Integrating Counseling Theory and Practice: Searching for F.A.C.T.S. and C.R.A.C.K.S.

This article suggests a device that counselors may use as a reference for bridging the gap between counseling theory and technique. Cognitive development theory provides the basis for understanding a single transaction between counselor and client. The acronyms FACTS and CRACKS suggest the structural dynamics taking place within the client's cognitive field as the counselor performs in two different stages of the counseling process.     

Behavioral Goals in Systematic Counselor Education

The ultimate criterion of counselor competence is generally recognized as the ability to effect adaptive changes in the cognitive, affective, motor, and/or somatic behavior of clients. Counselor preparation programs, therefore, ought to be organized to facilitate and insure the acquisition of this capacity. Systems analysis offers a useful approach for the redirection of counselor education. The formulation of high fidelity training objectives stated in terms of what the counselor candidate will be doing as a result of instruction is an intrinsic part of the systems approach.     

Training School Counselors To Work with Students with Handicapping Conditions

As students with handicapping conditions have been integrated into public schools, the role of the school counselor has been expanded to meet these students' needs. As a result, counselor training programs need to be adjusted to include theory and practice in working with exceptional children. In this article the authors discuss the issue of students with handicapping conditions in public schools and provide suggestions for training school counselors.     

An Analysis of the First 100 Years of Wimbledon Tennis Finals

The Wimbledon tennis tournament began in 1977 when the first men's singles final was played. In 1879 men's doubles were introduced and 1884 saw the advent of women's singles. Using elementary probability theory we can compare that the players and expected number of sets each match lasted under the hypothesis that the players were of equal ability. Consideration is also made of a “back-to-the-wall” effect which favours the player(s) trailing in the match.     

Marriage and Family Therapy Assessment

This article reviews a number of inventories designed to measure dimensions of family systems theory and then provides a discussion of family systems assessment.     

Toward Accountability in Supervision: A Single-Case Illustration

This article illustrates the potential of a single-case research design as a method for demonstrating supervisor accountability. A supervisor in training employed a multiple baseline design to evaluate the effectiveness of a brief supervisory intervention. The targeted counselor behaviors were a decrease in the use of questions and an increase in reflections of feelings. The intervention consisted of counselor self-monitoring and supervisor reinforcement. The data showed marked decreases in counselor questioning, accompanied by increases in reflections of feeling. Concomitant changes in client behavior included more active participation in the session and more frequent discussion of feelings. The decrease in counselor questions was stable over a follow-up period. The process and decisions involved in using a single-case design to evaluate supervisor effectiveness are discussed.     

'The Power To Develop Dispositions': Revisiting John Dewey's Democratic Claims For Education

This article reviews John Dewey and Our Educational Prospect, A Critical Engagement with Dewey's Democracy and Education, edited and spearheaded by David T. Hansen, with contributions by Gert Biesta, Reba N. Page, Larry A. Hickman, Naoko Saito, Gary D. Fenstermacher, Herbert M. Kliebard, Sharon Fieman-Nemser and Elizabeth Minnich. This review will not only praise and evaluate the merits of this book, but will also attempt to frame this new study of Dewey within the challenges that continue to engage education in the realms of democracy, as the latter continues to strive for its own survival. While highlighting salient aspects of Hansen et al.'s rereading of Dewey's great work, this review seeks to frame both Dewey's text and this Deweyan study within the breadth of those other challenges by which education—and in turn philosophy of education—has come to take on issues such as: the nexus between theory and practice, the prevalent domination of the social scientific paradigm in education and the continuous threat of the standardisation and institutionalisation of human learning. It will be argued that, to meet this challenge, philosophy of education must sustain a continuous engagement with Dewey's work. A rereading of Dewey also involves a revaluation of his pragmatic theory of education and its lineage, moving from Emerson's metaphilosophy to Cavell's ethics. As Hansen et al. invariably engage with the latter, this review will question, through Adorno and Horkheimer's critique of pragmatisation, whether Deweyan pragmatism can still challenge the current state of affairs by which education is not only systematised away from learning, but also subsumed into a more institutionalised state—a condition that immediately jars with Dewey's own philosophical instincts and pedagogical labours.     

它真的能帮助我们找到火星生命吗

尽管看起来似乎有些简陋但是这个探测机器人却很有可能在火星上发现生命，从而证明地球并不是宇宙中惟一的生命绿洲。现在．科学家正在智利北部的阿塔卡马沙漠对它进行测试，为那个伟大时刻的到来进行准备。[编者按]