Videos Versus Role Plays to Increase Counseling Self-Efficacy in Prepractica Trainees

A brief mock counseling session was potentially more risky but more potent than a brief videotaped counseling session as an intervention for increasing counseling self-efficacy in prepractica trainees.     

直击"体外经历"

Had an out-of-body experience(体外经历)? Sci-entists believe they know why. Shamans teach that out-of-body experiences are bestachieved through meditation(沉思,冥想), reflection and     

THE COMPARABILITY OF THE WAIS, WISC, AND WBII

Three Wechsler scales (the Wechsler Adult Intelligence Scale, Wechsler Intelligence Scale for Children, and Wechsler-Bellevue II) were administered in a counterbalanced design to 72 randomly selected 17 year-old high school Ss in order to investigate their comparability by testing the equality of ( a ) means, ( b ) variances, ( c ) reliability coefficients, and ( d ) validity coefficients based on scaled scores and IQs. Results indicated that the subtest scores and IQs for the given three scales were not equivalent. The present findings conform with most of the previous results regarding the comparability of Wechsler scales. Although the three scales investigated all evidence high similarity of item content and format, they clearly fail to meet the statistical criteria of equivalence for 17 year-old subjects.     

Myths of Supervision: Identifying the Gaps Between Theory and Practice

Seven myths about counselor supervisor roles and activities are identified. These include myths about theory, roles, process, and professional issues. Suggestions are given for improving the congruence between supervision literature and actual practice.     

Facilitation in Supervision as Related to Facilitation in Therapy

Little research has focused on the actual supervision session and its relationship to trainee functioning. Nineteen supervision dyads were selected to study this relationship. Tapes of supervision sessions and trainee therapy sessions were collected at three time intervals and rated by independent judges using the Carkhuff scales. Data were collected over a 15-week semester at the first, eighth, and fifteenth weeks. Supervisor dimensions of genuinesness, respect, and concreteness were significantly related to trainee level of functioning on these same dimensions for all time intervals, except for respect at T, and concreteness at T₂. There was no significant relationship between supervisors' empathy level in supervision and trainees' empathy level in therapy. Trainee perceptions of supervisor offered conditions, as measured by the Barrett-Lennard Relationship Inventory, were not significantly related to their own level of functioning in therapy. The type of supervision offered (didactic or experiential) was not significantly related to higher levels of trainee genuineness and empathy at T₃.     

Seeing Trees: Investigating Poetics of Place-Based,Aesthetic Environmental Education with Heidegger and Wittgenstein

It is common in environmental education literature to read about ‘transforming’ mindsets; for example, moving from humanist to post-humanist viewpoints, or adopting Indigenous Knowledge perspectives. To illustrate how complicated such conceptual shifts are, both philosophically and pedagogically, the paper explores how we come to see and regard trees, using the evergreen oak tree in the cloister at New College, Oxford. Philosophically, the case builds upon Stephen Mulhall's work on seeing aspects, drawing on Heidegger and Wittgenstein. Pedagogically, the author illustrates what place-based environmental education can offer by narrating a session conducted with participants at the Philosophy of Education Society of Great Britain conference. Discursive interventions are described in order to demonstrate the philosophical, aesthetic and cross-disciplinary work needed to alter (even slightly) perspectives that have become second-nature ways of seeing beings such as oak trees. These vignettes are genealogical, juxtaposing past/present landscapes and bringing participants to examine conceptual/emotional binaries like inside/outside, human/animal, enculturation/education, and environmental science/poetics of being. Wittgenstein's anthropological parable of how oak trees came to be venerated illustrates the way concepts, perceptions and practices are interwoven in the rituals and second-nature reactions of people sharing a form of life, changing gradually throughout their cultural and natural history.     

Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions

We propose an integration of aspects of several developmental and systems of beliefs models of personal epistemology. Qualitatively different positions, including realism, dogmatism, skepticism, and rationalism, are characterized according to individuals' beliefs across three dimensions in a model of epistemic and ontological cognition. This model incorporates ideas from philosophical epistemology, including a focus on students' multiple means of justification. Concerns regarding the psychometric qualities of quantitative measures of personal epistemology inform this model and its proposed operationalization. We suggest a means of statistical analysis that can be used to assess the construct and predictive validity of this conceptual model by testing the relations among positions, dimensions, and covariates of interest. Future research directions include investigating how individuals choose among various forms of justification.