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Danica G. Hays Stephanie A. Crockett Rebecca Michel 《Counselor Education & Supervision》2021,60(1):51-72
Counselor educators are well‐equipped to serve as academic leaders, yet little is known about what factors influence their engagement experiences. This grounded theory provides a theoretical model of academic leadership engagement based on interviews with 20 counselor educators with academic leadership experience. Implications for facilitating academic leadership engagement are provided. 相似文献
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In 2 recent legal cases, graduate counselor education students challenged the imposition of remediation plans as violating their First Amendment rights of freedom of speech and religion. With special emphasis on this recent litigation, the article examines the legal standards governing the authority of counselor educators at public colleges and universities, including professionalism and ethical rules as a part of curricular requirements to prohibit client discrimination based on sexual orientation. 相似文献
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The authors explore the issue of consensual sexual relationships between counselor educators and students. The American Counseling Association's (2005) ACA Code of Ethics is consulted, and the complex issues associated with these relationships are discussed. A case example is provided that generates suggestions to guide counselor educators' decision making related to consensual sexual relationships with students. 相似文献
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Counselor educators in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (N = 335) were surveyed about their knowledge of colleagues' problems of professional competency (PPC). Findings suggest most participants are aware of colleagues with PPC. Professional behavior standards must be developed for those entrusted with counselor preparation. 相似文献
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Counselor Educators' Experiences Preparing Preservice School Counselors: A Phenomenological Study 下载免费PDF全文
Jennifer Scaturo Watkinson Emily C. Goodman‐Scott Ian Martin Kathy Biles 《Counselor Education & Supervision》2018,57(3):178-193
The authors conducted a phenomenological study to explore the experiences of 32 school counselor educators preparing preservice school counselors. Analysis of data from 3 focus groups revealed 3 themes: breadth versus depth, balancing specialties and professor partiality, and preparation versus practice. These results highlight the need for collaboration across counseling specialties at the preservice level. 相似文献
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Tracy Leinbaugh Richard J. Hazler Carla Bradley Nicole R. Hill 《Counselor Education & Supervision》2003,43(1):52-64
A national survey of 230 counselor educators was conducted to examine issues that encourage or discourage these educators to continue as faculty members. Three of the 5 factors (Organizational Control, Internal Control and Rewards, and Time and Effort Management) identified in a factor analysis of the 91‐item, author‐developed questionnaire (Pluses and Minuses of Being a Counselor Educator) were found to be correlated (p < .01) with the Memorial University of Newfoundland Scale of Happiness (M. J. Stones & A. Kozma, 1994). The factors and their relationship to counselor educators' sense of well‐being are discussed in relation to potential actions for institutions and individuals. 相似文献
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Forty‐eight African American counselor educators completed the Minnesota Satisfaction Questionnaire‐Short Form (D. J. Weiss, R. V. Dawis, G. W. England, & L. H. Lofquist, 1967), the Racial Climate Scale (R. J. Watts & R. T. Carter, 1991), and a biodata questionnaire. Results indicated that African American counselor educators' perceptions of departmental racial climate predicted their level of job satisfaction. However, African American counselor educators' job satisfaction was not related to their academic rank and tenure status. Implications for counselor education and future research are discussed. 相似文献
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Evidence‐based practices (EBPs) receive little attention in counselor education curricula despite the ethical obligation for counselor educators to teach EBPs to counseling students. This study investigates counselor educators’ attitudes toward EBPs along with perceived barriers to the inclusion of EBPs in counselor education curricula. 相似文献
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ARTHUR M. HORNE JOHN C. DAGLEY CYNTHIA B. WEBSTER 《Counselor Education & Supervision》1993,33(2):102-115
Three models for implementing marriage and family counseling training are presented: community counseling, interdisciplinary, and Council for Accreditation of Counseling and Related Educational Programs (CACREP). Related conceptual and pragmatic issues are identified and discussed. 相似文献
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Structure,Impact, and Deficiencies of Beginning Counselor Educators' Doctoral Teaching Preparation 下载免费PDF全文
