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881.
Social psychological theories of the self postulate mechanisms through which individuals interpret their life experiences to ensure positive self-evaluation. This framework was applied to a sample of aging women (N = 120, M age = 74.9 years) who had experienced community relocation. The authors measured their reasons for moving (push factors), reasons for selecting the new setting, (pull factors), and interpretive mechanisms, including how they compared with others in their new setting, how they were viewed by significant others following the move, how their behaviors changed following relocation, and whether the above evaluations occurred in life domains central to their sense of self. Regression analyses showed that push-pull factors and interpretive mechanisms accounted for substantial variance in multiple aspects of psychological well-being, particularly environmental mastery, purpose in life, and positive relations with others. 相似文献
882.
883.
JEFFREY A. KOTTLER 《Journal of counseling and development : JCD》1992,70(4):475-476
Counselor educators, supervisors, and practitioners sometimes act in ways that contradict the most significant beliefs and values that they espouse. Despite communicating to students and trainees the importance of being caring, respectful, warm, flexible, honest, and personally competent, we are sometimes found to be operating quite differently. Issues related to the counselor educator, supervisor, and practitioner's narcissism, self-indulgence, abuses of power, illusions of omnipotence, prejudices, and unresolved issues are discussed. A case is strongly presented that we would all be a lot more effective if we worked to confront our hypocrisies and practice more what we preach. 相似文献
884.
Counselors' vulnerability to inferential bias during the counseling process may result in misdiagnosis and improper interventions. This article provides readers with information regarding inferential bias. The inferential biases discussed include (a) availability and representativeness heuristics; (b) fundamental attribution error; (c) anchoring, prior knowledge, and labeling; (d) confirmatory hypothesis testing; and (e) reconstructive memory. Each bias is described and illustrated through fictitious case vignettes, and suggestions concerning what precautions counselors may do to avoid each type of bias are presented. 相似文献
885.
886.
Richard J. Riordan 《Journal of counseling and development : JCD》1992,71(1):101-102
Mirror image therapy formalizes and structures the mirror phenomenon in group counseling. In this report the author explores the therapeutic technique of assigning an individual who has already undergone substance abuse treatment to counseling groups where addicts are just beginning the treatment process. Suggestions are offered for the use of mirror image therapy in other groups. 相似文献
887.
Royda Crose Donald R. Nicholas David C. Gobble Beth Frank 《Journal of counseling and development : JCD》1992,71(2):149-156
An expanded view of health is advocated for assessment and treatment of individual clients in helping them achieve and maintain their maximum potential for high-level wellness. In addition, moderating variables, such as culture, age, and gender differences, have an impact on every dimension of health and wellness. In this article a multidimensional systems model for wellness is described, and gender differences along those dimensions are reviewed. Application of the model and implications for counseling are discussed. Finally, two illustrative case examples, one man and one woman, are described. 相似文献
888.
889.
Robert J. Fetsch 《Journal of counseling and development : JCD》1992,71(2):192-193
The author developed a practical, effective way of teaching people how to refocus their energy from predicaments to problems and thereby reduce their stress levels. Feedback about using the technique was positive. Benefits and limitations are discussed. 相似文献
890.
John L. Romano 《Journal of counseling and development : JCD》1992,71(2):199-202
The importance of educating students about stress and stress management is emphasized, because students will confront stressors throughout their life span. In this article the author summarizes major stress theories and shows how stress theory and stress management strategies can be integrated into existing school curricula. 相似文献