Stacey Goldman  Alison Brettle  Sue McAndrew 《Counselling and Psychotherapy Research》2016,16(4):288-297

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Katherine McArthur  Mick Cooper  Lucia Berdondini 《Counselling and Psychotherapy Research》2016,16(2):88-99

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‘How can you be strong all the time?’ Discourses of stoicism in the first counselling session of young male clients     

Sam Martin 《Counselling and Psychotherapy Research》2016,16(2):100-108

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Pedro Moreno da Fonseca 《British Journal of Guidance & Counselling》2015,43(3):351-366

Guidance systems exist within learning, working and welfare cultures, which are upheld by prevailing institutions and stakeholders. Implementing a lifelong approach questions rooted codes and idiosyncrasies of the sectors across which guidance is distributed. To support individuals' careers, unlock their potential and increase their contribution to the economy i.e. support their process of becoming, lifelong guidance must strive for effective systems' integration across policy fields, cultures and organisations. This article departs from national experiences and discusses how cultures and institutional contexts generate resistance to change, but can also be the departure point for the successful development of lifelong support to people's careers.  相似文献   

    

Foteini Lekka  Giorgos Efstathiou  Anastasia Kalantzi-Azizi 《British Journal of Guidance & Counselling》2015,43(1):156-170

The aim of the current study is to investigate the impact of counselling-based training on online peer support by comparing the interventions of trained peer supporters as opposed to non-trained peer supporters. Two independent raters analysed 746 support posts published during a period of one year at the ‘Student to Student’ online peer support discussion forum at University of Athens. Results showed that the 30-hour counselling-based training used in this study allowed trained peer supporters to use basic counselling skills, such as open-ended and closed-ended questions and paraphrasing more often and even use relatively complex techniques, such as problem solving or definition of the main problem that non-trained supporters did not use at all or used very rarely. In addition, training did not seem to affect the peer support relationship, as indicated by the lack of differences between the two groups on empathy, acceptance and empowerment. Based on these findings, it was concluded that the training enhanced the peer support offered without compromising the nature of the relationship formed between peers. Therefore, brief counselling-based training can be an integral part of every peer-moderated online support programme.  相似文献   

    

Billy Lee  Seamus Prior 《British Journal of Guidance & Counselling》2013,41(2):91-104

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Jin Kuan Kok 《British Journal of Guidance & Counselling》2013,41(5):530-543

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Amanda J. Rockinson-Szapkiw  Tracey Pritchard  Shanna McComb-Beverage  Rita Schellenberg 《British Journal of Guidance & Counselling》2013,41(5):559-572

The purpose of this study is to compare traditional and non-traditional instructional practices used in a counsellor education programme to determine their effect on pre-service school counsellors' learning and sense of community, thus leading to enhanced professional identity. Traditional and non-traditional assignments were examined: (a) a collaborative, multimedia wiki writing assignment; (b) textbook reading and corresponding quizzes; and (c) article critiques. Findings indicate that students experience a greater sense of community and learning when participating in the non-traditional, collaborative, multimedia wiki writing assignment using web-based technology. Findings also indicate that students had low computer anxiety after completing the wiki assignment.  相似文献   

    

Marina Christina Skourteli 《欧洲心理治疗、咨询与健康杂志》2013,15(4):330-345

Using attachment and mentalisation theories as a framework, the present paper aims to explore the impact of the current socio-economic crisis on the micro-processes and interpersonal dynamics that emerge between client and therapist as well as the ethical dilemmas that surface within the context of the therapeutic relationship. The first part of the paper focuses on the intrapsychic level and the subjective appraisal and experience of the crisis, as this may differ from individual to individual as well as the unique meaning-making processes that take place for clients and therapists alike. It is argued that the socio-economic crisis itself cannot be seen as an entity that is entirely independent and external to the individual but as a phenomenon that interacts in unique ways with the individual’s inner current and past experience. The second part focuses on the exploration of intersubjective processes that emerge between client and therapist, in particular the transference-countertransference dynamic, as this develops within conditions of increased arousal and anxiety. The role and responsibility of counselling psychologists in preserving reflexivity, empathy and a mentalising stance (through supervision and personal therapy) are highlighted in order to safeguard the ethical and competent practice of counselling psychology.  相似文献   

    

Carmen Schuhmann 《欧洲心理治疗、咨询与健康杂志》2013,15(1):21-38

Counsellors working with prisoners often listen to stories that are both stories of crime and stories of suffering. From a criminal justice perspective, the suffering of offenders is deliberately inflicted as punishment. From a counselling perspective, however, responding to the suffering of a client and even trying to relieve it is a basic ethical concern. So counsellors, working with offenders, may face the ethical question of how to integrate a response to the suffering of offenders with a response to crime, especially when confronted with stories of cruel, violent crimes. In this paper, it is argued that a narrative perspective on counselling offers a framework in which these responses may be integrated. Here, the principle of recognizing privileged authorship of persons is crucial. The concepts of ‘double listening for implicit others’ and ‘relationally rich stories’ are developed, which are based on concepts and ideas from narrative therapy. These serve as a first step of translating the narrative ethical framework to counselling practice.  相似文献