Marriage and Family Therapy Within Counselor Education

Although the caseloads of mental health professionals usually reflect a high percentage of marital and family problems, few professional counselors have had any formal marriage and family therapy training. Departments of counselor education could expand to provide this training, and thus meet a need and an expressed interest of counseling students. This article describes one counselor education department's response to the need for comprehensive doctoral training in marriage and family therapy.     

The Phenomena of Collaborative Practice: the Impact of Interprofessional Education

A qualitative phenomenological inquiry was utilized in this exploratory study to investigate the impact of interprofessional education on the development of collaborative practice for five participants training to be professional clinical mental health counselors and eight students training to be speech language pathologists. Global implications for counselor training, interprofessional education, collaborative practice, and future research are provided.     

Roles for Counselor Education Departments in Marriage and Family Counseling: Current Status and Projections

Preparation of counselors for marriage and family counseling roles is an increasingly important aspect of counselor education. This study sought to determine current level and projected involvement of a nationwide sample of counselor education departments in marriage and family counselor training and to assess the extent to which counselor educators in the sample agreed with 30 marriage and family counseling competencies.     

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.     

在构建和谐社会中大学生婚恋责任感教育研究

大学生婚姻禁令的解除,给高校思想政治教育提出了新的课题。高校在进行婚恋观教育的过程中,把婚恋主体的自我责任、相互责任、家庭责任、社会责任作为教育的本质内涵,采用舆论引导、名师指点、典型诱导、榜样示范、优化环境、陶冶情操等教育方式,可以有效地让大学生修炼道德,完善自我,使责任感渗透于恋爱婚姻的始终。     

Involving families in training early childhood educators: Developing a framework for family centeredness

Abstract

More early childhood programs are including young children with disabilities, thereby creating inclusive environments. In order to adequately prepare personnel for working in these inclusive settings and because of the major focus on family involvement, teacher preparation programs have developed competencies related to family centered practices. One of the most valuable methods for assisting students in developing a family‐centered philosophy is to involve families in the training process. Families of children with disabilities already have much experience in dealing with the many diverse services provided to young children such as, medical staff, social service agencies, specialists (i.e., physical therapists, occupational therapists), early interventionists and teachers and therefore, could provide extensive learning opportunities for students especially from a parents’ perspective. While there are many advantages for involving family members in training activities, there are also some challenges. The purpose of this article is to discuss the importance of involving families in early childhood teacher preparation programs, different strategies for including them, and the benefits and challenges of partnering with them. © 2001 Elsevier Science Inc. All rights reserved.     

高职学院辅导员的工作内涵和方法刍议

辅导员是高校学生工作的基层领导者、组织者和协调者,需要将国家方针政策和学校的各项规章制度及时地传达给学生,引导学生全面发展,因此辅导员对于学生工作发挥着不可替代的作用。辅导员又是大学生们最接近的群体,做好高职辅导员工作,对于高职人才培养等工作中具有重要的意义。辅导员工作应不断探索新的方式方法,从而提升辅导员工作的效果。     

Use of the Collaborative Drawing Technique in School Counseling Practicum: An Illustration of Family Systems

According to the extant school consultation literature, counselors can effectively use brief family interventions and family assessment procedures in schools as part of a collaborative consultation approach. School counselors, however, often lack training in family systems theory, because counselor training programs tend to use individual counseling models. When used in a school counselor practicum course, the Collaborative Drawing Technique (CDT; G. M. Smith, 1985) introduces counselors‐in‐training to family systems concepts and lays the foundation for postgraduate training in family systems. The authors use a case illustration to explore paradigmatic shifts in trainees' case conceptualizations as a function of their use of the CDT with a family.     

高校新生军训时期辅导员的角色定位

军训是大学生进入大学的第一门课程,也是大学生思想政治教育的有效载体,在整个军训过程中辅导员发挥着至为重要的作用。根据军训的任务和要求、基于大学生的基本特点,军训辅导员充当着思想政治教育的实施者、军训工作执行者、心灵引导者、学生的保护者等各种角色,辅导员恰当的角色定位和功能发挥,有利于增强军训的教育效果,形成教育合力,促进大学生的全面发展和成长成才。     

Inclusion of Substance Abuse Training in CACREP‐Accredited Programs

Professional counselors and counselors‐in‐training continue to serve clients who have substance abuse issues, yet systematic training in substance abuse counseling is not available to many counselors. The authors investigated the extent to which students in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 2001) are exposed to clients presenting with substance abuse issues and the relationship between state licensure or certification in substance abuse and the resulting perception of the need for the inclusion of substance abuse training in these programs. Three methods are presented for possibly including substance abuse training in CACREP standards.     

