Guidance of the College-Bound

This paper discusses the paradox which exists between counselor education and counselor practice as related to counseling and guidance of the college-bound. Theory and research about higher education, the school counselor mandate concept, and implications for strengthening counselor education are explored. The position is taken that the gap between counselor education and counselor practice in guidance services for the college-bound is too great but that correctives exist which must be examined and implemented.     

The death and transfiguration of career-and of career guidance?

The predominant understanding of career in the industrial era has focused on progression within hierarchical work organisations. With the move into a post-industrial era, the possibility of such careers is rapidly receding. The concept of career, however, has always been broader than this, and other aspects of it are now claiming increased attention. They focus more upon individual experiences in terms of development in learning and work throughout life. The role of career guidance in relation to such experiences is potentially of much greater social significance. A number of implications for career guidance provision and practice are discussed.     

Improving the quality of careers guidance: Towards an understanding of the development of personal models

The process by which careers officers develop personal models of guidance through the interaction of theoretical knowledge with their experiences of training and practice is examined. Semi-structured interviews were conducted with 11 careers officers. Questions were asked about the training and development of careers officers in the practice of careers guidance and counselling with young people. The responses are considered in relation to theories of careers choice, careers counselling and guidance, models of counselling, and the supervisory role in the development of individual practice. Some recommendations are made for improvements to training and supervision for careers guidance.     

创新理念与烧伤治疗发展的哲学观

创新的理念始终贯穿于烧伤治疗方法改良,随着对烧伤感染及休克期补液认识的提高,烧伤治疗方法不断改进;创新促进了烧伤基础研究的深入,从最初的解剖修复到组织工程皮肤永久性修复的认识不断提高;整体观和系统观促进了烧伤治愈、康复观点的创新及跨学科合作。因此在实践和认识哲学原理的指导下的创新理念是促进烧伤治疗水平继续发展的动力。     

黄翼与中国儿童心理辅导的开拓

训育是民国时期学校工作职能的一个方面。但在工作中,学生扰乱行为是训育关注的内容,训话、惩罚是训育常用的方法。实际上是心理卫生问题往往被作为道德品行问题来处理。黄翼关于儿童训导的研究,是一项以现代心理辅导改革传统训育的开拓性研究。黄翼不仅在理论上总结了现代心理辅导的基本精神,而且创办了旨在增进幼儿心理健康的培育院（1935~1937）,在实践上开创了中国儿童心理辅导。黄翼的开拓性研究,为如何学习西方心理学、建立发展中国心理科学,提供了经验和启示     

The social conditions, consequences and limitations of careers guidance

The recent influence of developmental theories of occupational choice upon guidance practice in Britain is criticised. It is suggested that people do not typically 'choose' occupations in any meaningful sense: they simply take what is available. Moreover, the career of the typical industrial worker cannot be meaningfully understood in terms of self-actualisation and implementing a self-concept: guidance work based upon these concepts is accordingly unrealistic. An adequate theory for understanding school-leavers' transition to employment in Britain needs to be based around the concept not of 'occupational choice', but of 'opportunity structure'. Guidance should concentrate not on raising unrealistic expectations, but on helping people to adjust successfully within the opportunity structures open to them.     

Symbolization

Abstract

The starting point of this article is that the concept of “vitality affects” is, on the one hand, very important, but, on the other, not precisely defined. The concept and its development are traced in the writings of Daniel Stern, the person who introduced the concept into practice. Three periods of Stern's conceptual development are differentiated here, and an attempt is made to summarize them as certain basic types. By this means, it is shown that vitality affects are defined in relation to most areas of developmental psychology (the neuropsychological, the bodily, the conscious, and the interactional), and that the concept is thereby extended to so many areas that it tends toward disintegration. As final remarks, those qualities of the concept that we find most constructive, especially if one desires to approach the area empirically, are highlighted.     

