LEADER 06132nam 22006614a 450 001 9910963541703321 005 20200520144314.0 010 $a9781429475372 010 $a1429475374 010 $a9780313075117 010 $a0313075115 035 $a(CKB)1000000000007835 035 $a(OCoLC)70763543 035 $a(CaPaEBR)ebrary10023087 035 $a(SSID)ssj0000284721 035 $a(PQKBManifestationID)11222604 035 $a(PQKBTitleCode)TC0000284721 035 $a(PQKBWorkID)10262123 035 $a(PQKB)11629515 035 $a(Au-PeEL)EBL3000780 035 $a(CaPaEBR)ebr10023087 035 $a(OCoLC)929145122 035 $a(MiAaPQ)EBC3000780 035 $a(Perlego)4203056 035 $a(EXLCZ)991000000000007835 100 $a20010202d2002 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeaching strategies for constructivist and developmental counselor education /$fwritten and edited by Garrett McAuliffe and Karen Eriksen 205 $a1st ed. 210 $aWestport, Conn. $cBergin & Garvey$d2002 215 $a1 online resource (192 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9780897897983 311 08$a0897897986 320 $aIncludes bibliographical references and index. 327 $aIntro -- Contents -- Preface -- 1 The Heart and Craft of Teaching: What We Know Garrett McAuliffe -- Constructivism: A Route Through the Labyrinth -- A Problem: Dangerous Dualisms -- The "Heart" of Teaching: Emotion, Experience, and Moral Purpose -- The Craft of Teaching -- Conclusion -- References -- 2 Using Traditional Teaching Methods Effectively: A Guide to Lecturing, Asking Questions, and Leading Discussions Garrett McAuliffe -- Lecture -- Questioning -- Classroom Discussion -- Conclusion -- References -- 3 Activities for Increasing Personal Awareness Karen Eriksen, Nathalie Kees, Rolla E. Lewis, James McGraw, Carlotta J. Willis, Lois Benishek -- The Feelings Round -- Conclusion -- Appendix -- References -- Guided Visualization -- References -- The Structured Narrative Exercise -- Sample Structured Narrative: "Vision of Self as a Counselor" -- References -- Introspection, Film Review, and Group Discussion -- References -- Activities for Increasing Awareness of Nonverbal Communication -- Classroom Experiences -- Conclusion -- Appendix -- References -- The "Archeological Dig" Exercise -- References -- 4 Activities for Increasing Multicultural Awareness Garrett McAuliffe, Marilyn J. Montgomery, Raquel Contreras, Aretha Faye Marbley, William M. Kurtines, Karen Eriksen -- Walt Whitman's Challenge: The Self-Authorizing Activity -- Conclusion -- References -- Appendix -- Identifying Cultural Group Memberships: An Introductory Activity -- References -- Appendix -- Minding Our Manners: An Activity for Constructing Ethnicity -- Conclusion -- References -- Participatory Activities for Diversity Training -- Awareness of One's Own Culture -- Awareness of Differences -- Increasing Your Knowledge About Local and Particular Ethnic Groups -- Assuming Another's Ethnic Identity Throughout Role-Taking. 327 $aExperiencing Another's Ethnic Identity Through the Expressive Arts -- References -- Introduction to Cultural Assimilation -- References -- 5 Improvisational Activities Karen Eriksen, Michael O'Connor, Garrett McAuliffe -- Dramatic "Sculpting" -- References -- Behavioral Role Play and Gestalt Chair Work -- Conclusion -- References -- Modeling the Counseling Interview in Three Stages: A Course-Opening Activity -- References -- 6 In-Class Group Activities Karen Eriksen, Gail Uellendahl, Joan Blacher, Garrett McAuliffe -- Introductory Card Sort Exercise -- References -- The Great Debate -- References -- Creating a Program -- Conclusion -- References -- The Internship Case Supervision Go-Round -- References -- Case Studies -- References -- 7 Using Projects as Teaching Tools Karen Eriksen -- Using Simulation to Teach about Professional Associations and Advocacy -- References -- The Community Interview and Panel Discussion Activity -- Reference -- Index -- About the Editors and Contributors. 330 8 $aAn urgent need exists for a guide to innovative mental health education. Despite the hundreds of programs in existence for training students in counseling, human services, social work, and psychology, teachers in such programs have relied on an informal network of information exchange to guide their teaching practice. Yet, constructivist and developmental theories now point to sound, innovative practices for teaching. This volume delineates some of those practices. The authors take the position that, despite years of research on effective adult education, university teaching fails, in practice, to incorporate research-supported teaching principles. Current university instruction is still dominated by the teacher-as-authority model, in which he or she downloads information from the front of the class and expects students to regurgitate it in papers and on exams. This book seeks to counter the limitations of these often-unquestioned methods. The social constructionist and constructive developmental paradigms undergird the descriptions of counselor preparation strategies offered in this book. Such strategies are characterized by the themes of meaning-making, collaboration, equality, and activity in the learning environment. 606 $aConstructivism (Psychology) 606 $aEducational counseling$xStudy and teaching (Higher) 606 $aStudent counselors$xTraining of 615 0$aConstructivism (Psychology) 615 0$aEducational counseling$xStudy and teaching (Higher) 615 0$aStudent counselors$xTraining of. 676 $a378.1/94 700 $aMcAuliffe$b Garrett$01795757 701 $aEriksen$b Karen$f1956-$01813726 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910963541703321 996 $aTeaching strategies for constructivist and developmental counselor education$94367124 997 $aUNINA