高职院校青年辅导员核心价值观培养机制探析

随着国家对职业教育的高度重视,高职院校的快速发展,高职青年辅导员群体队伍不断扩大。青年辅导员是开展学生尤其是学生思想政治教育的骨干力量,是学生核心价值观养成的引导者和培育人。青年辅导员核心价值观的形成与发展既要个体自我培养,更需要学校构建科学的培养机制,并落到实处。只有健全的培养机制和切实可行的落实措施,方能加强青年辅导员核心价值观的培养,从而加强高职学生思想素质的培养。     

Cognitive Style in Counselor Education: A Comparison of Practicum Supervisors and Counselors in Training

The authors compared practicum supervisors and counseling students in training in terms of dominant cognitive style and related cognitive style of counselors in training to supervision process and outcome measures. A sample of 18 supervisors and 46 students completed the Myers-Briggs Type Indicator. After at least six supervision sessions, supervisors rated the counseling students on the Counselor Evaluation Rating Scale and the students rated the quality of the supervision relationship using the Barrett-Lennard Relationship Inventory. Supervisors had a stronger Thinking orientation and less variability on the Sensing-Intuiting orientation than did counselors in training. In contrast to previous research, a strong relationship between the cognitive style of counselors in training and supervision process and outcome measures was not detected in this study.     

论高校辅导员修养

高校辅导员是大学生思想政治工作的一支重要力量,对青年大学生的成长、成才起着十分重要的作用。因此,辅导员必须加强自身修养,才能做好学生的教育工作,肩负起育人的使命,本文从三个方面阐述了高校辅导员的修养内容。     

A Review of the Empirical Basis for Counseling: Implications for Practice and Training

This article reviews the empirical literature in terms of three components of counseling including existing counselor and client factors, the counseling process, and the outcome of client change. The counseling process is based on the therapeutic relationship, general factors, and common techniques or interventions, as well as specific counseling approaches. The review supports the contention that there are common factors exhibited by skilled therapists that are empirically related to positive client change. Recommendations are made for the use of this information by counselor educators in training student counselors and designing training programs.     

高校辅导员专业化培养策略研究

高校辅导员专业化培养过程中需要辅导员不断反思学生工作过程中的方式、方法,不断研究大学生思想政治教育工作过程中的新问题,以此突破辅导员工作中的＂高原反应＂,朝着专业化方向发展。我们要以辅导员专业化培养为切入点,通过研究高校辅导员的工作规律,建构起科学合理的辅导员专业化队伍,达到辅导员专业化的水准要求,满足我国高等教育稳固和有序发展的需要。     

小议家校环境对当代女大学生婚恋观的影响

家庭和学校是女大学生成长的摇篮,同时也对女大学生的婚恋观形成了一定的影响。本文旨在通过分别分析家庭环境和学校环境对当代女大学生婚恋观形成的影响,从而为探讨高校如何改善和加强对女大学生婚恋观的教育和引导提供参考和依据,并提出相应的措施和建议。     

Integrating Social Justice Advocacy With National Standards of Practice: Implications for School Counselor Education

Social justice in the education of all K‐12 students begins with school counselors; preparing school counselors as advocates and leaders who can implement these principles in U.S. schools begins with counselor educators. Suggestions for intentional preparation of school counselors to be social justice advocates in schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for School Counseling Programs (2005) and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards are described. Ideas for educating school counselors as effective advocates in the context of specific training experiences throughout counselor training programs are provided.     

地方本科院校辅导员工作效能研究——以某地方本科院校辅导员工作学生评价问卷调查为例

大学生作为高校辅导员教育、管理和服务的对象,对辅导员的工作表现有直接的感受,学生评价辅导员是最直接、最有力、最重要和最客观的评价方式。基于组织管理理论,通过开展辅导员工作学生评价问卷调查,分析影响辅导员工作效能的组织和个人因素．结合存在的问题,提出辅导员工作效能提高的有效策略：组织上要严格选聘,加强培训,科学管理,建立激励机制,引入竞争机制;个人要加强学习,提升修养,关注重点,严格教育管理,防范管理失误。     

Preparing the Workforce to Prevent Behavioral Health Problems in Children and Youth

Educating social work students to address behavioral health needs of youth requires new training approaches that prepare students for interprofessional prevention-focused practice. This study examines whether a newly developed graduate certificate in integrated behavioral health effectively prepares students for prevention-focused behavioral health practice. A mixed method approach is used for evaluation, with 34 students completing the program from 2016 to 2017. Quantitative, qualitative, and employment data are analyzed to identify if and how the program prepares graduates for prevention practice. Results highlight key components that support student attainment of program competencies. Implications for curriculum development, field site training, and future research are discussed.     

Communication Between College Counselors and Academic Faculty When Supervising Graduate Student Trainees

College counseling centers play an important role in the training and supervision of counselor trainees. This article addresses the importance of communication between college counselors and academic counseling program faculty when college counselors supervise graduate students from academic counseling programs. As the authors discuss, effective communication contributes to positive and productive training experiences for graduate student trainees. Suggestions are offered for successful communication between counseling center staff and program faculty.