Social support: Implications for counselling

Drawing on contemporary theory and research related to social support, the author provides a rationale for incorporating work on social support into existing models of counselling. Some informal methods of assessing social support are described, and a number of implications for intervening in the client's psychosocial world are outlined.Plenary address to the XIIth International Round Table for the Advancement of Counselling, June 1986, Lund, Sweden.     

New skills for new futures: a comparative review of higher education guidance and counselling services in the European Union

The main results are presented of a study of thehigher education guidance and counselling services inthe Member-States of the European Union. The changingcontext of higher education in Europe, and itsimplications for guidance and counselling services,are discussed. The main trends in the development ofsuch services are outlined, including the results ofa task analysis covering the main guidance andcounselling roles. Implications forprofessinalisation and for training and professionaldevelopment are reviewed. It is suggested that aEuropean Master's degree could be a valuablecomplement to national training and qualificationstructures.     

Long-term consequences of childhood attachment: Implications for counselling adolescents

The theory of attachment draws on several lines of thought to create an integrated body of knowledge about human emotional development. Attachment theory is particularly concerned with the development of human emotions from a life span perspective (Ainsworth, 1991), hypothesizing that observable behaviour is directed by people's emotions, specifically in relation to important figures within their lives. A recent and essential focus for the development of the theory of attachment is that of its long-term implications. Considerable empirical support has been provided for the premise of the implications of attachment security in childhood for psychological maladies in adolescence. The present article focuses on these long-term implications of childhood attachment and presents both an argument for pursuing family therapy when working with adolescent clients and a model for counselling such families based on an attachment perspective.Portions of this work were completed with support from the Social Sciences and Humanities Research Council of Canada, project number 410-91165. The opinions expressed are those of the author and not necessarily those of the Council.     

European youth policy in multicultural societies

Summary Even though the EC-Treaty gives the impression of being unaware of multicultural societies, its regulations can still be interpreted in such a way as to facilitate and even literally call for a European policy giving due consideration to the phase of adolescence in multicultural societies. Original language: English Ingo Richter (Germany) Graduated from universities in Hamburg and Paris. First employed at the Max Planck Institute for Educational Research, then as professor of political and administrative law at the Free University of Berlin, and as professor of public law at Hamburg University. Teaching assignments in France, the United Kingdom and the United States. Editor of the journalRecht der Jugend und des Bildungswesens [Rights of youth and education] since 1977. Became director of the German Youth Institute in Munich in 1993. Since 1966, honorary professor at University of Tübingen. His most recent publications co-authored with Gunnar Folke-Schuppert are:Casebook Verwaltungsrecht [Administrative law casebook] (1995);Casebook Verfassungsrecht [Constitutional law casebook] (1996).     

Adult and community education in complex societies: reconsidering critical perspectives

In this contribution, I explore how critical pedagogical perspectives can inspire adult and community education practices. The central argument is that today, in contrast with the heydays of emancipatory practices and theories, the classical critical approaches need reconsideration. The paper explores how these approaches sometimes have a stultifying effect on the participants in practice. In line with the French philosopher Rancière, a perspective is explored that departs from emancipated participants rather than from participants in need of emancipation. The theoretical investigation is inspired by reflections on art practices that struggle with similar questions on emancipation as the field of adult and community education.     

Issues in generalization: Implications for special education

Cognitive and behavioral theories in psychology have failed to explain adequately the commonly reported failures in generalization exhibited by mentally retarded populations. This article provides background on generalization as viewed by behavior and cognitive psychologists, describes the failures to facilitate generalization, and offers an alternative explanation of such failures. This explanation describes the generalization process in terms of individual capacity for analogical reasoning.     

Catching Transitive Thought through Q Methodology: implications for counselling education

Transitive thoughts are the feeling tones, rhythms and idiosyncrasies that are communicated in speech. They are important sources of information for counsellors and their clients. Q methodology is presented and discussed as applicable to counselling education in its ability to give meaning to transitive thought. Relevance to counsellor education is based on the assumption that it is important to assist counsellors in intentionally developing self‐knowledge as an essential part of their practice. Through explicitly structuring and analysing transitive thought, Q methodology makes it possible to discover its underlying patterns. Those patterns can be subsequently interpreted and given meaning through dialogue, thus leading to a more holistic understanding of thought. Q methodology is suggested as a useful systematic approach for counsellors to learn about themselves and to include the feeling part of thought in their practice.     

New societies and economies: Changing demands for secondary education in Central and Eastern Europe

Changes in secondary education reflect the broader context of social and economic flux in Central and Eastern Europe. Despite budgetary constraints, large-scale changes in the legislative framework of secondary education have been made in many Central and Eastern European countries. However, the challenge is now to further define specific national needs, despite the fact that some issues, such as changing labour markets and growing informal sectors, may still provide only weak signals to planners. The change is also to implement changes: to refine new national curricula, occupational standards, and evaluation and examination systems; to widen pathways to continuing education; and to improve links to the labour market. This requires monitoring of the progress and impact of decentralizing management and funding responsibilities, and the development and institutionalization of social partnerships. Finally, in order to ensure the successful integration of new curricula and institutional structures and to promote positive learning outcomes, greater attention will need to be focused on improving the education infrastructure, and especially on training/retraining teaching personnel. The latter will be central to success in implementing new curricula at school level and in the evaluation and examination system.     

欧洲职业教育与培训学分转换系统解析

欧洲职业教育与培训学分转换系统(European credit (transfer)system for vocational education and training,ECVET)为学习者先前学习所取得的资格证书、文凭和学位进行认证、许可和记录,它聚焦于学习者本人,成功地以知识、技能和能力三个维度对学习者从各种途径所取得的学业成就进行评价.通过对ECVET的内涵、各要素之间的关系及功能、ECVET与欧洲各国职业教育契合度的解析,为我国职业教育学分体系的优化提供一个新视角.     

教育学会与近代中国教育学术的研究和传播

教育学会登上历史舞台,既顺应了近代中国教育变革的客观形势,又反映了教育学术发展的内在规律.作为中国近代教育学术体制的组成部分,教育学会通过举行学术年会、设置研究会和研究机构、开展学术讲演、参与世界教育会议等方式,搭建了学术研讨与交流的主要平台,而且随着这些活动方式的制度化,极大地促进了近代中国教育学术的研究和传播.