高校辅导员职业技能培训内容与方法探析

为加强高校辅导员队伍建设,进一步推动辅导员专业化职业化发展,必须从思想政治教育、党团和班级建设、学业指导、日常事务管理、心理健康教育与咨询、网络思想政治教育、危机事件应对、职业规划与就业指导、理论与实践研究等九方面,采取行为示范法、案例分析法、参观考察法、情景模拟法等培训方法与培训内容紧密匹配,才能确保培训目标的实现,提升辅导员职业技能。     

高校辅导员应对大学生突发事件策略研究

高校的稳定发展与社会主义和谐社会的构建都离不开安全稳定的校园环境。做好大学生突发事件的处置,对高校与社会发展都具有十分重要的意义。高校辅导员应从提升自身素质、建立预警机制、培养处置技能等方面承担起处置大学生突发事件的重要工作。     

应用职业生涯规划理论促进高校辅导员队伍建设

本文运用职业生涯规划相关理论,分析职业生涯规划对高校辅导员的重要性,研究高校辅导员生涯规划策略,为高校加强辅导员队伍建设提供方法和途径。     

高职高专辅导员工作方法的探索——从“刀刃”之意谈“查与察”、“刚与柔”的关系

辅导员工作关系着高校稳定和发展。每个从事学生工作的辅导员,都因个人的性格、知识架构、思维方式等不同而有所不同。一个学生就是一种性格的人,辅导员面对多少学生就必须要有多少种性格的适应能力,才能更加科学、合理地以人为本去做好本职工作。文中从"好钢用在刀刃上"的说法引申指出基于辅导员工作方法的探索,主要是强调辅导员工作中"查与察"和"刚与柔"的关系。     

高校辅导员专业化发展的背景及困境浅析

在分析辅导员专业化及专业化背景的基础上,从专业化的勇气、动力、机会、精神等四个方面,对高校辅导员专业化发展的困境进行剖析,以期推动专业化建设的进一步发展。     

Ethnically bounded homeownership: qualitative insights on Los Angeles immigrant homeowners’ experiences during the U.S. Great Recession

Immigrant homeowners’ function within ethnic boundaries in the housing market may have helped or hindered them during the recent U.S. Great Recession. This research explores this theme through interviews with immigrant and non-immigrant homeowners from four ethnic communities in Los Angeles County and the non-profit organizations that tried to assist them. Immigrant homeowners turned to co-ethnics for advice and support and formed multigenerational households as a strategy to achieve and sustain homeownership. Language and cultural barriers primed them for risky loans and thwarted their pursuit of refinance and modification when they struggled to make mortgage payments. These findings conform to existing evidence of ethnic segmentation in the housing market and imply that analyses of home buying and homeownership in areas with significant immigrant populations should factor in the role of ethnicity.     

Dissemination of the Coping Power program: Importance of intensity of counselor training.

This study examined an important but rarely investigated aspect of the dissemination process: the intensity of training provided to practitioners. Counselors in 57 schools were randomly assigned to 1 of 3 conditions: Coping Power–training plus feedback (CP-TF), Coping Power–basic training (CP-BT), or a comparison condition. CP-TF counselors produced reductions in children’s externalizing behavior problems and improvements in children’s social and academic skills in comparison to results for target children in both the comparison and the CP-BT conditions. Training intensity was critical for successful dissemination, although the implementation mechanism underlying this effect remains unclear, as condition effects were not significant for completion of session objectives but were significant for the quality of counselors’ engagement with children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Kinder training: Play-based consultation to improve the school adjustment of discouraged kindergarten and first grade students.

Examined the effects of Kinder Training on selected kindergarten and first grade students' behavior, social skills, and early literacy skills, as well as its effects on teacher behavior in the classroom. Kinder Training involves the teacher in play sessions with a child who is exhibiting discouragement in the classroom. The participants in this study included 7 kindergarten teachers, 4 kindergarten paraprofessionals, 3 first grade teachers, and their 14 selected students (median age 5 yrs, 9 mo). The teacher conducts play sessions while receiving supervision from a counselor, learning skills that are both appropriate for the playroom and valuable for the classroom. As a result of the play sessions, the teacher–student relationship is enhanced, the student feels more encouraged in the classroom, and the teacher transfers the newly obtained skills to his or her work with other students. This transfer included an increase in facilitative statements, encouragement, and limit-setting. Additionally, the teachers decreased the number of praise statements and ineffective limit-setting. The results suggest that Kinder Training is an effective intervention for struggling students and a successful proactive approach for teacher skill development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Client-specific counselor self-efficacy in novice counselors: Relation to perceptions of session quality.

Two versions of a counselor self-efficacy (CSE) measure were administered to 110 prepracticum counselors: a general version, assessing perceived capability to perform basic helping skills and manage the session process with clients generally; and a client-specific version, tapping capability to perform the same behaviors with a specific, current client. Client-specific CSE was found to (a) relate moderately to strongly with general CSE over the course of four counseling sessions, (b) increase significantly over sessions, and (c) account for unique variance in counselors' evaluations of the quality of their sessions. Although it was not a useful direct predictor of clients' session ratings, higher client-specific CSE was associated with greater congruence between counselors' and clients' perceptions of session quality. Implications for further research and training are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Strohmer and Newman.

Reports an error in the original article by Douglas C. Strohmer and Lisa J. Newman (Journal of Counseling Psychology, 1983, Vol. 30, No. 4, pp. 557-565; see record 1984-04824-001). The concluding sentence of the discussion was incorrect. The correct version is presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)