METHODS OF REORDERING THE CORRELATION MATRIX TO FACILITATE VISUAL INSPECTION AND PRELIMINARY CLUSTER ANALYSIS

Using the notion of parallel items this paper presents a family of new criteria for cluster analysis. Instead of looking at the item correlation matrix one could look at a matrix of similarity coefficients. These coefficients are standardized raw dot products of columns in the correlation matrix or related numbers. After discussing the properties of this matrix the discussion will move to a classic example of a factor analytic problem in personality assessment, an item pool concerned with Fromm's marketing orientation, and a brief discussion of problems outside of cluster analysis will conclude the paper.     

Self-Instructional Modules: Comparison of Modeling and Feedback Media

This study addressed the effectiveness and efficiency issues in a self-instructional learning activity in counselor training. The study specifically examined three media (written, audio, and video) of model and of self-generated performance feedback presentation. There were no differences in trainee production of counselor tacting response leads because of media of model or media of performance feedback presentation. Results, however, did indicate that learning is significantly enhanced when a written performance feedback component is added to a written modeling component. The same did not hold true for audio and video presentations. The implications of these cost- and labor-efficient instructional packages are discussed.     

Using the Multimodal Approach as a Framework for Eclectic Counselor Education

This article shows how counselor educators may use the multimodal approach of Lazarus to provide students with a conceptual framework for integrating and evaluating the various counseling theories and making systematic choices about appropriate interventions for their clients.     

Information in primary health care

相似文献   

Evaluation of a Course in Gender and Cultural Issues

This study evaluates a course in gender and cultural issues. A sample consisting of 57 graduate students completed the Wayne Ethnic Awareness Measure, the Therapists' Attitudes Toward Women Scale, and the Robinson Behavioral Inventory.     

The Stimulation Phase in Counseling

The evolution of a general model of counseling from Rogers through Carkhuff to Egan has resulted in a loss of emphasis on perceptual change and an increasing interest in social influence and action interventions. Greenberg and Kahn present an expanded model of counseling, which includes a stimulation phase. The addition of a stimulation phase in counseling is suggested to provide a place for active counseling methods that effect client perceptual change. This stimulation phase actively involves the counselor and client in full exploration, which culminates in discovery. Two processes are differentiated: discovery and dynamic self-understanding. Active stimulation leads to new awareness that can be enhanced by social influence to achieve new understanding.     

Effects of Counselor's Ordinal Position When Involved in Role Play Practice in Triads

To investigate the effects of the order of being the counselor when involved in role-play practice, 36 novice trainees were assigned to counseling triads and then to the levels of ordinal position—counselor first, second, or third. Each participant also served as a client and as an observer within the triad. No difference among the three ordinal positions was found in the trainees' abilities to produce reflection of feeling responses. Similarly, there were no differences between those trainees who functioned as as observers before being the role-play counselor. There was a significant positive linear trend, however, for ordinal position (i.e., the accuracy of the trainees' reflection of feeling responses steadily improved from first counselor role play to third counselor role play). These results are discussed from a social-learning theory perspective.     

Creating Aesthetic Encounters of the World,or Teaching in the Presence of Climate Sorrow

This paper explores education as a context for facing what Susie Orbach has termed ‘climate sorrow’ and asks: what ‘relations to the world’ are we imagining might help youth stay with difficult feelings about the future by enabling them to develop a living relationship to the more-than-human world in the present? By way of response, the paper offers a conceptual shift from ‘relations to the world’ to ‘encounters of the world’. I draw on the work of David Abram to reframe our relations as sensory encounters and on the work of Bruno Latour to reframe the world as a living multiplicity. What both authors enable is a complex understanding of the temporality of our living in and with our environment. To explore this further, I offer a reading of Olafur Eliasson's climate artwork, Ice Watch. Consisting of 24 blocks of melting glacial ice outside the Tate Modern in London, the installation holds two temporal dimensions together through the kinds of encounters it makes possible: chronological time (chronos) and living time (kairos). In the final section , I locate the time of environmental teaching at the juncture of chronos and kairos as a way of creating encounters of the world that educate about the climate emergency while also giving time for climate sorrow.     

Narrative Reflection in the Philosophy of Teaching: Genealogies and Portraits

How has philosophical reflection contributed to the ways that we think about teaching? In this paper I explore two forms of narrative reflection on teaching—genealogies and portraits. Genealogies tell a story about the origins of teaching; portraits find expression in myths and other narrative forms. I explore two genealogies of teaching—one deriving from the sophist, Protagoras, in which teaching is viewed as a technical skill employing methods of instruction; the other, deriving from Plato, in which teaching is seen fundamentally in terms of a special relationship between teacher and pupil. The Platonic account of the origins of teaching that finds expression in the myth, recounted in the dialogue Phaedrus, gives rise to a tradition of pedagogic portraiture that views the teacher/pupil relationship as foundational and presents the teacher as a wounded healer. This paper explores the grounds of this image and suggests that a tradition of portraiture in which the teacher is represented as a wounded healer can be traced back from Plato to the myth of Chiron and forward to St Augustine, Rousseau, and Nietzsche.