Effective Supervision and Consultation: A Model for the Development of Functional Supervision and Consultation Programs

Many public and private agencies lack a systematic process for evaluating the quality of counselor supervision. The Effective Supervision and Consultation (ESC) model is proposed as a guide for counselor educators who are helping agencies build effective supervision programs. The ESC model is presented with an emphasis on the assessment, training, and evaluation components of consultation services in counselor supervision.     

网络心理咨询:心理咨询发展的机遇与挑战

网络心理咨询的兴起,将给心理咨询创设良好的发展机遇:有助于心理咨询的普及,有助于心理咨询理论、技术和模式的创新,有助于实现咨询资源共享。与此同时,网络咨询给咨询资源管理、传统心理咨询技术、咨询者和咨询个案跟踪带来了挑战。     

Participatory Action Research: Practical Theology for Social Justice

This article looks at participatory action research (PAR) as a means for a religious educator to unite scholarship and teaching with the purpose of building up community and moving toward social justice. A definition of this term is offered as well as short examples of how different religious educators have engaged in doing PAR in their respective communities. The place of the researcher is analyzed and the different methods of research that are a part of PAR are briefly described. As a practical theology for social justice, theological reflection is integrated with the theory and practice of PAR.     

全民科学健身网络咨询系统的研制与开发

本研究基于Visual Web Developer 2014速成版开发环境,构建了一个全民科学健身网络咨询系统.用户可通过该系统可以进行健身知识、健身专家、健身损伤等方面咨询,以及实现健身在线学习交流等.该系统的研发既可为我国全民科学健身提供一个良好的网络咨询平台,又可为广大人民群众提供科学健身服务.     

Participatory Action Research: issues in theory and practice

Action research is now common in educational and social practices of various kinds. The renaissance of this valuable approach to social enquiry has many virtues, but success is somewhat soured by cooption of some of the techniques occasionally used by action researchers for the technical improvement of practices, the Implicit values of which are poorly understood and timidly questioned. Naive cooption is accompanied by both traditional and new critique. Like most approaches to educational and social research, action research (or some people's impressions of it) has been subjected to critique by theorists of the so‐called post‐modern turn. These critiques have become prematurely Judgemental, and though drawing on what some see as powerful theoretical resources, are somewhat oblivious to the breadth and dynamism of action research theory and practice and dismissive of the achievements of action researchers who often work in contexts decidedly more risky than the academies which nurture and reward critique. Action research remains a diverse and thoroughly Justified and preferred mode of educational and social enquiry, continuing to address the concerns of both its practitioners and its critics.

     

参与式教学法在国际经济学教学中的应用

随着人才国际化的发展,应用经济学核心课程"国际经济学"备受关注。以多媒体为平台的参与式教学法不但能引发学生的学习兴趣,也能培养学生独立解决问题的能力以及团队合作的精神。根据调研与实证分析结果,在学生互动方法、多媒体教学以及教学环境等方面对参与式教学法的应用进行设计与组织实施,并提出参与式教学法应用的注意事项,以期为国际经济学相关课程的教学提供参考与借鉴。     

我国可持续发展理论研究述评

可持续发展战略作为一个关系人类前途命运的重大举措,从第一次理论提出到取得今天的理论和实践成果,仅仅用了三十几年的时间,相对于人类发展史上的其他理论而言,可以说是一日千里。中国虽然在发展背景上与西方发达国家有很大的差距,但在奉行可持续发展战略上却是始终如一,并且在理论研究与实践探索上取得了令世人瞩目的成就。虽然国际国内的可持续发展研究与实践还存在一些问题,但我们可以肯定的是,只有坚定不移地实施可持续发展战略,加强可持续发展理论研究与实践,人类才会有更加美好的未来。     

Participatory Action Research and MSW Curricula

Abstract

The value of partnership and participation for human empowerment is routinely stressed in today's social work practice literature, in which scholars emphasize the need for consumer participation, co-inquiry, and client collaboration. Because research is recognized to be a crucial element in such collaborations, one would expect that, alongside traditional research topics, the goal of empowerment would likewise be recommended in current social work research literature and curricula. One might further expect that the curricula, as part of the menu of research methods, would espouse specific kinds of participative inquiry available in the social work and social science literature.

The purpose of this study is to explore to what extent social work research methodology courses offered through social work MSW graduate programs in the USA include content that encourages active involvement in the process of research by the people whose lives are being studied. In other words, the question put to test has been how much emphasis (or how little) is placed on a relationship of partnership between “inside” and “outside” participants in the design, implementation, and analysis of the research activity? Utilizing a content analysis research design, the study posed and addressed three exploratory hypotheses in an attempt to answer this question.     

Process Consultation and Organization Development Today

Compared to 20 years ago, organization development (OD) today has more applications and is more widely accepted in schools. Contemporary consultants tend to be employed by school districts and to use process consultation with teams, staffs, and stakeholders engaged in curriculum change, staff development, and organizational restructuring. OD designs and techniques will continue to flourish as more value is placed on participatory site-based management and stakeholder involvement in the schools worldwide.     

