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51.
Most of the research on supervision has focused on supervisors in academic institutions (faculty members or doctoral students). In this article the authors describe a study in which they examined supervisors in community agencies where master's level counselors were assigned for practicum and internship training. The survey suggested that agencies were heavily invested in supervising graduate level counseling students and providing them with a rich clinical experience. Respondents typically had a master's degree, used various models of supervision, and provided feedback by means of self-report and audiotape or videotape review of counseling sessions. Results suggest that these supervisors had little contact with the concurrent academic supervisor and may have had little formal training in supervision. Implications of this survey include a need for more training for supervisors in graduate counseling programs and a need for more liaison between campus and field supervisors. 相似文献
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DIOMARIS E. JURECSKA ELIZABETH B. HAMILTON MARY A. PETERSON 《Support for Learning》2011,26(4):168-172
The purpose of this article is to discuss the effectiveness of the Coping Power Program (CPP); an evidence‐based treatment delivered in a group format to at‐risk middle‐school children. Initially, two groups were randomised and formed: an intervention group of 24 CPP sessions and a control group. All students were enrolled in public schools from two rural counties in the United States. Out of the 119 total participants 63 (37 male) were in the intervention and 56 (35 male) were in the control group. From the larger intervention group, a subset of students was identified as ‘significantly improved’. Using the Behavior Assessment Scale for Children‐2 (BASC‐2), a pre‐ and post‐intervention measure showed that students with clinically significant hyperactivity and behavioural difficulties scores were the most sensitive to the group intervention. 相似文献
53.
RITA ELIZABETH RISSER 《Journal of Philosophy of Education》2019,53(1):77-93
The philosopher Richard Rorty once remarked that the genre of philosophy writing is an extended conversation that can be traced to the dialogues of Plato. All the foundational questions of philosophy can be found in ancient philosophy texts. The subsequent history of philosophy is a dialectic progression on these questions. I argue that reading the great works of philosophy and engaging in this conversation has something to teach us about autonomy, leadership and citizenship. Reading these works, and also great works of creative literature, nurtures the imagination and interiority, and cultivates perspective on world history, politics and culture. I first elaborate the genre and styles of philosophy writing and then argue for its relevance to a civic model of education. 相似文献
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