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501.
Angela McDonald Kathryn C. Kelly Kylie P. Dotson-Blake 《Journal of Creativity in Mental Health》2018,13(2):243-253
Greater attention to sexual identity development from an inclusive and affirmative perspective must be incorporated into counselor education training. Counselors are well positioned to address issues related to human sexuality; however, without reflection across the spectrum of sexuality-related issues, counselors may rely on personal bias, or they may choose to avoid the topic altogether. In order to adequately train counselors, it is important to identify learning activities that counselor educators can utilize. Given the significance of sexuality across the lifespan, we propose that counselor educators actively guide their students through reflection about their own sexual identity development. This article presents the Sexual Identity Timeline (SIT) as a reflective learning activity to incorporate into the counseling curriculum. 相似文献
502.
This article presents the useful technique of Jacob L. Moreno’s psychodrama in counselor education supervision training. This article addresses how psychodrama can be used with student supervisors who are not sure which of Bernard’s discrimination model roles they are using in supervision. Bernard’s model uses three roles that help supervisors function successfully in their relationships with supervisees. Psychodrama may help student supervisors decide what action would be the most appropriate in a given supervision session. Student supervisors may also benefit from psychodrama in processing internal conflict they may experience in their supervisory role. Faculty members training new supervisors may use these techniques to help their student supervisors gain more awareness on how they view their relationships with supervisees. 相似文献
503.
Emma C. Burgin 《Journal of Creativity in Mental Health》2018,13(2):148-158
The primary goal of supervision is to promote professional growth among counselors-in-training. Art making is an under-explored method of promoting exploration and self-awareness, and thus professional growth, within the process of supervision. While outlining the literature on creativity in counselor education and implementing art into supervision, the author also includes details about her experience of infusing art into supervision. Additionally, a case example of a new specific art-based intervention, dubbed the “Processing Wheel,” is described. Finally, implications, limitations, and future directions for counselor educators are discussed. 相似文献
504.
This article is rooted in a narrative approach to interethnic conflict which treats them principally as competing stories. On this basis, we examine experimental strategies for narrative intervention in interethnic conflict and potential tools for their reconciliation. Narrative intervention is understood here as a set of actions to identify and disseminate narratives that can reduce negative emotions and attitudes and promote reconciliation between members of conflicting groups. In terms of new solutions, we suggest a method of “Progressive Narrative Transformation” whose key element is the establishment of common points of contact between conflicting narratives and their gradual transformation such that they may converge into a new narrative accepted and shared by both sides. We present different kinds of narratives to evaluate attitudes and emotions among Azerbaijanis, including people displaced from their homes by conflict. Analyzing responses to a “common suffering” narrative, we registered that individuals and groups are able to keep sympathetic attitudes, even implicitly, toward their opponents. Results might enable scholars in conflict resolution and reconciliation to learn how to develop strategies that take advantage of these attributes of the human mind. 相似文献
505.
Sam McFarland Justin Hackett Katarzyna Hamer Iva Katzarska‐Miller Anna Malsch Gerhard Reese Stephen Reysen 《Political psychology》2019,40(Z1):141-171
We review psychological research on global human identification and citizenship, Thomas Paine’s belief that “The world is my country, and all mankind are my brethren.” In turn, we review the theoretical foundations that guided our work, research with measures that preceded our own, and our own work with our correlated scales. We review its foundations, its effects upon attitudes and behaviors, and how it might be enlarged. Global human identification and citizenship is related negatively to ethnocentrism, authoritarianism, the social dominance orientation, and self‐centeredness, but positively to dispositional empathy and the values of universalism, care, and justice. It is expressed in attitudes and behaviors that support human rights and work to reduce global suffering and inequalities. It is associated with greater global knowledge and with efforts to acquire that knowledge. Childrearing that emphasizes cross‐cultural exposure and awareness of others’ suffering may promote global human identification and citizenship, as does education that encourages global mindedness. Environments that support global human identification also induce it, as does envisioning it as a moral ideal. 相似文献
506.
