Erase the lines of demarcation: The counselor,the psychologist,and the assessment process

What was once desirable is now mandatory—teamwork between the psychologist and counselor. Because the fundamental function of either profession is basically the same, delineation of job responsibilities may become difficult. Suggestions are offered to reduce the incidence of this problem by reshaping at the training program level. Guidelines also are provided to enhance the working relationship between the psychologist and counselor.     

职业导向的高师综合英语教学模式

以职业为导向的综合英语教学模式将专业基本技能、教学基本技能、综合职业意识和能力、自主学习能力、工作价值观的培养紧密融合,该模式包含准备阶段和实施阶段。准备阶段主要通过课堂录像帮助学生树立展示的信心,实施阶段包括学会教学,职业周和学会做事等活动,使英语教育专业的学生对本专业和其它非师范专业都有所了解,树立正确的就业、从业心态,增强就业竞争力。     

高校辅导员如何才能做好工作

高校辅导员负责学生日常的思想政治工作,对学生健康成长起着重要的作用。因此,辅导员应全心全意做好自己的工作。     

A Model for Retooling School Counselors

If school counseling is to continue as an ongoing dynamic profession, counselor educators must address their attention to the improvement of practitioner competencies as well as toward counselor preparation. The development of a program designed to accomplish both tasks must be dependent upon the needs of counselors, counselor educators, and considerations emanating from the environments in which they work. The purpose of this paper is to share one educational approach which can facilitate movement toward achievement of these desired needs.     

Research Priorities for Mental Health Counseling With Youth: Implications for Counselor Preparation,Professional Development,and Research

Counselors encounter the needs of youth (3–17 years) in a variety of settings; however, outside of school counseling, the profession faces a lack of preparation, professional development, and research focused on mental health practice with youth. Using the Delphi method, 12 counselor educators and 15 practicing counselors were polled regarding research priorities for mental health counseling with youth. Research that considers how varying developmental stages and systems (e.g., families, schools, communities) affect the mental health of youth was identified as a priority. Implications for counselor preparation, professional development, and research are offered on the basis of these results.     

Needed a Professional Identity: Aces or Jokers?

The ASCA statement on the role of the school counselor is a reification. As a generalist the counselor dissipates his professional identity. Institutional restraints on the job and upon the campus lead to incompetence in counseling practice and a pervasive belief that counseling is ineffective. A suggested alleviation of this problem specifically involves the abandonment of the teaching experience requirement, increasing counselor education staff commitment to counseling, and the introduction of a paid internship for counselor candidates. Two specialists are recommended to replace the present guidance model: A Counselor-Consultant and a Career Information Specialist.     

高职学生的择业心理问题及对策

本文分析了高职学生求职择业心理问题产生的原因及常见心理问题;并提出了消除心理问题的相关对策.其目的在于对高职毕业生顺利择业有所帮助指导.     

Preparing International Counselor Educators Through Online Distance Learning

Online learning has emerged as a significant teaching medium, influencing how higher education is conducted in the U.S. and globally. While widely accepted in select disciplines, distance learning as the method for counselor preparation is often met with skepticism or resistance in the counseling profession. The purpose of this paper is to argue for the confluence of distance and global training in counselor education and training, and to illustrate that confluence through examining the teaching and learning process of doctoral students in a distance PhD program accredited by the U.S. Council for Accreditation of Counseling and Related Educational Programs.     

Then and Now: Examining Quality Dimensions of Counselor Preparation Programs

This study examines methods that have been used to assess the quality dimensions of educational programs. The purpose of assessing these methods is to provide improved procedures for evaluation to increase the accountability of counselor preparation programs. This will help guide counseling into the status of a mature profession.     

浅议高校辅导员的爱与责任

对一名高校辅导员而言,要有高质量的工作就必须具有较高的个人修养和对学生的爱与责任。尊重、热爱学生是提高辅导员个人修养的基本要求,而教师的责任心是其内核。没有爱,就没有教育,就不可能打开学生心灵的窗户;而没有责任感,就不可能完成育人的重大使命。     

解读心理咨询师的人性观

在心理咨询中,咨询师所持的人性观直接影响着他对来访者的态度、对其问题的看法以及采用的咨询方法和技术。本文主要从咨询理论,咨询目标,咨访关系三个方面来谈谈咨询师的人性观及其影响,作为心理咨询师,要对自身所持的人性观有一定的自我觉知,了解人性观在咨询中所起的作用,从而更好地促进咨询的效果。     

Now that we have all these people,what are we supposed to do with them? a field guide to workforce optimization by Ken Johnson

Ken Johnson has been helping people realize their job performance potential for 20 years. He switched from being a department manager to a career in training in 1989, completing his master's degree in instructional systems design in 1992. Today he works with people in 16 countries, applying the real‐world lesson that employee development must show its clear tie to bottom‐line results if it is to survive in the boardroom. Now That We Have All These People, What Are We Supposed to Do with Them? (ISBN: 1‐4196‐9167‐8) is published by Booksurge.     