Careers guidance and ethnic minorities in Holland and Britain: Confronting fear and anger

The development of equal opportunities for ethnic minorities through careers guidance is discussed. The provision of careers guidance services in Holland and Britain are described in relation to a model of organisational development. The emotional barriers of fear and anger are discussed in a structural context, both in relation to face-to-face client work, and in relation to service development. The concept of 'career negotiation' is presented to reflect the processes of internal and external dialogue needed to empower clients.     

Rethinking Change in Counseling

The idea of change is one of the most fundamental concepts underlying practice in counseling and guidance. Yet the complexity of change, as it applies to people, is seldom examined in detail by the counseling practitioner. The author discusses the concept of change through its definition and looks at different forms of change, different change tempos, and the value of change for people. He concludes with a change position that attempts to identify the counselor not only as a change agent but also as a preservationist.     

Career trajectories of older women: implications for career guidance

As work and employment transitions become more frequent and difficult, the demand for formal career guidance increases. Women are likely to experience structural labour market disadvantage and may benefit from formal support that is sympathetic to their particular needs. Yet the traditional psychological paradigms that dominate career guidance practice have assumed homogeneity. To contribute both to broader debates about careers services for adults and the development of more relevant theoretical frameworks for career practice for women, results are presented from an international, comparative qualitative investigation of the career trajectories of older women (aged 45 to 65) in Australia, England and South Africa. These results confirm a need for career guidance that is nuanced and differentiated for women.     

Varied Input Stimuli and Motor Learning,

75 apparatus-naive undergraduate Ss were assigned to one of five groups differentiated according to training display associated with a modified rotary pursuit (RP) apparatus. Performance of two control groups, one practicing an unaided reference task and the other a pathmarked RP task, was compared with that of groups that received either path-marked or mechanically guided practice during training, and where path-marked and mechanical guidance display was removed during transfer. It was found that the path-marked display produced superior results only during initial stages of practice, and retarded improvement in performance after transfer to the reference task. Mechanical guidance resulted in better performance on the path-marked condition than the unaided RP task, but in both cases performance dropped upon transfer. The results are discussed in the light of hypothesized learning strategies influenced by different training conditions.     

Attention to visual feedback in motor learning

Visual guidance and movement to a stop were used to train subjects to make a simple movement without experiencing error in practice. Movement to a stop led to test performance as accurate as that after training with KR, but visual guidance did not. If a continuous visual cue as well as a stop were present during practice, subjects also performed less accurately, although they did not need to attend to the visual cue. All types of training were better than no training at all. Results are discussed in terms of the role of visual feedback in the development and assessment of programs for movement.     

Attention to Visual Feedback in Motor Learning

Visual guidance and movement to a stop were used to train subjects to make a simple movement without experiencing error in practice. Movement to a stop led to test performance as accurate as that after training with KR, but visual guidance did not. If a continuous visual cue as well as a stop were present during practice, subjects also performed less accurately, although they did not need to attend to the visual cue. All types of training were better than no training at all. Results are discussed in terms of the role of visual feedback in the development and assessment of programs for movement.     

Supervision in careers guidance: Empowerment or control?

Like many other professions, careers guidance is currently undergoing rapid and radical change. But the Careers Service is still operating to nationally agreed 'core training objectives' which determine both initial training (Diploma in Careers Guidance Part I) and supervisory training (Diploma in Careers Guidance Part II). Recent changes influencing guidance practice and training are outlined, and the predominant mode of current supervision within the Careers Service is identified as 'managerial' in character. This is explained in terms of both the historical development of the service and its funding mechanisms. A model for supervisory practice for the future is presented, identifying three essential elements: organisational commitment, contractual agreement and an explicit framework.     

