An Investigation of Training for Sex-Fair Counseling

This article presents the results of a survey of counselor education departments in the United States concerning the availability of coursework on sex-fair counseling, the percentage of females and males on counselor education faculties, the amount of training counselor educators had received on sex-fair counseling techniques, and the use of a handbook on sex equity that was developed by the ACES Commission on Sex Equality Concerns. The article makes recommendations for proactive efforts in the future.     

Categories of Nonverbal Behavior: Implications for Supervision

The purpose of this article is twofold, to provide a review of applicable literature, information, and research in nonverbal behavior categories, and to encourage counselor educators and supervisors to consider additional research and investigations on the nonverbal behaviors of counselors and clients, supervisors, and trainees in actual counseling and supervisory sessions and situations. A brief model is provided to illustrate counselor educators' and supervisors' application and use of this information with novice counselors and its implications.     

互动婚姻

Spouses may share the same bed and even each other's mannerisms(特殊习惯,怪癖). Now scientists conclude that husbands and wives also share something not nearly as sweet: their diseases. Examining the ills of 8, 000 English couples,     

Counselor Educator Nonverbal Behavior in the Supervision Process

Sixteen counselor educators and counselors-in-training participated in a content analysis study that investigated supervisors' nonverbal behaviors in the supervision process. The investigation displays the high-to-low frequency of 21 identified nonverbal behaviors of supervisors and indicates a statistically significant association and consistency among the supervisors' nonverbal behaviors. It implies the applicability of these behaviors to counselor supervision and training, provides a methodological approach for the further investigation of nonverbal behavior in actual supervision and counseling situations, and suggests that counselor educators should not overlook these variables in systematic research or their influence in the supervision process with novice counselors.     

What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review

This article reports on a three‐year systematic literature review funded by the UK Training and Development Agency for Schools. In order to begin to answer the question posed by the title of this article, the researchers systematically reviewed the literature with reported outcomes for the academic and social inclusion of pupils with special educational needs. This review process led to a focus upon peer‐group interactions, the nature of teacher and pupil interactions and whole‐class, subject‐based pedagogies. This series of reviews highlights that within the complexities of a diverse mainstream classroom teachers' effectiveness is strongly influenced by their recognition of their responsibility for all learners and the centrality of social interaction to learning, as well as having a shared understanding of characteristics, skills and knowledge associated with a subject. It is also strongly influenced by a facility to plan for and to encourage participation in a communal learning experience through flexible groupings and roles, offering diverse opportunities to engage with concepts and practices using activities the learner finds meaningful. Effective practices are not about the teacher alone, but are rooted in the community of learners – including other practitioners – with whom they work.