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DONELDA A. COOK 《Counselor Education & Supervision》1994,34(2):132-141
Helms's (1994) racial identity models are applied to supervision by exploring how racial issues might be discussed or omitted from supervision when the supervisor and supervisee exhibit various racial identity attitudes. 相似文献
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JEAN H. CECIL ROBERT PETE HAVENS JOHN C. MORACCO NANCY A. SCOTT SUE E. SPOONER CRATA M. VAUGHN 《Counselor Education & Supervision》1987,27(2):174-183
The authors discuss results of a national survey, conducted by the AACD Committee for Standards Review, of counselor preparation programs regarding their intentions related to CACREP accreditation. Programs were separated into four groups: Group 1—programs that held CACREP accreditation; Group 2—programs with definite intentions of seeking CACREP accreditation; Group 3—programs that were uncertain whether they would pursue CACREP accreditation; and Group 4—programs that did not anticipate seeking CACREP accreditation. Data were analyzed for patterns of response across groups. Size and type of program and reasons central to program decisions concerning accreditation provided focus for the study. Implications of the findings are discussed. 相似文献
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PAULA J. DUPUY MARTIN H. RITCHIE ELLEN PIEL COOK 《Counselor Education & Supervision》1994,33(4):238-248
The results of a survey of 120 counselor education programs on the inclusion of women's and gender issues in counseling curricula are presented. 相似文献
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Various types of gender bias in the criteria and use of the Diagnostic and Statistical Manual of Mental Disorders (3rd edition, revised; DSM-III-R; American Psychiatric Association, 1987) by counselors are discussed. Recommendations for addressing such bias in counselor training are provided. 相似文献
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This study explored the responsiveness of children at risk of reading problems in Year 1 to a phonics intervention delivered by teaching assistants (TAs). Based on their non‐word decoding skills in the immediate post‐tests, 74 children were clustered together at the high end as ‘treatment responders’ (n = 49) and at the low end as ‘treatment non‐responders’ (n = 25) and were followed up at the end of Key Stage 1, 16 months after the intervention finished. The treatment‐responder group was superior in all areas of rated attainment and, unlike the non‐responders, achieved national averages in most teacher ratings of attainment. These results suggest that experienced TAs can help two out of three children at risk of reading difficulties. 相似文献
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Literature is replete with evidence of considerable pressure that many mainstream teachers may experience in their bid to respond to the diverse needs of children with special educational needs and disabilities and to achieve ever better results. In this study, the results of 100 teachers from mainstream primary schools in three of the ten regions of Ghana were examined. The analysis involved five bi‐polar emotional reactions; namely: anxious/relaxed; encouraged/discouraged; confident/diffident; satisfied/dissatisfied; self‐assured/ worried. The results confirmed that in teaching children with SEN in the mainstream, teachers experienced psychological stress. On the basis of the findings, suggestions for more information about SEN, supply of resources and inter‐agency collaboration were made. 相似文献
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KENNETH R. THOMAS SUE A. CARTER JEAN O. BRITTON 《Counselor Education & Supervision》1982,21(3):269-273
Fifty graduate students in rehabilitation counseling were surveyed regarding their attitudes toward the Protestant Work Ethic (PWE) using the original and a modified form of the Bowling Green University Survey of Work Values. Results indicated that the students were more likely to endorse those aspects of the PWE reflecting the intrinsic value of work than those dealing with earnings, social status, and advancement. In addition, the students were found to generally hold the same PWE orientation for themselves as they did for disabled persons. 相似文献