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Descriptors:
Social Justice; Multicultural Education; Counselor Training; Ethnography; Student Attitudes; Holistic Approach; Graduate Students; Individual Development; Case Studies

Abstract:
Ethnographic fiction is a technique for educating counseling students about the relationship of social justice to counseling practice. Preliminary data indicate it is an effective tool, with counseling students (N = 48) reporting an increased understanding and appreciation of clients' life experiences from a holistic perspective. Furthermore, students reported that they were more motivated to address social justice issues in counseling. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Art Therapy; Public Schools; School Counselors; National Standards; School Counseling; Models; Comparative Analysis; Career Development; Individual Development; Social Development; Delivery Systems; Management Systems; Accountability

Abstract:
Art therapists must overcome systemic challenges in order to continue to provide art therapy services in U.S. public schools. An understanding of how art therapy programs fit within the national standards of the American School Counselor Association (ASCA) and the ASCA National Model may help in this effort. This review article compares recently published literature on school art therapy with the guidelines set forth in the ASCA National Model. School art therapy programs can meet the core beliefs, philosophies, and missions that are currently identified with school counseling programs; however, evidence-based research is needed to validate school art therapy as an effective intervention. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Individual Development; Communication Skills; Religion; Comparative Analysis; Religion Studies; Criticism; Cultural Pluralism; Peace; Undergraduate Study; Graduate Study; Role; Dialogs (Language); History; Intercultural Communication; Departments; Curriculum

Abstract:
Comparative Religion is seen as an important curricula because it could serve as a mechanism for enhancing cross-cultural religious communication. The authors seek to examine the role of Comparative Religion as an important science for enhancing dialogue skills. Such a communication skill, however, must be developed from both intra- and inter-civilizational levels. The authors have employed an historical and textual analysis to re-examine Comparative Religion and its methodology. The authors proposed new curricula in Comparative Religion studies including criticism of the methodologies used in Comparative Religion. This includes a new methodology that considers the existing multicultural religious phenomenon as well as post-September 11, 2001 developments and the plans for departmentalization of Comparative Religion. For further benefit toward peace, harmony, and accepting co-existence, this study also highlights suggestions for developing the undergraduate and postgraduate programs at the higher education level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Children; Adolescents; Age; Females; Behavior Disorders; Individual Development; Taxonomy; Psychological Studies; Psychopathology; Intervention

Abstract:
Children who exhibit persistently elevated levels of conduct problems (CP) from early childhood, so-called early-starters, are known to be at increased risk for continued CP throughout middle childhood, adolescence, and adulthood. Theoretical and empirical work has focused on this subgroup of children characterized by similar risk factors, an early age of onset, and a persistent developmental course of CP. However, females were historically neglected from this literature. Although research on female CP has increased, conclusions drawn from limited prior work continue to predominate. The primary aim of this review was to evaluate the updated literature to determine the percentage of females who show the early-starter CP pattern relative to two other trajectories often theorized to be more characteristic of females: early-starting desisting and adolescent-onset CP. The findings suggest that a subgroup of females exhibits an early-starting "and" persistent CP pattern, while a separate group of females demonstrates an onset of CP in adolescence. In addition, although it has been argued that females with childhood CP are not likely to show CP into adolescence and adulthood, evidence for early-starting desisting CP was inconsistent. The results are discussed with respect to implications for developmental taxonomy theory and future basic research in the area of CP development, as well as intervention efforts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Therapy; Trainees; Group Dynamics; Counselor Training; Group Counseling; Individual Development; Experiential Learning

Abstract:
Although researchers speculate counselor-trainees who participate in personal growth groups as part of their course curriculum experience essential group processes and personal growth, there is a lack of empirical evidence supporting this claim. This quantitative study investigates counselor-trainee's perceptions of the therapeutic, developmental, and wellness factors that occur within their personal growth groups. Forty-three personal growth group participants attending personal growth groups as part of their masters' level counselor education curriculum participated in this study. The results of this study provide preliminary empirical evidence that counselor-trainees are obtaining first-hand knowledge of essential group processes (i.e., group development, therapeutic factors, and personal growth) through their participation in the 10-hr personal growth groups. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Group Experience; Counselor Training; Group Counseling; Experiential Learning; Individual Development; Therapy; Trainees; Graduate Students; Group Dynamics; Models

