An Attempt To Measure and Facilitate Counselor Effectiveness

This study evaluated the use of Interpersonal Process Recall (IPR) with videotape (as opposed to more traditional methods) in improving the effectiveness of practicum students. The practicum students were randomly assigned to one of three treatment groups: (a) a video-IPR, (b) an audio-IPR, and (c) supervision using an audiotape of a regular counseling session. Three judges were asked to rate videotapes of 54 practicum students conducting their final counseling session with a coached client. The judges rated two time-samplings of the final session by means of a scale consisting of three parts: (a) 33 behavioral and feeling items, (b) a single global evaluation representing the normal curve with the baseline divided into eight equal segments, and (c) a request for the judges to write any adjectives or phases that they felt described the practicum student. The results were not as convincing as had been anticipated. This article discusses possible reasons that the results were not convincing and implications the results have for future research within this area of counselor education.     

Six Ages towards a Learning Region — A Retrospective

Learning Cities and Learning Regions are terms now in common use as a result of the growing importance of lifelong learning concepts to the economic, social and environmental future of people and places. Why ‘learning’ regions? Why not intelligent, creative, clever, smart or knowledge regions? In truth, all of these can, and some do, also exist, but we argue that this is not a semantic debate. The basis of intelligence, smartness, cleverness, creativity and knowledge is effective learning and its intelligent application in creating a better future. We can, we believe, only learn our way into the future and the same is true, in developmental terms, of cities, towns, regions and communities. What therefore is a learning region? Definitions tend to differ according to perception, situation, occupation and objective. Where the focus is on technology a learning region will emphasise the advantages of hi-tech for the development of a physical infrastructure that will assist regeneration and be useful for more efficient behaviour and learning by people and organisations. Hence the growth of ‘smart cities,’ mainly in North America. Where it is on employment, employability, organisational management and training for industry, the development of human and social capital for economic gain and competitive edge tends to predominate. Most regions concentrate on this aspect. Where the motivation is based on the use of valuable resources, it will concentrate on volunteering, active citizenship and the building of social capital. Such an approach is not well developed in many regions and the optimum balance between economic, community and personal growth is poorly understood. Where the goal is the competent use of organisational potential a learning region will mobilise all its stakeholder institutions as partners in the service of the region as a whole. Here, very little is understood or implemented. This article argues that all of these approaches and others in the fields of environment, personal and cultural growth, innovation, diversity and communication are a holistic part and parcel of learning region development. Its meaning and its characteristics will become clear as it charts the development of ideas about learning regions, particularly those that have occurred during the past 20 years. It suggests the existence of a paradigm shift at work — the age of education and training, which has served us well in the late 20^th century in satisfying the needs of a growing, upwardly mobile proportion of the population, has now given way to the era of lifelong learning, in which the means, the tools and techniques are employed to target and motivate everyone in a city, town or region. Those regions that achieve this nirvana will be the winners in the apparent paradox that intelligent local action leads to success in a globalised world, a version of the concept of ‘glocalisation’ coined by Robertson (1995) .     

Developing Industry‐University Research Links—A Successful Model

RESUMÉ

This paper describes a successful example of a large programme of industry-university research collaboration in the field of construction engineering and management. It describes how BAA plc, one of the UK's largest construction clients, is working closely with a leading university department undertaking construction engineering and management research. The initial objectives and the anticipated benefits of collaboration for both parties are discussed. The paper outlines, in the form of a case study, how the initial research collaboration links were formed and how they have developed into a major research, technological transfer, education and training programme. It discusses the way in which the research and technological transfer programme in particular was developed, is regularly updated, funded and managed. In addition, the paper describes the current research programme and the tangible benefits for both parties. By way of example, the paper outlines 1 research project in ‘knowledge-based engineering’ where a generic modelling system is being used to design buildings in the manner that has become known in advanced manufacturing as concurrent engineering. Finally, other areas of current and planned collaboration, in particular in the areas of education and training, are discussed.

Ce papier decrit I'exemple réussi d'un programme de collaboration industrie/univer-site de grande ampleur en faveur de la recherche dans le domaine de I'ingenierie et du management de la construction. II décrit comment BAA pic, I'un des maitres d'ouvrage les plus importants du Royaume Uni, travaille defagon trés étroite avec un département de I'universite de Reading (UK) qui mene des recherches dans le domaine de I'ingenierie et du management de la construction. Les objectifs iniriaux et les benefices attendus de la collaboration de ces deux parties sont abordes. L'article se presente sous la forme d'une etude de cas, montre comment les liens initiaux de cette collaboration se sont formés, comment ils ont mené à un programme de recherche, d ' éducation et de formation important. Il precise la fagon dont le programme de recherche a été développé, comment ilest regulierement remis a jour, finance et dirige. Le papier décrit de plus le programme de recherche actuel et les bénéfices tangibles pour les deux parties. Il présente a titre d'exemple un projet de recherche en ‘knowledge-based engineering‘ et ‘concurrent engineering’ dans lequel un systeme de modelisation generique est utilise pour concevoir des bdtiments automatiquement. Finalement, ce papier decrit d'autres domaines dans lesquels la collaboration est effective ou prevue, en particulier pour l' éducation et la formation.     

'I Did it My Way': some thoughts on autonomy

This paper addresses three questions raised by recent literature on the concept of ‘autonomy’. (I) Should the value of autonomy more properly be seen as a moral constraint or as a goal of action? (2) Is autonomy either possible or desirable, given the ways in which human beings are located within a situation and a community? (3) If autonomy is a desirable goal, is it a universal value or merely one appropriate to modern liberal-democratic societies? Use is made of the distinction between ‘weak’ and ‘strong’ versions of the concept of ‘autonomy’, which helps to provide an answer to the first question. It is also important, however, to recognise the continuity between the weak and strong versions, and this recognition helps to supply answers to the second and third questions.     

An Evaluation Model for Accreditation

The traditional evaluation model used in accrediting professional-education programs is discussed and the field of psychology is used as an example. The evaluation model followed in the recently implemented accreditation mechanism for rehabilitation-counselor education (RCE) programs is also discussed. The evaluation model makes some significant departures from the traditional model. A survey-research approach is used to substitute in part for the traditional site visit, and more comprehensive program-evaluation data, going beyond the traditional reliance on faculty and students, are collected. Further, data on the competence of graduates are employed in the evaluation process. Possible implications of the RCE model are discussed as they relate to the currently evolving accreditation procedure for counselor-education programs, as well as the accreditation procedures in other professions.