A peer supervision model is proposed that will provide practitioners with an opportunity to monitor their practice, increase self‐confidence, and further develop their counseling skill

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1987.tb00740.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

The authors assessed differences in viewers' perceptions of a client (Gloria) as a function of treatment (i.e., client‐centered, gestalt, rational‐emotive) received. The stimulus material used was the film series,Three Approaches to Psychotherapy. Gloria was perceived differently as a result of the type of treatment received, although some of the differences were not statistically reliable. Implications of the findings are discus

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1987.tb00741.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

The authors report results of a survey, conducted in 1986 by the Association for Counselor Education and Supervision (ACES) Ethics/Professional Practices Interest Network, of licensing boards in the 10 states that had enacted professional counselor licensure laws by the end of 1984. Data are reported regarding the number of counselors licensed in each state, the nature and extent of ethical violations claimed, dispositions of the complaints by the boards, the applicants' performance on ethics sections of licensure examinations, and the levels of concern expressed by board representatives regarding the ethics preparation and ethical practices of licensees. Implications of findings for counselor educators and supervisors are discussed.

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1987.tb00742.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Counseling and counselor education is expanding in countries other than the United States. In this study I assessed the development of counselor training programs in Australia and New Zealand. Data are reported on institutional setting and accreditation, on faculty and student information, and on program trends. Where appropriate, comparisons and contrasts are made with information from the United States provided by Hollis and Wantz (1983).

ISSN:0011-0035    

DOI:10.1002/j.1556-6978.1987.tb00743.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY