Counselling

I vissuti corporeo-relazionali in psico-oncologia:
la Gestalt Therapy oltre il limite del modello della Kübler-Ross
Analizzando i vissuti corporeo-relazionali nella triade paziente-familiari-curanti, l’autrice Paola Argentino presenta la prospettiva gestaltica in psico-oncologia.  In modo originale correla alcuni principi epistemologici della GT all’intervento clinico di psicologia sanitaria, individuando quattro aree: l’intercorporeità estetica, funzionale, cenestesica e liminare.  Evidenzia, infine, come la GT, fornendo strumenti clinici di sostegno specifico nel percorso di consapevolezza di malattia, supera i limiti del modello della Kübler-Ross, affinchè l’ultima fase della malattia non consista nell’accettazione della propria morte, ma nel raggiungere l’integrità e la pienezza di vita.

Previous scholarly studies have discussed the use of Zen Buddhism
within the person-centred approach of Carl Rogers, demonstrating the feasible influence of Buddhism over Rogers’s theories. The present research delves into the convergence and divergence of person-centred therapy and the Mahāyāna (one of the current mainstreams of Buddhism) philosophy explicated within the Vimalakīrti Nirdeśa Sūtra (a significant Mahāyāna canon); in particular, the bodhisattva spirit and four immeasurables, including loving-kindness, compassion, empathetic joy, and equanimity. Findings indicate that Carl Rogers’s counselling principles and practices comply with the Buddhist teachings of phenomenal vision, actualising tendency, and innate eagerness to alleviate suffering. This discussion also analyses ideas that have
seldom been examined in person-centred principles, such as bodhisattva
altruism, mind purity in nature and impurity caused by bewilderment,
compassion fatigue, causes of suffering, and counselling techniques.
Mahāyāna wisdom potentially offers references to the Rogerian family of
theories, which also sheds light on the use of Buddhist-influenced non-medical interventions.

This downloadable PDF is designed to give to students or others being trained as counselors. There is a compehensive list of essential knowledge and skills for counselors focused on engagement with challenging clients with substance use and coexisting mental health issues.

The vast majority of people in this world have heard about the idea of "hitting bottom" when it comes to addiction and making positve changes,  which can be a reality, but often can be a fallacy. "Topping Out" may be a more crucial consideration for young people who find themselves caught up in a lifestyle of drug and alcohol use, abuse and misuse

Educational institutions should ensure that students develop a professional identity, as well as safeguarding their well-being and activating awareness and change processes. The aim of this study was to assess the efficacy of group psychodynamic counselling as a means of reinforcing academic identity – considered the forerunner of professional identity – and psychological well-being in a group of final-year undergraduates studying clinical psychology. Thirty-three final-year-students of clinical psychology who participated in six group psychodynamic counselling sessions were compared with sixteen final-year students of clinical psychology who had never participated in an intervention of this kind. The results suggested that group psychodynamic counselling made students feel more capable of managing their lives and more open to new experiences as well as encouraging them to perceive their relationships as more positive and satisfying, to believe that their life is meaningful, and to ...

While  it  is  commonly  agreed  that  trust  plays  a  major  role  in  counselling  and  therapeutic  interventions,  mistrust  as  a  constitutive  component  has  largely  been overlooked in the literature.1 Drawing on ethnographic material obtained in urban South African women’s shelters and other institutions offering coun-selling  to  victims  of  domestic  violence,  this  chapter  discusses  counsellors’  generalized mistrust towards women’s stories of abuse and the ways in which mistrust materializes in the counselling encounter.

