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Israeli students are relatively older than most Western students and usually more mature. Nevertheless, not a few of them are troubled with problems like home-separation, occupational guidance, acculturation, loneliness, self-image, marital conflicts, transition from university, etc. Therefore, by using individual and group counselling, as well as crisis interventions and various workshops, Student Counselling Centers have a major role in advancing students' wellness. 相似文献
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Universities the world over exist to respond to the conditions of their environments. Thus universities in a multi-ethnic Nigeria are not only for the production of high level manpower but also for fostering national consciousness, cultural integration and unity as well as for producing in the students appropriate values and attitudes for psychologically healthy citizenry. The University of Ilorin, Nigeria, in its organizational structure and services recognizes its obligation for the facilitation of human development in its fullest capacity. The application of student counselling for the development of this whole person is viewed from the perspective of primary prevention. That is, student counselling is considered developmental rather than therapeutic and is aimed at assisting students to learn the techniques and skills involved in problem-solving and long-term planning. To this end, the University of Ilorin addresses itself to the dimensions of learning such as personal and interpersonal development, citizenship and leadership skills training apart from academic development. Services provided include admission, housing, advisement/counselling, health, social relations, sports, leisure-time activities and financial aids. Various units and committees of the university share in the responsibilities for rendering these services through provision of facilities and various informal learning opportunities for the production of psychologically matured citizenry for the Nigerian nation. 相似文献
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This article represents an attempt to allay the myth that the gifted will be successful anyway and, if they are not, they are not really gifted. On the contrary from an early age the gifted suffer problems in peer interaction. They are bored at school, at University, at work, and in personal relationships. Although their work may be excellent they can impair their promotion prospects and even run the risk of dismissal because they do not fit in. Career changes are relatively frequent for this minority.A sample of creatively gifted students has been questioned and followed up since 1973. While it is readily admitted that the sample is small it is strongly suggested that the results make clear that this problem merits investigation. The responses of the creatively gifted students were compared to the responses of a larger sample of students not identifiable as creatively gifted. Of the creatively gifted sample:- only one has gone on for a Ph.D.- the entire group found school and university an alienating experience.-the majority of the females in this group felt that for a girl to be too smart impaired social acceptability.- 66% have contemplated suicide and devised a means.The dangers of perceiving creativity as a unidimensional construct are discussed. 相似文献
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布达佩斯是匈牙利的首都,也是匈牙利最大的城市。作为欧洲最美丽的城市之一,其广泛的世界遗产包括多瑙河沿岸、布达城堡区、干年的地下铁路。被《福布斯》评为“欧洲的第7个最田园诗般居住的城市”。 相似文献
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Ben Csapó 《Educational Measurement》1992,11(2):5-8
What has been the role of educational testing in Hungarian education? How are the political changes in the country expected to affect testing in the future? 相似文献
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Frantisek Bury Peter De Weerdt Myrna Hiebert 《International journal for the advancement of counseling》1991,14(2):121-128
This paper presents the history, theoretical framework, organization, and methods of occupational counselling in Czechoslovak enterprises. Particular attention is payed to a program of occupational co-worker counselling which utilizes a mentorship model within an industrial setting. 相似文献
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The paper, Training Courses in Personal Counselling, by J. M. Fuster starts by depicting the local situation in India. On the one hand, much personal counselling is done by astrologers, palm-readers and elders; and, on the other hand, training programmes in personal counselling are either non-existent or of poor quality in Indian Universities. Hence the urgent need for good training programmes in personal counselling.In order to meet this need, though in a very limited way, the author started Xavier Institute of Counselling at St. Xavier's College, Bombay. He trains people on the model of counselling of Carkhuff since 1973. Thus he has conducted 34 training courses of, at least, 50 hours duration each for 402 trainees in 5 countries India. Sri Lanka, Hong Kong, Spain and Italy.The author gives a picture of the population that benefits from these courses in terms of the various professions they belong to. He also reports the findings of an evaluative study, which was started in 1978. The purpose of this study was to ascertain the effects of the training courses on the past trainees' daily work. 262 questionnaires were sent to past trainees in India and Sri Lanka. 