Preparing School Counselors to Work With Students With Disabilities

Recent literature has demonstrated increasing roles for school counselors who work with students with disabilities, but it has also suggested that school counselors are not being adequately prepared to work with these students. In this research study, the authors investigated current courses and experiences focusing on disabilities offered in school counselor education programs. Results from the 137 participants suggest that school counselor education programs are incorporating more disability content into their training programs than they were in the past. Some disability content areas are included significantly more frequently in disability courses than in counseling program courses. Conclusions and implications are discussed.     

Training School Counselors as Developmental Advocates

Counselor educators continue to debate the persistent questions of the role and function of the school counselor. School counselor education faculty can address the issue of the school counselor's role by using contemporary developmental research to train counseling students to serve as developmental advocates. The primary role of a developmental advocate is to promote positive student developmental outcomes and the research‐identified types of environments that nurture those outcomes (J. Galassi & P. Akos, in press‐a). The authors present a training philosophy, a summary of selected developmental research, and curricular examples that demonstrate a programmatic focus on Developmental Advocacy.     

Consultation Training Program for School Counselors

In order to increase counselors' effectiveness in cooperative and systemic approaches to problem solving, a large school district offered an in-service consultation program. Two successive training designs were piloted and evaluated. Evaluation of the first training model led to a shortened, revised model that was more efficient and as highly rated by counselor trainees as the earlier, lengthier model. This training program was associated with significant increases in counselor collaboration with faculty and staff. Several recommendations are proposed for further improvements in the training design.     

Teaching School Counselors and School Psychologists to Work Collaboratively

Counselor education programs have the responsibility to prepare school counseling graduates adequately for effective partnerships, consultation, and collaboration with other school professionals. Current practices as well as theory should inform preparation. This study was conducted to determine current collaborative efforts of practicing school counselors and school psychologists in 1 southeastern state. Implications for educators and 1 training model that distinctly accentuates collaboration are presented.     

辅导员利用易班开展学生工作的探索

文章概述了上海高校网上交流平台——易班(E-Class),介绍了学生工作在易班上的特点,探索了辅导员在易班上开展学生工作的途径。     

国际学生专职辅导员队伍建设的思考

建设国际学生专职辅导员队伍是适应来华留学教育规模快速发展的现实要求,也是提高来华留学教育发展质量,创新国际学生事务管理模式、提高国际学生事务管理水平的客观需要;通过建立国际学生专职辅导员的准入机制、成长机制、评价机制和发展保障体系,培养和提高国际学生专职辅导员的政治素质、跨文化交流能力、国际学生事务管理能力和科研创新能力。     

Training Counselors to Work with Disabled Clients: Cognitive and Affective Components

This study examines the relationship of cognitive complexity, counselor anxiety, and client disability condition to accurate empathy on the part of students in training. A sample (n = 28) of students in a graduate counseling program observed a series of eight vignettes of counseling interviews (four clients with disabilities and four without disabilities) and reported a verbal counseling response to a client statement. A significant main effect was found for the cognitive complexity variable only (p < .05). A significant interaction among cognitive complexity, anxiety, and client disability condition (p < .01) indicated that all three factors interact to influence empathy. Implications for research and the training of counselors are discussed.     

Training Multiculturally Competent Counselors to Work With Asian Indian Americans

Studies continue to reveal that Asian Indian Americans tend to underuse counseling or terminate counseling process prematurely. Sociocultural differences and the implications for training counselors are presented.     

Consulting: Training Counselors to Work with Teachers,Parents, and Administrators

Practicing counselors and researchers are realizing the value of consulting with teachers, parents, and administrators. Counselor educators need to begin to train counselors formally and systematically in these skills. This article presents one training model in detail.     

辅导员如何正确开展大学生心理健康辅导

随着社会的发展,生活节奏加快、竞争加强、人际关系变得复杂,这些都冲击着大学校园里的学子们,给他们带来了巨大的心理压力。如何克服种种心理压力造成的心理应激、心理危机或心理障碍,增进身心健康,以积极向上的心理状态去适应当前社会环境,预防精神疾病和心身疾病的发生,就成为各高校辅导员迫切需要解决的问题。     

Professional Development Schools: New Opportunities for Training School Counselors

The authors examine how counselor educators can become involved in professional development schools to create enhanced training opportunities for school counseling internship students. The benefits of collaboration between university and public school faculties are explored, and research opportunities are discussed. Counselor educators' expertise in research and program evaluation, combined with school counselors' pragmatic experience in dealing with real‐life issues, may promote best practices in the schools and improved training for school counselors and can set the stage for collaboration as an educational team at the preservice level.     

School Counselors Encounter The World of Work: A Three-Phase Model

The authors describe a three-phase model derived from a workshop experience and designed to enhance school counselors' familiarity with the world of work.     

Training Counselors to Facilitate the Transitions of Aging Through Group Work

Group counseling for elderly people and their caretakers is an effective, but specialized, treatment modality that should be included in counselor education curricula. Training needs and resources are described.     

Training Counseling Students to Work More Effectively with Short-Term Clients

Most clients attend only a few sessions before dropping out of counseling and, consequently, never traverse the series of stages delineated in many counseling process models. There is frequently a mismatch between the counseling process as portrayed in many counseling textbooks with the counseling process students are likely to experience when they begin practicum and internship placements. Based on the counseling duration and premature termination literature, this article considers several models that counselor educators could adopt to better prepare students to work with the large proportion of clients who will often attend only a few sessions before terminating contact.     

中学生学业成就归因的研究

采用测验法对中学生学业成就的归因方式进行了探讨．研究结果表明：中学生学业成就的内部归因高于外部归因．没有年龄差异，也没有性别差异；学业成就较好和较差的学生，都很重视能力的归因：学业成就较好的学生，重视能力和主观努力的因素；而学业成就较差的学生，更重视能力和问题难度的归因．     

Preparing Counselors for Work with Older People

Several indicators suggest that older persons have been accepted as one of the special populations in U.S. society with whom counselors may appropriately work and for whom counselors need special preparation. Various approaches to providing such preparation are identified, including the integrated, separate course, concentration, and interdisciplinary models. Advantages and limitations of each model are discussed. The basic competencies described in the Accreditation Manual of the Council for Accreditation of Counseling and Related Educational Programs (1982) are proposed as an appropriate guide for the content of gerontological counseling curricula. Examples of how gerontological counseling topics can relate to the basic competencies are provided.     

系统化师范技能培养模式的建构

培养适应社会需求的合格的师范专业人才,就必须不断地提高学生的师范技能。文章从加强师范生基本技能训练;借用微格训练,探究多形式教学技能培养方案;加强实践教学环节,建立实习实训基地三方面提出了师范技能培养的新模式。     

学校社会工作视阈下的辅导员角色探析

学校社会工作要求辅导员在实践中扮演教育者、治疗者、指导者、资源获取者、研究者角色,这有助于辅导员明确角色定位,提升辅导技能,增强大学生思想政治教育的针对性和实效性,将学生培养成为德智体美全面发展的中国特色社会主义事业合格建设者和可靠接班人.