Gwałtowne zmiany społeczno-ekonomiczne odciskają głębokie piętno na biografiach ludzi, a więc również na skierowanym do nich poradnictwie, zwłaszcza poradnictwie kariery. Zmienia się także samo rozumienie kariery. Wszystko to sprawia, że poradoznawstwo poszukuje nowych koncepcji opisu tej płynnej i niejednoznacznej rzeczywistości oraz sposobów jej interpretacji. Jednocześnie zmieniają się same nauki społeczne – następuje przejście paradygmatyczne od pozytywizmu do interpretatywizmu. Orientacje ulokowane w tym nowym paradygmacie rozumiejącym, zakorzenione w tradycji fenomenologiczno-hermeneutycznej, stają się atrakcyjnym polem poszukiwań badawczych oraz zdają się odpowiadać na współczesne potrzeby zarówno teorii, jak i praktyki poradnictwa. Jednym z takich stanowisk jest obecne podejście konstruktywistyczne łączące w sobie tradycje kognitywistyki i konstrukcjonizmu społecznego. Stanowisko to zdaje się być radykalne, gdyż kwestionuje istnienie obiektywnie poznawalnej rzeczywistości i proponuje nową ontologię społeczną, gdzie jest możliwych wiele rzeczywistości społecznych konstruowanych przez jednostki i grupy w trakcie wzajemnych interakcji poprzez uzgadnianie i nadawanie znaczeń tej rzeczywistości. Stąd kariera, ale także tożsamość jest konstruowana, a nie odkrywana. Konstruowanie dzieje się poprzez narracje. Stanowisko to ma głębokie i szerokie implikacje dla poradnictwa kariery. Interesującą propozycję aplikacji konstruktywizmu do poradnictwa zaprezentował grecki badacz Spyros Kriwas. / Rapid socio-economic changes leave a deep imprint on people's biographies and, therefore, also on counselling, especially career counselling. The meaning of a career itself is also changing. All this means that counselling studies are in need of a new concept for describing this fluid and uncertain reality and new ways of describing it. At the same time, social sciences are also changing - there is a shift in paradigm from positivistic to interpretative. Approaches within this new understanding paradigm, tracing their roots to the phenomenological-hermeneutic tradition, are becoming an attractive area for research and seem to correspond to contemporary needs of both theory and practice of counselling One of such approaches is the constructivist position that combines the cognitive and social constructivism traditions. Such a position appears to be radical, as it puts into question the existence of an objectively cognitive reality and proposes a new social ontology. It would be based on many possible social realities constructed by individuals and groups through interactions, such as accommodating and giving meaning to the said reality. Therefore a career, but also an identity is constructed, not discovered. This construction is done through narration. Such an approach has deep implications for career counselling. The Greek researcher Spyros Kriwas presented an interesting proposal for applying constructivism to counselling.

Educational institutions should ensure that students develop a professional identity, as well as safeguarding their well-being and activating awareness and change processes. The aim of this study was to assess the efficacy of group psychodynamic counselling as a means of reinforcing academic identity – considered the forerunner of professional identity – and psychological well-being in a group of final-year undergraduates studying clinical psychology. Thirty-three final-year-students of clinical psychology who participated in six group psychodynamic counselling sessions were compared with sixteen final-year students of clinical psychology who had never participated in an intervention of this kind. The results suggested that group psychodynamic counselling made students feel more capable of managing their lives and more open to new experiences as well as encouraging them to perceive their relationships as more positive and satisfying, to believe that their life is meaningful, and to achieve greater self-acceptance. The in-depth exploration also prompted students to consider their commitment to their choice of career. Group psychodynamic counselling also reinforced students’ educational choice, as the likelihood of students becoming less committed to this choice was reduced after the intervention. Thus, the study confirmed the efficacy of group psychodynamic counselling as a means of reinforcing both academic identity and promoting well-being and demonstrated that it is a tool clinical psychologists and university teachers could use to activate self-reflection and change within educational settings.

Background: Diet is central to treatment of type 2 diabetes. This review aimed to compare the effectiveness of nutrition therapy delivered by dietitians to nutrition advice delivered by other healthcare professionals in adults with type 2 diabetes on metabolic parameters.

Methods: Cochrane CENTRAL, CINAHL, EMBASE, MEDLINE and PsychINFO were searched for randomised controlled trials of three months duration or longer, published from 1st January 2008 to 18th June 2019. Relevant data were extracted from studies with additional author information. Random-effects meta-analysis assessed mean changes in HbA1c and other clinical parameters. PROSPERO registration number: CRD42019130528.

Results: Of 2477 records identified, fourteen studies, involving 3338 participants, were eligible for qualitative synthesis and meta-analysis. The mean changes [95% CI] at follow-up in HbA1c, BMI, weight, LDL cholesterol, systolic and diastolic blood pressure were -0·47 [-0·92, -0·02] %, -0·38 [-0·63, -0·13] kg/m2, -1·49 [-2·14, -0·84] kg, -0·15 [-0·33, 0·04] mmol/L, -0·75 [-2·45, 0·96] mm Hg and -1·17 [-4·52, 2·17] mm Hg respectively in favour of the intervention group. The quality of evidence was limited due to heterogeneity, risk of bias, publication bias and indirectness.