The Development of Research Skills in Young Adults with Intellectual Disability in Participatory Research

There is limited information about specific research constructs developed by adults with intellectual disability in undertaking research despite increasing involvement in research with rather than on these individuals. Participatory research was used with three young adults with intellectual disability to collaboratively develop a training programme and investigate the skills used and developed when undertaking the research project. Three research domains—Knowledge, Conceptual understandings and Skills, were identified, within which 18 subsets were categorised. Development in all domains and subsets occurred for all young adults, with variations in gains across subsets and participants. These young adults attained research knowledge, understanding and skills that enabled them to become collaborative researchers within this project.     

Competent Consultation: Developing Self-Efficacy for Process and Problem Aspects of Consultation

ABSTRACT

Using samples of novice and advanced consultants in training (CITs), this study explored the development of consultation self-efficacy (CSE) for both process-oriented and problem-oriented aspects of consultation. Regardless of experience level, self-efficacy in both domains increased with training. However, significantly greater gains were made by novice CITs as compared to their advanced counterparts. In addition, feedback collected from consultees was generally favorable, and consultants received high ratings on items that reflected both process- and problem-focused skills. Implications for consultation training are discussed.     

Participatory Action Research and Critical Race Theory: Fueling Spaces for Nos-otras to Research

Drawing on the intersections of a justice oriented participatory action research and critical race theory, this essay explores the possibilities for research embedded in the theoretical, ethical and methodological overlaps between the two. Using the Echoes project as a case study, a participatory collective of intentionally diverse youth from New York and New Jersey brought together in the long shadow of Brown, to document and perform educational injustice in their schools, the essay asks social scientists what it means to engage research that takes seriously the idea of mutual implication, or what Anzaldúa (Borderlands/La Frontera, The New Mestiza, 1999) calls nos-otras—whereby research is designed to seek knowledge at the nexus of everyday lived experience and intricate social systems; to ask questions that allow individuals to hold multiple, even opposing, identities; to provoke analyses that requires historical re-memory; to destabilize naturalized power hierarchies. Research that calls for socially engaged questions that demand to be answered collectively through research and action.

Global Consultation Processes: Lessons Learned from Refugee Teacher Consultation Research in Malaysia

ABSTRACT

The process of global consultation has received little attention despite its potential for promoting international mutual understanding with marginalized communities. This article details theory, entry, implementation, and evaluation processes for global consultation research, including lessons learned from our refugee teacher intervention. The first half of the article addresses the entry process, culture-specific strengths, and challenges that can be faced in global consultation, including our experience with a lack of formal regulatory oversight of refugee education. The second half of the article details feedback collected from consultants, peer trainers, and peer trainees indicating which training content was most valuable; how some Burmese refugee teachers strive for a more student-centered, “free” classroom for their refugee students; and, finally, the toll that intense refugee teacher consultation took on the consultants.     

国际理解教育发展的研究

国际理解教育是指世界各国在国际社会组织的倡导下,以“国际理解”为理念而开展的教育活动。它是在交织着冲突、发展、困惑、忧虑和希望的社会背景下产生的,经历了20世纪40年代的倡导、50年代的初步实施、60年代的进一步推进、70年代中期的转折及八九十年代的发展几个阶段。联合国教科文组织的50年历程记载着国际理解教育在国际社会上的曲折变化,同时也预示着国际理解教育在新千年的重要发展动向。     

Unpacking Participatory Research in Education

The authors of this paper are members of Ottawa Participatory Researchers in Education (OPRE) a group of teachers, university academics, and students attempting to develop research initiatives using democratic and collaborative research approaches. Building on the experiences of the group, the paper examines and problematizes three elements typically ascribed to non-traditional research approaches: a social action focus, a transformative objective, and a participatory process. Particular emphasis is placed on the questions of who participates, in what ways, and under what conditions. As a result of OPRE's experience and self reflection, seven traps of "pseudo-democracy" are identified and illustrated as potential problems in research purporting to embody equal collaboration between university based academics and community members, such as teachers and students. It is argued that in order to further a democratic research process, equality of opportunity to participate cannot be assumed at any stage of the research process. Attention is paid to the following stages: setting the research agenda, the research epistemology, chronology of the project, representativeness of project participants, funding processes, knowledge cultures, and dissemination choices. Conclusions call for raising awareness of the possibility of teachers and students collaborating to identify research issues of mutual concern and developing a controlling role in research where academics are included as consultants and equals, but not as the possessors of superior and controlling research expertise.     

Commentary: Accountability Policy and Scholarly Research

Since 2001, considerations of school reform have been dominated by performance-based accountability. No Child Left Behind (NCLB) has changed the way policymakers and educators talk about education, look at educational performance, and think about educational challenges. Nonetheless, NCLB and the state accountability systems it has spawned have been subjected to little careful scrutiny. This article discusses four recent research contributions and considers how they might inform policymaking on accountability. While scholarly scrutiny will not necessarily settle debates, it can help yield more constructive and informed decisions. In particular, research can clarify the actual consequences of policy decisions; highlight and refine approaches that may be more reliable, stable, and effective than those in use; flag the unanticipated or overlooked effects of design decisions; and ensure that both policymakers and the public are aware of the costs and benefits of accountability.