94 of them or 35 per cent were returned. Based on the data of these 94 returns, it appears that, on the average, the training courses in personal counselling have had a helpful influence on this group of 94 past trainees. About the rest, we can only guess from these data, but we do not know for sure. I say on the average, for the ranges of the ratings on the 20 items of the questionnaire were 3 to 5 for most items in the diploma-holders group, and 1 to 5 for a few items and 2 to 5 foor most items in the nondiploma-holders group.That means that, while for most of the 94 past trainees the courses have had a very helpful or helpful influence in most items of the questionnaire, they have had a negative or very negative influence on some items of the questionnaire for a very few trainees.From the remarks they wrote on the questionnaire, it appears that some trainees had joined the course in search of therapy for their own personal problems. As this was not the objective of the course, their need was not met. As one trainee wrote: After attending a course of therapy for three months immediately after the counselling course, I feel that the counselling course was a waste of time, energy and money. From this remark we trainers should learn to screen the candidates for the course very carefully and to ascertain their needs.Table I gives a picture of the past trainees in terms of their professions. Tabel II shows the statements of the questionnaire and the mean ratings given by the diploma-holders group and by the nondiploma-holders group. A Chart shows graphically the model of Carkhuff. 相似文献
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O. Bojuwoye 《International journal for the advancement of counseling》2001,23(1):31-50
Mental health care providers (especially clinical psychologists,psychotherapists and counsellors) are becoming increasingly aware of theneed for cultural knowledge in order to render appropriate services.These professionals are particularly being asked to take intoconsideration clients' cultural values (in terms of their ecological,historical and cultural contexts) in service delivery. This developmenthas led to the suggestion that mental health care practitioners shouldadopt multiple delivery systems or the integration of Western andnon-Western health care delivery approaches when providing services tomulticultural groups. Along this line, this article discusses a numberof virtues inherent in some non-Western healing or psychotherapeuticapproaches. Common elements in the principles of successful therapeuticapproaches (Western and non-Western) are highlighted. The endnotes ofthe paper address the issue of cross-cultural similarities and broadpatterns in suggesting that although concepts may differ, principles andexplanations may not. Therapy and counselling in multicultural societiesof the 21st Century may be expected to take the direction of anintegrated delivery system with the possibilities of sharing ideas andknowledge across cultures. 相似文献
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Edwin L. Herr 《International journal for the advancement of counseling》1992,15(4):255-288
This paper examines the emerging trends in counselling, particularly career counselling, in relation to education, career
and employment. It deals with the counselling issues associated with each of these emphases and with the comprehensive populations
for whom education, career, and employment content may be different but important in various settings: schools, universities,
business and industry, community. Particularly important are the counselling emphases associated with unemployment, underemployment,
career and job change, and persons with disabilities. Major attention is given to emerging perspectives on the relationship
of career counselling to mental health, stress and anger management, and behavioural health. 相似文献
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Susan Hunyady 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1980,26(3):315-323
The democratic reform of public education in Hungary after the Second World War brought about a system which now includes Day-Care from the ages of 4–6 and compulsory Elementary School education up to the age of 16. A high proportion of students go on to Secondary education in vocational schools, special schools or grammar shools. The system is supplemented by career-counselling and provision for children with difficult home-backgrounds and for the mentally-retarded. District Councils are responsible for the schools in their areas and for the zoning that determines which schools children should attend. The environment of a school has a strong influence not only upon the standard of its facilities and the quality of its staff but also upon the function it is expected to fulfil in the community. Achievement is directly related to the degree of urbanization, but the increasing participation of farming-co-operatives in education in rural areas promises well for the development of better facilities and mutual understanding there. Housing estates in high-density residential areas make special demands which are being met in different ways. The role of the school in general is being expanded to include children's leisure time activities; at the same time factories are making a significant contribution locally through vocational guidance, financial help, and training-for-work programmes. Councils are implementing the requirements of public education resolutions to integrate school education into the whole scheme of public education, co-ordinating the activities of all social and cultural institutions, and developing new multi-functional complexes, to give a more effective and efficient service to the whole community.