关于做好辅导员工作的几点思考

大学生是一个特殊的群体,如何做好大学生的政治思想教育和日常管理工作,是一个值得认真思考的重大课题。作为高校辅导员在提高自身素质的同时,要创新工作方法,关注特殊群体,以心感人,以情育人,切实做好辅导员工作。     

CACREP's Relevance to Professionalism for School Counselor Educators

Archival data from 1994 to 2003 were used to examine the Council for Accreditation of Counseling and Related Educational Program's (CACREP) association with professionalism for school counselor educators. Indicators of professionalism included school counselor educators' contributions to the profession (i.e., journal publications and conference presentations), leadership in professional organizations, and pursuit of counseling credentials. Data analysis revealed weak (small effect sizes), yet statistically significant, relationships between CACREP accreditation and indicators of professionalism for school counselor educators.     

Effective Supervision and Consultation: A Model for the Development of Functional Supervision and Consultation Programs

Many public and private agencies lack a systematic process for evaluating the quality of counselor supervision. The Effective Supervision and Consultation (ESC) model is proposed as a guide for counselor educators who are helping agencies build effective supervision programs. The ESC model is presented with an emphasis on the assessment, training, and evaluation components of consultation services in counselor supervision.     

Ethical Concerns for Counselor Educators

This article identifies four areas of ethical concern in counselor education. Counselor educators in the Southern Association for Counselor Education and Supervision (SACES) region were surveyed regarding their attitudes and practices concerning these four areas. Survey results with conclusions and recommendations are given. Vignette 1: J. Jones, a single counselor education professor, is told by K. Adams, a single female graduate student in one of his classes, that she finds him very attractive. She then invites him to her home for dinner. Vignette 2: J. Smith, a student and advisee of counselor educator M. Thompson, is taking a group dynamics course from her this semester. He believes that participation in the course has triggered his desire to work on some issues in his personal life. He approaches Dr. Thompson to be his counselor. Vignette 3: Counselor educator F. Rogers suggests an idea for a research study to graduate student P. Collins. Ms. Collins carries out the study and submits a paper describing it in order to meet a requirement in Dr. Rogers's class. Dr. Rogers later decides that with some revision this paper could be publishable. He spends many hours revising the paper so that it is suitable for publication. When he submits it, he lists himself as first author. Vignette 4: Counselor educator A. Johnson is serving on C. Young's dissertation committee. Ms. Young, who is a training director at a major business in the community, offers Dr. Johnson a lucrative consulting contract with her company.     

Undergraduate Education for Counselors

This article describes an undergraduate preparation program in rehabilitation education that has both terminal and preprofessional characteristics. In an era of heightened concern for differentiated staffing and effective use of manpower in and out of the helping professions, such a curriculum provides a structure by which a career ladder in counselor and subcounselor roles can be created.     

Teacher education graduates’ choice (not) to enter the teaching profession: does teacher education matter?

In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates’ choice on job entry (teaching profession or not). A prospective research design with two data collection phases is adopted. Student teachers (subsequently graduates) (N = 217) of integrated teacher training for secondary education were surveyed shortly before as well as shortly after graduation. Results of chi-squared and t-tests indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences (at 1% level) between graduates who entered and those who did not enter the teaching profession. Results of the subsequent logistic regression validate the importance of teacher education (i.e. mentor support) – beside initial motivation and labour market factors – to explain graduates’ decision on job entry.     

Reconstructing Clinical Training: In Pursuit of Evidence‐Based Clinical Training

Clinical training and education are of central importance to both the specialty of counselor education and the profession of counseling. Unfortunately, counselor educators may be inadvertently contributing to the well‐known and well‐documented gap between research and practice. This reaction to S. C. Whiston and K. J. Coker (2000) discusses the research–training gap in counselor education and proposes an evidence‐based model of clinical training.     

高职院校双元制学生管理模式探究

双元制学生管理模式是指辅导员、学业指导师合理分工、共同协作,一起负责分管学生的思想政治教育、日常管理以及学业指导工作等的管理模式。该文对双元制管理模式下的辅导员和学业指导师工作职责进行了明确划分,特别是对学业指导师工作内容进行了较为详实的描述,旨在探究以学业为主的双元制学生管理模式的运营。