Abstract:
The purpose of this study was to identify student growth factors during a semester long Master's level group counseling class. Results indicated that 12 growth factors accounted for 86% of the total number of critical incidents that participants reported as influencing their personal growth and awareness during the group experience. Two other factors, Outside Dynamics (OD) and Regular Attendance and Active Participation (RA) also emerged and formed a secondary factors category, accounting for 100% of all the critical incidents. Implications for future research and training are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Emotional Experience; Self Efficacy; Empathy; Counselor Training; Group Counseling; Experiential Learning; Therapy; Quasiexperimental Design; Group Dynamics; Intuition; Individual Development; Leadership; Intervention; Graduate Students; Trainees; Psychoeducational Methods

Abstract:
The purpose of this quasi-experimental study was to compare the effects of personal growth groups and psychoeducational groups on counselor education students' (n = 74) empathy and group leader self-efficacy. Additionally, we compared the degree to which participants in each group valued: (a) cohesion, (b) catharsis, and (c) insight. There were no significant differences in empathy, group leader self-efficacy, or cohesion between the groups; however, members of the personal growth groups valued catharsis and insight more than members of the psychoeducational groups. Implications for group work educators and future research are discussed. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Counseling; School Counselors; Professional Identity; Counselor Role; Educational Change; Academic Achievement; Individual Development; Social Development; Career Development; Professional Associations; National Standards; Models; Futures (of Society); Educational Legislation; Federal Legislation

Abstract:
School counseling as a specialty area within the profession of counseling is, in the eyes of many, experiencing a crisis of identity. The crisis, however, truly lies with school counselors struggling to fit the mold impressed upon them by external forces which often contradicts their educational preparation as counselors. We make two main points. First, academic achievement is not the most important domain for the school counselor to place their focus. Rather, personal/social and career development are the areas that school counselors should seek to impact. In addition, school counselors are principally counselors and not educators. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Well Being; Foreign Countries; Translation; Humanism; Educational History; English; Books; Literature; Educational Philosophy; Dialogs (Language); Males; Audiences; Health Behavior; Individual Development; Citizen Participation

Abstract:
Michel Jeanneret's "A Feast of Words. Banquets and Table Talk in the Renaissance" (1987; English translation published in 1991) highlighted the celebration by Renaissance humanists of food and drink as catalysts of intellectual exchange. The author convincingly argued that Renaissance banquets served as a paradigm for the humanist body of ideas, and thus became an important setting for works of literature and erudition. This article investigates whether the use of banquets in humanist culture is also reflected in the didactic writings of the age. It focuses on the school dialogues of Desiderius Erasmus (1466?-1536) and Juan Luis Vives (1492/3-1540), which proved to be enormously popular and were--according to a 1582 preface--read in "well-nigh every school" in England and continental Europe. The article illustrates how Erasmus and Vives, especially when addressing an audience of young school boys, aimed to organize a controlled satisfaction of bodily appetites, stimulating the interchange of ideas, whilst avoiding gluttony and intoxication, which are as detrimental for intellectual exchange as they are for the individual's physical and spiritual well-being. The humanists' condemnation of excess was thus connected with their analysis of the human condition and their preoccupation that every child should realize his or her full potential as a human being. The key element in this was considered to be education, which trained children to rise above their animal instincts and desires, and prepared them to participate in society as responsible adults. (Contains 43 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Individual Development; Children; Psychiatry; Psychology; Criticism; Correlation; Feminism

Abstract:
This paper explores how psychoanalytic ideas might support a project of critiquing the developmental paradigm as it influences, and links, models of economic and individual development on which educational policy and practice rely. After outlining the conceptual domain and questions at issue, the paper rereads some key claims about Enlightenment and its relationship with representations of immaturity as inviting scope for reinterpreting contemporary intensifications of developmentalism. This provides some further rationale and focus for the turn to psychoanalysis as a critical conceptual and methodological resource (although with some key qualifications). Ideas drawn from feminist and postcolonial engagements with psychoanalysis are used to inform discussion of two indicative texts about childhood, drawing on contemporary Lacanian interpretations that are applied to address the problematic of childhood, before finishing with some speculations on alternative modes of engagement with Enlightenment and developmental approaches. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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