Conclusions: Nutrition therapy provided by dietitians was associated with better clinical parameters of type 2 diabetes, including clinically significant improved glycaemic control, across diverse multiethnic patient groups from all six inhabited continents. This conclusion should be reflected in clinical guidelines.

Keywords: Clinical effectiveness; Dietetic counseling; Medical nutrition therapy; Metabolic syndrome; Systematic review; Type 2 diabetes mellitus.

BACKGROUND Real-time video communication technology allows virtual face-to-face interactions between the provider and the user, and can be used to modify risk factors for smoking, nutrition, alcohol consumption, physical activity, and obesity. No systematic reviews have examined the effectiveness of individual real-time video counseling for addressing each of the risk factors for smoking, nutrition, alcohol consumption, physical activity, and obesity. OBJECTIVE This systematic review aims to examine the effectiveness of individually delivered real-time video counseling on risk factors for smoking, nutrition, alcohol consumption, physical activity, and obesity. METHODS The MEDLINE (Medical Literature Analysis and Retrieval System Online), EMBASE (Excerpta Medica Database), PsycINFO, Cochrane Register of Controlled Trials, and Scopus databases were searched for eligible studies published up to November 21, 2019. Eligible studies were randomized or cluster randomized trials that tested...

In this dissertation titled, A Holistic Wellness Approach for Dealing with Posttraumatic Embitterment Reaction, the researcher examines how trauma and posttraumatic embitterment can be demystified in a manner that can make a positive difference to the quality of people’s lives.
The study offers a unique perspective on the role of people’s spiritual context in bitterness. Forgiveness and restoration of health is explored to understand the effects of discourses in a holistic context.
To achieve this, a variety of techniques were utilized. A method of case studies is used to study the meaning of illness and how people can grow from posttraumatic embitterment to gracious wellness. This phenomenon was investigated by making use of a literature study and several case studies.
The conclusions make a valuable contribution to guide a client towards wellness through wholeness with the Posttraumatic Wellness Coaching Model.
The Posttraumatic Wellness Coaching Model serves as an early intervention model outside the sphere of a biomedical context. This model addresses embitterment, and other posttraumatic reactions and this model can be applied in a variety of contexts. This includes a coaching practice, the workplace, pastoral intervention, counselling relationships and education environments. The practical orientation of the model ensures that it can be applied to people of different ages and different levels of education. The model can be utilized in conjunction with other therapeutic and educational models or interventions.

Seventy-two (n = 72) school counselors from South Carolina were surveyed to assess their perceptions of their pre-service training in relation to eight school-family-community partnership roles and their perceived level of involvement in these roles, This exploratory study sought to determine whether school counselors varied by school level in their perceptions of their training and involvement and whether or not significant relationships existed between perceptions of pre-service training and perceived level of involvement in the eight partnership roles. Implications for practice, training, and research are discussed.

Abstract Explanations for the rise in demand for counselling are discussed. These include dissatisfaction with clinical psychology, the loss of social and personal supports, New Age aspirations for personal development, and insuficient numbers of clinical psychologists. ...

"By inviting educators from diverse backgrounds to participate in creative conversations I had hoped to reflect on experiences that had helped construct our theories of environmental education, and inform practice. I sought consistency across the espoused ethics of co-participants, namely critical perspectives grounded in environmental justice. However, this quest was interrupted by a growing awareness of the interference of power dynamics between myself and the other participants, and of my own commitment to respect the stories being told. This narrative describes my “dance” of meaning making.
The community dance examining privilege, identity and meaning is a study of how I may be contributing to the same oppressive situations I passionately strive to work against. Concepts of knowledge, power, and identity ebbed and flowed within stories drawn from the mountains of Tanzania to the hills of Colombia, and from the frozen shores of Kirkland Lake to the trout filled streams of Karman, Iran. Making meaning is itself an act of power and privilege, so I danced to make room for multiple understandings of these stories, of environmental education, and of research. This work offers an experience of disruption that raises questions and broadens the inclusion of people, ideas and other life into “accepted” research and pedagogical practices.
Conventions embedded within research and education were disrupted throughout this reflexive process. As the author of this text, I was uncomfortable with the role of being the dominant voice, and consciously chose not to impose my interpretation on the stories shared by co-participants. The struggle to resist the very privilege in which my own education practice and this research process are so deeply steeped revealed normative forces that often threaten to undermine attempts by educators and researchers to act according to critical theories and environmental justice ethics. To accept the invitation to dance with the text is to step into the rhythmic intricacies of a collaborative process of reflexion. Circling hand-in-hand and giving weight to fellow dancers’ movements shifts individuals from being carriers of truths to being community members sharing in the collaborative process of dancing the world into existence."