Phillip L. Waalkes James M. Benshoff Jaimie Stickl Paula J. Swindle Lindsey K. Umstead 《Counselor Education & Supervision》2018,57(1):66-80
The authors utilized the consensual qualitative research method (Hill, Thompson, & Williams, 1997 ) to explore beginning counselor educators' (N = 9) experiences of doctoral teaching preparation, including helpful and missing components. Emerging themes included a lack of intentionality in teaching‐related program design and a need for stronger preparation in pedagogy and content delivery methods. 相似文献
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This study examined the relationship between 403 counseling graduate students' scores on the Counselor Preparation Comprehensive Examination (CPCE; Center for Credentialing and Education, n.d.) and 3 admissions requirements used as predictor variables: undergraduate grade point average (UGPA), Graduate Record Examinations (GRE) General Test Verbal Reasoning (GRE‐V) score, and GRE General Test Quantitative Reasoning (GRE‐Q) score. Multiple regression analyses revealed that all predictor variables accounted for somewhat limited, yet significant variations in the CPCE‐Total scores (R2 = .21). Results indicated that UGPAs, GRE‐V scores, and GRE‐Q scores are valid criteria for determining counseling graduate student success on the CPCE. 相似文献
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Specific teaching strategies are identified that counselor educators can infuse into existing course work to provide a more systematized approach to training in client documentation. 相似文献
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Mentors and Muses: New Strategies for Academic Success 总被引:2,自引:0,他引:2
Mentoring programs in higher education institutions have met with mixed success. In response to the limitations inherent in the dominant approaches to mentoring, we present an example of a unusual mentoring program, the New Scholars Network (NSN). The NSN is a variant of traditional mentoring approaches, having evolved from mentoring into musing. Framed within a radical humanist philosophy, musing is a process of creating peer communities that facilitates connections between naturally developing relationships, shared power, and collective action. Through mentoring as musing new faculty have the potential to evolve as change agents in the institution, instead of assimilating into the existing system. 相似文献
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Forty‐five counselor educators and 62 master's‐level counseling students were surveyed to compare faculty members' perceptions of trainee competence with students' own views. As anticipated, students reported higher deficiency rates than did their faculty. Combined with the intervention rates reported by corresponding faculty, students' reports suggested that as many as 21% of their peers may be professionally deficient and that the majority of these may progress through their training without remediation. Together with students' anticipated reactions to their own identification for remediation or dismissal, these findings underscore the importance of implementing effective procedures for reviewing the professional fitness of counselors‐in‐training. 相似文献
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Thomas M. Skovholt Tabitha L. Grier Matthew R. Hanson 《Journal of Career Development》2001,27(3):167-176
Balancing self-care and other-care is often a struggle for career counselors and others in the helping professions. The process of caring is made up of a constant series of empathic attachments, active involvements, and felt separations. The ability to continually engage in the caring cycle is important for success. However, the constant need to re-create the cycle of caring can lead to counselor depletion and burnout. This article provides a developmental framework for assisting career counselors to avoid depleted caring while prolonging their professional longevity. The model of self-care includes recognizing the hazards of high touch work, such as limited resources and constant one-way caring. Also addressed are specific means of professional and personal sustenance, such as maximizing experiences of professional success and balancing personal wellness throughout one's career. 相似文献
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陈凤梅 《安顺师范高等专科学校学报》2014,(6):109-110
心理厌烦与疲劳、心理焦虑与迷茫以及心理挫败与自卑是目前独立学院辅导员普遍存在的心理问题,文章较为深入的分析了造成辅导员这些心理问题的原因,也为此提出从辅导员自身、学校和社会三个层面的调适策略来应对心理健康所存在的问题。 相似文献
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Program assessments are an essential part of the ongoing survival of teaching centers performed by faculty development personnel
at institutions of higher education. Little research is available to guide developers in performing these assessments. In
this article we describe assessments conducted at three Canadian universities and highlight the theoretical models used to
guide the process. Reflections on the strengths and challenges are discussed for each program assessment for the purpose of
assisting faculty developers in performing similar program assessments of their faculty development offices.
相似文献
Judy BritnellEmail: |