An Approach to Counselor Education

A training approach emphasizing the specifics of selection and intentionally structured practice experiences is described. The program is as applicable to nonprofessional as to professional training programs. It is proposed that nonprofessionals can be better selected and equally trained. Research is reviewed giving specific selection criteria on personality measures and on initial levels of interpersonal skills as measured from tape recordings of trial group counseling interviews. A specific integrated didactic (feedback) and experiential training approach is described.     

An Attributional Approach to Counselor Supervision

The supervision process is examined from an attributional perspective. Counselor supervision is conceptualized as an interactional process in which trainees learn to describe and manage cause-effect relationships. Attribution theory from the social psychological literature is reviewed, and common biases and errors in the attribution process are discussed in terms of their relationship to supervision. Finally, several interventions are proposed to help supervisors minimize the influence of these attributional biases on their own and their trainees' perceptions and behaviors.     

The Extern Program: An Approach to Counselor Renewal

Counselor education programs must respond to the need for inservice education for practicing, school counselors. The Extern Program described here is designed to provide inservice education through didactic, experiential learning activities implemented on a one weekend per month schedule for nine months. The weekend training involves new developments in the field of counseling, problem solving with a focus on concerns brought to the sessions by the counselors, and new developments in the behavioral sciences outside education. Each weekend is divided into eight phases as follows: (1) didactic input with the topic related to the field of counseling; (2) synthesis and discussion of didactic input with small-group interaction; (3) participant problem solving with small-group interaction; (4) group problem solving with large-group discussion and synthesis; (5) didactic input with the topic relevant to counselor education; (6) synthesis and discussion of didactic input with small group interaction; (7) didactic input with the topic being behavioral science developments outside education; and (8) synthesis and discussion of didactic input with small-group interaction. An evaluation plan is also discussed.     

Counseling and Counselor Education: A Developmental Approach

The article reviews the need for a developmental conception as the aim of educational intervention. The rationale is presented and compared to the mental health treatment approach. A case is made for the importance of a primary prevention, an ego and moral development focus for the psychological education of pupils and young adults.     

Microcounseling and Imitation Learning: A Behavioral Approach to Counselor Education

This article describes the counselor educator as a model who can combine positive reinforcement techniques, imitative learning, and microcounseling skills to shape student-counselor development. Pertinent research and theory are reviewed.     

双元制:消除职业教育与高等教育间界限的途径

实现职业教育与高等教育间的渗透与衔接是各国以及国际教育研究和政策发展的一个重要问题,但从国际水平来说,比较成功的双元制继续学习范例是很少的。为消除职业教育与高等教育间的界限,要实施一个从职业教育向高等教育过渡的更加规范的框架,并需要对不同的生涯路径以区别对待。     

组织系统优化设计:辅导员育人机制构建的有效路径

组织系统理论为创新辅导员育人机制提供了一种新视野。事务繁杂、班级文化缺失、班风学风不良、班干部责任不强、学生纪律涣散等问题,常让辅导员头疼并不知所措,这些问题如果处理不好,便成为辅导员提升育人效果的绊脚石。以组织系统优化的视角探索辅导员育人机制的构建,通过组织系统观点,优化设计育人机制,确保组织和谐、互通、高效运行,推动全员育人和环境育人,提升了辅导员的工作效率,也促进了辅导员工作的科学化和规范化,最终提升了辅导员的育人效果。     

An Integrative Competency-Based Counselor Education Model

In the proposed integrative competence-based counselor education model, the four major areas of counselor training are defined as theory education, skills training, experiential activity, and practicum experience. For each area we suggest specific objectives, possible courses, appropriate methodologies, and directions for evaluation. The formulation of behavioral curriculum goals and the construction of performance criteria for each aspect of the program are essential for the effective implementation of the model. The distinctive contribution of the model lies in its provision of (a) a series of conceptual definitions and objectives, (b) a sound framework for integrating traditionally conflicting counselor education approaches and for systematizing the student's educational experience, (c) a built-in means for the transfer of training to professional placements, and (d) stimulation of research in the many problem areas to be found in counselor education.     

An Existential-Humanistic Program of Counselor Education

The basic aspects of an existential-humanistic program of counselor education are described. The more pragmatic means by which the goals - of the program will be achieved are also discussed.     

Introducing the Systemic Approach to Early Education

The United States is lagging behind the rest of the developed world in adopting systemic thinking as a means of dealing with societal issues. Such thinking is introduced only in the late stages of our educational process, if at all. The article presents an argument for introducing it at the primary and secondary levels of the education hierarchy, discusses the value of such an approach, and offers a model for doing so.     

Student-Faculty Interactions: An Underemphasized Dimension of Counselor Education

Accreditation standards, ethical codes, and literature on counselor educator and student interactions are explored. Potential research issues are suggested, and the impact of this information on programs is considered.     

环境教育:英国道德教育的重要途径

英国在环境教育上取得的绩效举世闻名。这既源自于英国是环境教育的发源地之一,也得益于其在环境教育上的积极作为。随着时代的变迁,英国不断赋予环境教育多学科的视景与新的意蕴。投射与浓缩在道德教育领域,英国从环境教育的内在特质、道德教育的自身需求、环境教育与道德教育的共同使命等维度,缕析、寻绎、穷究环境教育在道德教育中的应有地位与价值。相应地,环境教育为英国的道德教育注入无限的生机与活力,构筑起一道亮丽的道德风景线,成为推动英国道德教育发展的一条有效途径。     

A Multimodal Approach to Counselor Supervision

This article represents an initial effort to apply Lazarus's multimodal approach to a model of counselor supervision. The supervision model emphasizes the importance of considering the trainee's total counseling experience. As a means of accessing the trainee's total experience, the supervisory process includes continuously monitoring the trainee's Behavior, Affect, Sensations, Images, Cognitions, Interpersonal functioning, and when appropriate, Biological functioning (Diet and Drugs). The multimodal model of supervision is presented as supervisee-specific; and the multimodal supervisor is seen as flexible, adaptable, and technically eclectic. Key multimodal supervision procedures, such as establishing a trainee modality profile and tracking the modality firing order, are presented and discussed via a case example.     

The Systems Approach and Counselor Education: Basic Features and Implications1

Radical changes in contemporary society are altering the lives of individuals in pervasive ways. Counselors are typically oblivious to these revolutionary changes due, in part, to inadequate and outdated professional education. Counseling viewed as a complex of social-psychological processes — as an applied behavioral science — needs the powerful framework provided by a “systems approach.” A system is viewed as a structure which functions as a whole due to the interdependence of its parts. A systems approach in counselor education emphasizes how specific training components can be combined most effectively and efficiently to produce outcomes stated in terms of trainee behaviors (performance). Basic characteristics of a systems approach include: (a) behaviorally stated performance objectives; (b) careful attention to relation of components; (c) information flow and feedback mechanisms; and (d) man-machine combinations. Models such as flow charts and simulation techniques are also typically involved. A systems approach, it is argued, will encourage the asking of more relevant and answerable questions. Although it may be viewed by some as too scientific, mechanistic, or complicated, a systems perspective holds the promise of more effectively preparing counselors for contemporary clients.