[AMAZON LINK BELOW TO BOOK ITSELF -- TOC and book intro in downloadable .pdf] 

"It is a common experience that a problem difficult at night is resolved in the morning after the committee of sleep has worked on it." --John Steinbeck Scientific research confirms what people have always known: answers, ideas, and inspiration do come to us in dreams. Harvard psychologist and world-renowned dream specialist Deirdre Barrett, Ph.D., offers this rich collection of examples of how the world's most creative practitioners in art, music, film, science, literature and other fields have used the revelations of their dream life to inform their work. Dr. Barrett offers insights showing us how to encourage lucid, meaningful dreaming, and how to apply the meanings of our dreams to solving problems--from the everyday to the extraordinary. This is the stuff dreams are made of. In the visual arts, Jasper Johns couldn't find his unique artistic vision until he dreamed it in the form of a large American flag. Salvador Dali and his colleagues built the startling new genre of surrealism out of dreams. Kubla Kahn dreamed the design for his stately pleasure dome; thousands of years later, Lucy Davis, chief architect at a major firm, continues the tradition of dreaming designs into life in her extraordinary buildings. Film is a fertile avenue for dreams: "Twice I have transferred dreams to film exactly as I had dreamed them," confides director Ingmar Bergman, as have Federico Fellini, Orson Welles, Akira Kurosawa, Robert Altman, and John Sayles. From Mary Shelley's terrible nightmare, which became Frankenstein, to Stephen King's haunting dream as a little boy, which led to his first bestseller, countless writers have consulted the Committee. Musicians from Beethoven to Billy Joel and Paul McCartney have whistled the Committee's tunes. In science, physiologist Otto Loewi dreamed the medical experiment that earned him the Nobel Prize. In sports, Marion Jones dreamed she'd broken a world record, then brought the dream to life. Gandhi translated his dream of resistance into a movement that changed the world. Since Freud, we take it for granted that our dreams reflect our past. In The Committee of Sleep, Barrett reveals how dreams can also tell us about our future potential--and how to reach it.

The landscape of relationships, gender, and sexuality continues to change rapidly across the world. This includes recognition of relationship styles such as polyamory, in which individuals have multiple romantic relationships with the knowledge and consent of all involved. In the academic literature on polyamory, social work perspectives are noticeably absent. Thus, a scoping review concerning social work, counselling, and polyamory was conducted to assess knowledge from the last decade and to contribute to the field. The themes that arose were the need for clinicians to examine their biases toward monogamy
and polyamory, including perceptions of insecure attachment and a lack of commitment in polyamorous relationships.The literature also recognizes that polyamorous individuals often have fluid identities and sexual orientations. Finally, social workers have a duty to create a
safe environment for polyamorous clients because of widespread societal stigma. As social work values client self-determination and examination of societal discourses, the field would benefit from further research into polyamory; this article is just the beginning.

SNEHA, a non-profit organisation, implements a program on prevention of gender
based violence in informal urban settlements of Mumbai. This article highlights the strategies
adopted to carry out prevention work on gender-based violence in a complex urban setting. It
puts forth a rationale for a comprehensive service delivery and a pragmatic approach to community
mobilization for prevention of gender-based violence. It delves on ethical concerns of
executing programs on gender based violence and adds to the discourse of developing measures
and indicators of success of the program. The impact of the prevention strategies is realised
through the extent and number of cases of gender based violence being referred from the community.
It aims to share lessons learned that could be contextualised in other settings where
non- profit or governmental organisations propose to implement programs on prevention of
gender based violence. The review concludes that convergence approach is crucial for communities,
non-government organisations and public systems to synergise together to prevent
gender based violence.

University counselling departments have seen a consistent rise in student demand for psychological services and with students who present with severe poor mental health. This increase has led to managers of university counselling services exploring creative and dynamic ways to respond to the changing needs of the university student. While universities have introduced a range of models to address student mental health and wellbeing, the University of the Sunshine Coast (USC) counselling team introduced a centralised same-day telephone triage service in response to student demand. The present article aims to discuss the process and outcomes of the new triage service.