Zusammenfassung Durch die demokratische Bildungsreform in Ungarn nach dem zweiten Weltkrieg ist ein System entstanden, das neben der Schulpflicht bis zum Alter von 16 Jahren auch Vorschulerziehung für die 4–6 jährigen umfaßt. Ein grosser Teil der Schüler geht nach der Pflichtschule auf Berufsschulen, Fachschulen oder Gymnasien über. Zusätzlich zu diesem Schulsystem gibt es Berufsberatung und Sondererziehung für Kinder aus schwierigen Familienverhältnissen und für geistig Behinderte. Kreisbehörden sind verantwortlich für die Schulen in ihrem Bereich und für die Zonenabgrenzung, nach der die Kinder auf die Schulen verteilt werden. Die Umgebung einer Schule beeinflußt nicht nur ihre Ausstattung und die Qualität ihres Lehrkörpers, sondern auch ihre Funktion in der Gemeinschaft. Ihr Niveau steht in direktem Verhältnis zum Grad ihrer Städtischkeit. In ländlichen Gebieten läßt jedoch die wachsende Teilnahme landwirtschaftlicher Kooperativen an der Bildung auf eine günstige Entwicklung zu besserer Ausstattung und gegenseitigem Verständnis hoffen. Siedlungen in Wohnballungsgebieten stellen besondere Anforderungen, die auf verschiedene Weise erfüllt werden. Im allgemeinen wird die Rolle der Schule auch auf die Freizeitbeschäftigungen der Kinder ausgedehnt; außerdem leisten Unternehmen einen erheblichen örtlichen Beitrag durch Berufsberatung, finanzielle Unterstützung und Trainingsprogramme. Lokale Behörden führen die staatlichen Bildungsbeschlüsse in bezug auf Integration der Schulbildung in das gesamte öffentliche Bildungswesen durch, indem sie die Arbeit aller sozialen und kulturellen Institutionen koordinieren und neue multi-funktionelle Komplexe entwickeln, um der ganzen Gemeinschaft wirksamere und leistungsfähigere Dienste zu bieten.
Résumé La réforme démocratique de l'enseignement public en Hongrie après la Seconde Guerre Mondiale, a instauré un système qui comprend maintenant des garderies de jour pour les enfants de 4 à 6 ans et l'enseignement primaire obligatoire jusqu'à l'âge de 16 ans. Une forte proportion d'élèves poursuivent leurs études secondaires dans des écoles professionnelles, des écoles spéciales ou des lycées. Le système est complété par des services d'orientation professionnelle et des dispositions éducationnelles adaptées aux enfants retardés et à ceux qui sont handicapés par leur milieu familial. Les Conseils locaux ont la responsabilité des écoles situées dans leur périmètre et de la répartition des élèves dans ces établissements. L'environnement d'une école exerce une puissante influence non seulement sur le niveau de ses moyens et la qualité de son personnel, mais aussi sur les fonctions qu'elle est appelée à remplir dans la collectivité. II existe un rapport direct entre le rendement et le degré d'urbanisation, mais la participation croissante des coopératives fermières à l'éducation dans les régions rurales laisse bien augurer du développement de meilleures installations et d'une compréhension mutuelle plus profonde. Les nouvelles citées dans les zones de forte densité de population ont des exigences spéciales auxquelles on satisfait de diverses façons. Le rôle de l'école en général est élargi pour englober aussi les activités récréatives des enfants; de leur côté les usines fournissent une importante contribution locale: orientation professionnelle, aide financière, programmes de formation au travail. Les Conseils locaux observent les résolutions de l'enseignement public d'intégrer l'enseignement scolaire dans le plan général de l'enseignement public, en coordonnant les activités de toutes les institutions culturelles et sociales, et en développant de nouveaux complexes multi-fonctionnels, afin de servir avec davantage d'efficacité et une compétence accrue de la collectivité toute entière.相似文献
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Richard C. Page Shirley Taffel Khun Chantana Ruammake John Reed 《International journal for the advancement of counseling》1994,17(3):213-223
The expectancies that people of different cultures bring to counselling affect the outcomes of counselling. It was the purpose of this study to examine the ways that counselling students in two different countries, Thailand and the United States, perceived Counselling. The evaluative and potency scales of the Semantic Differential were used to compare the attitudes of these students related to Counselling, Counsellors, and Group Counselling. No significant difference were found in the ratings of the two groups of students on the evaluative scale for Counselling, Counsellors, or Group Counselling, but the American students rated the potency scales for these three variables significantly higher than the Thai students. Implications of these findings are discussed. 相似文献
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Anne McDougall 《Educational Studies in Mathematics》1988,19(3):291-298
Mathematics education in Hungary today 相似文献