亚里士多德的"实践的正确"的观点——亚里士多德行为理论研究之一

The concept of right or fit is an important element entailed, but not fully articulated, in the concept of action or practice in Aristotle’s theory of virtue; which, however, turns to be of the utmost importance in later Western ethics. Right is concerned with both feelings and actions, and is not the same for all individuals. It lies in between the two extremes of the spectrum of practical affairs, yet by no means equidistant from them. This account of the concept of fitness or right is derived from the categories of quantity, relationship, and quality rather than from that of substance. Thus, it seems that virtue is relative to vice or error within a continuous existence. If, however, the right of passion and action is environmental and concrete, is it multiple and not singular? To this question, Aristotle gives his reply on two levels: On the level of concrete practitioners, what is right and fit to one man might not be so to another man, and hence the right of practice is not singular but multiple; whereas on the level concerned with the only right choice compared with the two extremes or errors, the right of practice will always be singular.     

Crafting usable knowledge

Current emphasis on evaluating interventions does not address the problems of dissemination and utilization of these interventions, particularly in complex settings such as schools. Research on interventions is of value, but its generalizability to specific contexts is limited. Further, little is known about actual use of empirically supported interventions in practice settings. These concerns suggest the following: (a) There is a need to examine the dissemination process, including practitioner education and the development of a consumer information mindset by researchers; (b) guidance about selecting interventions would benefit from a systematic problem-solving orientation; and (c) research training and methodology need to be augmented with strategies and techniques suitable for developing an empirical approach to practice. These issues are addressed with specific examples drawn from school-based practice.     

Nineteen propositions concerning the nature of effective thinking for career management in a turbulent world

It is argued that some of the literature on post-formal thinking, wisdom, expertise and cognition can contribute substantially to the theory and practice of careers guidance, counselling and management, but has not yet done so. Material from these interrelated strands of the adult cognitive development literature is discussed, with particular reference to the changing nature of careers. On the whole, the research and theory examined point in similar directions, and share some key concepts of relevance to careers. Propositions concerning the thought-processes characterising effective management of careers by individuals are put forward. Implications of the propositions for careers guidance and counselling are discussed     

Transfer of training after guidance or practice

On a pursuit tracking apparatus presenting target courses of three levels of complexity, provision was made for either normal practice or forced-response guidance; the guidance training was gained by holding the control knob during automatic tracking. After five training trials on the most complex course, or on the simplest course, subjects were transferred to the intermediate course. The effects of guidance on the intermediate course were also examined.

Normal practice on the simple course produced more transfer than normal practice on the most complex. Further, guidance on the complex course gave significantly better transfer than did practice on that course. The superiority of guidance is tentatively ascribed to the opportunity it provides for the development of anticipation.     

Career guidance and social exclusion: a cautionary tale

The relationship of career guidance to public-policy interventions designed to address social exclusion is examined.The nature and origin of the concept of social exclusion are analysed, and the roles of career guidance in response to it are reviewed, particularly in relation to young people who have dropped out of formal education, training and employment or are at risk of doing so. It is suggested that such strategies need to take account of the subjective frame of reference of such young people, including understanding the work in which they are already engaged within the informal economies. The issues raised by such considerations provide a rationale for the partnership arrangements - with, for example, youth workers and community mentors - which have characterised these strategies. Within this context, the development of the new Connexions Service is critically examined. It is argued that it contains fundamental design flaws, from which a number of problems have stemmed. It is concluded that while career guidance has an important contribution to make in strategies to address social exclusion, this should be secondary to its role in supporting individual progression and development within the societal structures to which inclusion is being sought.     

A whole-school approach to guidance: Hong Kong teachers' perceptions

This qualitative study involving 30 teachers, followed by a survey of 895 teachers, investigated Hong Kong teachers' perception of a whole-school approach to guidance and its practice. Findings revealed that teachers perceived a whole-school approach as fostering student development and as a system of management. Teacher dedication, communication, and team spirit were considered as facilitating factors for its implementation. Findings also revealed an overall mismatch between teachers' beliefs about a whole-school approach and their perceived school reality, and that a wholeschool approach was not seen as practised in the majority of schools. There was a close relationship between schools' guidance focus and their implementation of a whole-school approach. Schools implementing a whole-school approach were considered to have both a preventive and developmental guidance focus and practice. Implications for the implementation of guidance are discussed.