Joshua Baker 《Political psychology》2019,40(6):1251-1266
Security dilemma theorists have long recognized the importance of empathy to the de‐escalation of conflict between actors caught in security dilemma dynamics, but they have left empathy undertheorized and have neglected to recognize its deeply contested nature. This article responds to this omission by bringing multidisciplinary literature on empathy to bear on security dilemma thinking. Contrary to some contemporary empathy research that draws attention to its automatic, unconscious, and intuitive properties, the article highlights the deliberate, effortful, and reflexive capacity to empathize across complex social contexts such as security dilemma dynamics. It shows how empathy of this kind can lead actors to moderate their positions on key issues at the heart of a conflict, reinterpret their interests, and broaden the zone of possible agreement between themselves and an adversary. The article demonstrates these notions empirically by locating empathy within the de‐escalation of tensions between the United States and Iran between 2009 and 2016. Drawing on primary interview material with former U.S. officials, the argument is made that the development of specific empathic capacities by key U.S. officials played an important and unrecognized role in the de‐escalation of security dilemma dynamics between the United States and Iran. 相似文献
507.
Depression is marked by rigid thinking and the inability to generate different and more positive views on the self. The current study conceptualises this a perspective-taking deficit, which is defined as a deficit in the ability to overcome one’s egocentrism. Previous research has demonstrated that individuals with depression are impaired in Theory of Mind reasoning and empathy – two social cognitions that involve cognitive and affective perspective-taking. Here, it was investigated whether these deficits generalise to visuo-spatial perspective-taking. To test this, a convenience sample (N?=?268; n?=?62 high depressive symptoms; n?=?206 healthy control participants) completed a test-battery including measures of cognitive and visuo-spatial perspective-taking and closely matched cognitive and visuo-spatial control tasks. The results showed that individuals exhibiting high levels of depressive symptoms were specifically impaired on both perspective-taking tasks but performed equally well on the control tasks. Interventions to combat rigid thinking in depression are discussed. 相似文献
508.
Nicole Pulliam Tina R. Paone Krista M. Malott Jordan Shannon 《Journal of multicultural counseling and development》2019,47(4):239-255
This qualitative study examined the experiences of 11 students of color who participated in 2 multicultural counseling courses in a master’s‐level counseling program at a predominantly White institution. Findings illustrate students’ learning experiences based on instructors’ racial and ethnic identities, including a pivotal transition from distrust to trust toward the White instructor. Implications for teaching race‐based topics with students of color are presented. Este estudio cualitativo examinó las experiencias de 11 estudiantes de color que participaron en dos cursos de consejería multicultural en un programa de consejería de nivel máster en una institución predominantemente blanca. Los hallazgos ilustran las experiencias de aprendizaje de los alumnos basadas en las identidades raciales y étnicas de los docentes, incluyendo una transición fundamental desde la desconfianza hasta la confianza hacia el docente blanco. Se presentan las implicaciones para la enseñanza de temas basados en la raza con alumnos de color. 相似文献
509.
Gerta Bardhoshi Bradley T. Erford Hansori Jang 《Journal of counseling and development : JCD》2019,97(2):195-208
The authors reviewed 12 studies using the Counselor Burnout Inventory, including the results from their original, large‐sample study of school counselors (N = 1,005). Aggregated internal consistency (coefficient alpha) was .90 (N = 1,708), and subscale alphas ranged from .73 to .86 (N = 2,809). Test–retest reliability was .81 (N = 18; k = 1), with subscale test–retest reliability estimates ranging from .72 to .85. Convergent comparisons were robust across 10 instruments. Structural validity indicated a 5‐factor solution and an adequate to good fit of the model to the current study's data. 相似文献
510.
Daniel Gutierrez C. Missy Butts Katie A. Lamberson Pamela S. Lassiter 《Journal of Addictions & Offender Counseling》2019,40(1):52-64
The authors examined the contributions of emotional intelligence (EI) on burnout in addiction counselors. Results indicated that EI may act as a buffer against burnout, mitigating the impact of addiction counselor burnout. Recommendations are given for counselors, supervisors, and counselor training. 相似文献