ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1974.tb04038.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1974.tb04039.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1974.tb04040.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

In 1957 the editor of theJournal of Counseling Psychologyrejected an article on group counseling because, by definition, “Counseling is a process in which two persons….” Since then thefunctionsof a counselor have broadened to include working with groups in many ways. Some will maintain that we have expanded far beyond our domain into that of the organizational psychologist. The authors of this article assume that the counselor's functions should include a wide range of interventions and have organized them within a “Cube.” This model provided the structure for this Special Issue. The three dimensions of the Cube are: (a) the target of the intervention, (b) the purpose of the intervention, and(c) the method of intervention. We think this model has great heuristic potential as a tool for both research and

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1974.tb04041.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

A key assumption behind the Cube is that the work of counselors can be more effective as they strive toward the developmental and organizational ends of those dimensions, using whichever methods are appropriate. Blocher fills in some of the detail behind this assumption with his example of life in the elementary school classroom. He posits three subsystems in the classroom ecology. The first he calls “opportunity structure,” the second “support structure,” and the third “reward structure.” The implementation of an ecological approach to student development will require the preparation of a professional with quite different competencies and interests than has been the case. The last section of this issue is addressed to t

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1974.tb04042.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Blocker's article described the implications of an ecological perspective in the elementary school setting. Banning and his colleagues at WICHE have been interested in institutional change in higher education. While this article does not describe a “program” per se, it does describe in some detail a methodology for change. After discarding traditional student personnel perspectives (unenlightened, adjustment, and developmental), Banning and Kaiser push out the frontier with their concept of “ecosystems.” An ecosystem is one in which there is a true transaction between mutually dependent partners, with the assumption that either may change so that mutual benefit may result. A model for bringing about such change is presented, and a methodology for using the model is de

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1974.tb04043.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

This is a “how to” article. Too often in the past 10 years we have heard the term “change agent” applied to the counselor without the necessary filing in of how one goes about making major changes in a school or other social system. Tuma describes her early frustrations, her exposure to a “theory” of change, and the step‐by‐step application of the same—including how her plans had to change to meet the changing reality. And with a

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1974.tb04044.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Residence halls have been one of those great unmined potentials in higher education. To a student personnel worker they have presented a captive community in which all the magic could be worked. But it rarely happened, mostly because we knew more about the process of in loco parentis than about the process of students in situ. Crookston has dangled the carrot once more in his conception of an “intentional democratic community.” Only this time we have an operational model based on Crookston's knowledge of social‐psychological theory. In his model he tells us about 10 elements of the community that must be manipulated, 9 design considerations, and 7 stages of development. The complexity of designing and implementing such a community will—and should—frighten some, but the possible payoff will attract others to experiment and try. Heaven only knows, the events of the past decade have borne out too well his basic thesis that “unfortunately, the goal [effective democracy] continues t

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1974.tb04045.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

One expressed concern as we put this issue together was that we illustrate divergent counseling models in settings other than schools. Dinges and his associates present an exciting description of their work with Navajo families. Working from a developmental model, they have identified “transcultural” developmental tasks for both children and parents. Thus the target is the primary group of the family, and, as they explain, the growth of the family is not distinguishable from that of individuals in the family. The project described further demonstrates the viability of the counseling dimensions model in its use of paraprofessionals to assist in the delivery of services and in research. Extensive evaluation of the project is plan

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1974.tb04046.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Recently we have heard the call for counselors, to be involved in classroom activities. Consultation has been one mode for doing that; classroom teaching has been another. Sprinthall and Erickson present the experimental results of a program that has the dual goals of teaching psychological content and promoting psychological growth in individuals. Their article presents the rationale for deliberate psychological education as a mode forindividual, directanddevelopmentalintervention in schools. Following the rationale, a detailed description is given of classroom learning experiences actually employed to achieve the overall objectives of psychological maturation of pupils. Descriptions and data are drawn from the current program under development in a public secondary school. The authors also discuss the implications for a new guidance delivery system through the curriculum.

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1974.tb04047.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY