Teaching Counseling Skills Through Self-Management Procedures

Counseling skills can be learned through self-management programs, as well as through more traditional methods. The benefits of self-management in counselor training are discussed, and an outline of an applicable procedure for self-change projects is detailed. Two examples of completed self-managed change in counselor behavior are included.     

Inter-Ethnic Relations among Children at School: the perspectives of young people in Scotland

In the UK, policies and academic writings about inter-ethnic relations have witnessed many changes in recent decades, with a growing focus on the effects of different forms of racism and anti-racism. Opinions have been diverse on the extent to which both the majority and minority populations should respect and adapt to each other's traditions. Relatively little research has been undertaken on the experiences and perceptions of children. This article reports on findings from three linked studies which highlight the viewpoints of white and minority ethnic children as they made the transition to secondary schools. With a few exceptions, the children felt that their schools respected their religious practices and other customs. Most children of minority backgrounds had mixed friendship groups and the range of achievements, experiences and attitudes in relation to school were largely unrelated to ethnic background. Hardly any young people saw teachers as overtly racist, though small numbers believed teachers discriminated in favour of other groups. Peer racism was endemic and reported to be more frequent in secondary school than primary school. Teacher responses were often seen as inadequate.     

Which way next? What is the real choice for students leaving a special school?

Warnock advocated that all young people with learning difficulties should be entitled to an appropriate education beyond the compulsory age of 16. The purpose of the study was to investigate attitudes to post‐16 educational provision for students with special educational needs. What are the strengths and weaknesses of current provision and is it deemed adequate from the perspective of the student? The study reveals that despite many of Warnock's visions becoming a reality, many have not. For students with moderate learning difficulties the doors have, by and large, been opened to access mainstream further education provision at least to some extent. However, for those students with more severe difficulties, including autistic spectrum condition and profound and multiple learning difficulties, provision appears to be either inadequate or simply unavailable.