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.     

Equalizing Opportunity: Training Indigenous Personnel as Mental Health Counselors

Traditional counseling and clinical programs have been reluctant to train lay counselors. The innovative program described in this article was designed to assist disadvantaged adults in obtaining credentials to qualify for a professional position. Unlike traditional students, TIP (Training Indigenous Persons) students were admitted to graduate level courses in mental health counseling on criteria other than their past academic record. Results supported the recent focus on variables related to candidates' success as counselors, rather than on their previous academic performances.     

Training Counselors in Persuasion

The interpersonal influence model of counseling has implications for counselor training. The behaviors and other cues used to establish counselor expertness, trustworthiness, and attractiveness—qualities associated with persuasiveness—are described.     

Supervision Training for Professional Counselors: An Exploratory Study

Enhanced interest in supervision training has corresponded with recognition of supervision as a profession in its own right. For many practicing professional counselors, supervision training has traditionally been unavailable. The present research used the Clinical Supervision Questionnaire to evaluate the effect of a supervision training program on the supervision scores of 16 practicing professional counselors who participated in a supervision training program. Participants completed a pretraining and posttraining questionnaire. The findings revealed a significant difference between the pre‐ and posttraining results for the experimental group. This difference was maintained over a 6‐month period. Practical and research implications are discussed.     

Training Marriage and Family Counselors: A Family-of-Origin Approach

The authors describe a model in which family-of-origin work is used for personal growth training of marriage and family counselors.     

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.     

A Model for Training Group Counselors

A teaching model is presented which was used for increasing the skills and interests of practicing school counselors in group counseling. A significant aspect of the model is its inclusion of learnings designed to explore both affective and cognitive aspects of the group process. Although the model described was used in an in-service workshop for counselors, the format might also be useful in designing a university course in group counseling.     

高校辅导员培训需求研究

调查表明,辅导员主要培训需求居前三位的分别为:内容需求:理论课程为人文科学知识、心理学知识、管理学知识,经验课程为科研创新方法、大学生心理危机干预和大学生职业规划辅导;方法需求:实地考察、情景模拟和案例教学;形式需求:脱产、考察和研讨;时间需求:半个月、1个月和一周.本调查为进一步提高辅导员培训的针对性和实效性提供了实证依据.     

信息技术教学中人文精神的培育

技术是人类文化财富的一种积累形式。任何技术在凝结一定的原理和方法、体现科学性的同时,都携带着丰富的文化信息、体现着一定的人文特性。当下我们教育的对象大多是独生子女,他们基本都以自我为中心,存在着"过窄的专业教育,过弱的人文素养",传统的信息技术教育在实践过程中比较注重科学理论和技术操作,造成了学生勤实践而轻人文的尴尬局面,信息技术不仅仅是一门技术,很多人认为信息技术里面没有涵盖人文精神。其实,并非如此,所有的专业教育与人文教育都不是彼此孤立的。本文从"信息技术课程的人文性表现"、"造成信息技术教育中人文精神缺失的症结"、"信息技术教育中人文精神培育的途径"3个方面来论述。     

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.     

Personal Counseling for Counselors in Training: Guidelines for Supervisors

Personal counseling is a valuable growth experience for counselors in training. The authors provide a decision tree and guidelines for the supervisor's use in recommending personal counseling.     

Counseling Taiwan Chinese in America: Training Issues for Counselors

This article examines cultural influences on Taiwan Chinese in America who seek counseling. Typical counseling struggles, effective counseling strategies and theoretical approaches, and training implications are addressed.     

HIV/AIDS Education for Counselors: Efficacy of Training

This article discusses the efficacy of an intensive model of HIV/AIDS counselor training. Positive changes in knowledge and attitudes were reported at the posttraining stage and were sustained over time.     

Training Counselors to Interpret Psychoeducational Evaluations: A Course Model

Evidence from the literature and from reported practice indicates that school counselors are increasingly expected to be competent in the interpretation of individually administered psychoeducational tests and reports. Systematic training in these competencies, however, is often not included as an integral part of counselor education programs. This article describes one counselor education program's response to the need for training in these interdisciplinary skills. The course model presented has been positively received by students and counseling internship supervisors.     

音乐新课程下人文精神的培养

音乐课程是一种人文课程。新课程倡导“以人为本”的教育思想,在淡化知识、技能的同时,更加关注学生的生活态度、对人和事物的情感意识和价值取向,以及宽容乐观的个性和健全的人格。     

Critical Incidents in Counseling: Simulated Video Experiences for Training Counselors

This article explains the rationale, development, and use of a simulation approach to training counselors in which videotaped vignettes of critical incidents that occur in the course of establishing and maintaining a helping relationship are presented to trainees as stimuli. Through the use of this approach, trainees can learn to identify and understand client communications, their own reactions and communications, and the bilateral nature of the counseling relationship.     

Acquiring Cultural Knowledge for Counselors in Training: A Multifaceted Approach

In the cross-cultural counseling literature many writers have suggested that counselors and counselor trainees should acquire knowledge about ethnic minority populations. More concrete suggestions are needed, however, regarding specific structures through which such knowledge might be gained. In this article the authors describe a multifaceted approach to acquisition of cross-cultural knowledge that is a culmination of experiences and activities the writers have used in a course titled Counseling Ethnic Minorities. This approach is based on the premise that knowledge and cultural sensitivity can be achieved through a combination of cognitive, affective, and behavioral procedures. The course includes assessment of cultural knowledge, reading ethnic literature, multicultural action planning, and small-group presentations. Students taking this course have judged the multifaceted approach to be a valuable experience for acquiring cross-cultural knowledge and for developing cross-cultural sensitivity. Most participants viewed the course as an important beginning to a lifelong process of learning.     

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。