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The purpose of this study was to determine significant differences in the self-ratings of counseling practicum students, their supervisor, and practicum assistants using the Counselor Evaluation Rating Scale (CERS). Subjects of the study were 25 master's degree students enrolled in practicum over three successive semesters at a southwestern university. A series of one-way analyses of variance of responses to the rating scale were used to determine significant differences in the mean ratings among the three groups. Findings indicated significant differences for 9 of the 27 items on the instrument, with most of the differences attributed to the students' higher ratings and differences in ratings between students and practicum assistants. 相似文献
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The presence of anchoring errors within a counseling education student sample was investigated using three sets of case material. After reading information that was “good,” “bad,” and “neutral,” participants were asked to rate the mental health of the three hypothetical clients varying in severity. Case type and order of presentation of the pieces of information were randomized across participants. Results indicated that anchoring errors were present for all three cases regardless of severity, but that the presence of anchoring errors was restricted to those made as a result of reading “bad” material. Implications for alerting students in counselor educator programs to the presence of anchoring errors and the need to avoid them are discussed. 相似文献
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CHRISTOPHER COWLEY 《Journal of Philosophy of Education》2017,51(1):298-309
In a recent thought‐provoking piece, Peter Roberts argues against the central role of happiness as a guiding concept in education, and argues for more attention to be paid to despair. This does not mean cultivating despair in young people, but allowing them to make sense of their own natural occasional despair, as well as the despair of others. I agree with Roberts about happiness, and about the need for more attention to despair, but I argue that focusing too much on despair is dangerous without paying simultaneous attention to goodness. Roberts argues that students must be helped to face the despair born of the realisation that (i) we can never be sure of the moral grounds on which our actions are based, (ii) we can never fully know ourselves, and that (iii) education should make us more appreciative of what we don't know. I argue against all three claims: (i) there are some moral truths that we can know; (ii) we can know enough of ourselves in certain contexts; (iii) education should not only teach intellectual humility, it should also give us confidence in appreciating the sources of meaning that are ordinarily available, e.g. personal relationships. The paper concludes with a response to the objection (perhaps by Roberts, as well as by liberals) that my position is little more than old‐fashioned moralism and conservatism. 相似文献
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CHRISTOPHER J. LUCAS 《The Educational forum》2013,77(4):468-482
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