Uzmanlar, klinisyenler ve araştırmacılar, yeme bozukluklarının duygusal düzensizliklerden kaynaklandığı vakalarda Diyalektik Davranış Terapisinin etkin olacağı konusunda hemfikirdi. Alanda yapılan pek çok adaptasyon çalışması olmasına rağmen Debra Safer, Christy Telch ve Eunice Chen bunu deneysel bazda yapan ilk kişilerdir. Standart diyalektik davranış terapisinin, tıkanırcasına yeme bozukluğu ve blumia nervoza semptomlarını tedavi etme yollarının yapılandırılmış bir özetini sunan bu kitap ile alandaki ihtiyaca cevap vermişlerdir. Bu alanda çalışan klinik psikologların ve danışmanların mutlaka okuması gereken önemli bir kaynak olmakla birlikte bu alanda okuyan öğrenciler için de farklı bir bakış açısı kazandırmaktadır.
Dokuz bölümden oluşan bu kitapta tedavi kapsamlı olarak ele alınmıştır. Genel çerçevede, olumsuz duygularla başa çıkmanın daha uyumsal yollarını öğreten becerilerin kazanımı ile tıkanırcasına yeme ve boşaltmayı durdurma hedefine ulaşma yolu adım adım çizilmiştir. Blumia nervoza ve tıkanırcasına yeme bozukluğuna sahip insanların karılaştığı sorunlar ve mevcut tedavi yöntemleri ele alınarak okuyucuya genel bir bakış açısı kazandırılır. Standart terapinin detaylı bir şekilde tanıtımından sonra bunun adaptasyonunun neden gerekli olduğu, adapte etmenin mantığı mevcut kanıtlar ile sunulur. Daha sonra, tedavi öncesi ve başlangıç oturumlarından tedaviyi sonlandırmaya kadar olan süreç aşama aşama ele alınır. Nüksetmeyi önleme kısmına değinilir. Son olarak kapsamlı vaka örnekleri ile anlatılanların sağlam temeller üzerine oturması sağlanır.
Amacına uygun şekilde düzenlen bu kitap, diyalektik davranış terapisi adapte edilirken belirli sınırlar çizmek yerine okuyucuya geliştirilebilir bir zemin hazırlar. Bu yönüyle tedaviyi uygulamaya ve geliştirmeye teşvik eder. Açıklayıcı vaka örnekleri ve kanıtlar ile tedaviyi tüm ayrıntılarıyla sunarak farklı alanlardan okuyuculara hitap eden bu titiz çalışma özellikle alandaki uzmanlara klinik psikologlara, danışmanlara ve araştırmacılar için bir rehber niteliğinde olacak niteliktedir.

The profession of counseling psychology in the United States of America has evolved and developed over the last six decades. The current article provides a brief historical overview and highlights counseling psychology's emergence in the US with particular attention to the influences surrounding the birth of counseling psychology in the 1950s. A review of major developments in counseling psychology in

Education in the broadest sense is aimed at helping individuals become more productive members of the society. At the heart of the whole pedagogy is Guidance and Counselling, which has been positively correlated with effective learning outcomes. Primarily, School Guidance and Counselling services are geared towards helping students know themselves, the world around them and make optimal decisions for enhanced future for all. This paper presents guidance and counselling services provided in the school system. It contends that since counselling services are expedient for everyone, all through life, the Counsellor, who is the service provider, needs to be always on top of his/her job.

"My inquiry will focus on an attempt to locate an ethos of music education. Because I acknowledge that the ethos of a society must logically precede a study of ethics (Ryan, 1972, p. 291, Miller, 1974, p. 309), and given the dramatic changes over the past 30 years in the ways that we create, record, store, access, and perform music, much of my exploration will be positioned in an examination of music and new digital media in the 21st century and how it is used by countless adolescents. Thus, in the development of my line of rhetoric I will (1) begin with basic Aristotelian (1984, 1999) notions of art making, artistic activity, and ethos, (2) discuss the relationship between téchne and technology, and (3) téchne and logo, (4) briefly describe the phenomenon of music making in the digitally enriched 21st century, (5) attempt to discover an ethos of music and music education in the 21st century, and (6) based on the possible discovery of an ethos, determine the ethical outcomes regarding curriculum and pedagogy in music education.

I argue that that the profession has not been responsible in the ways that we have constructed an ethos—any notion of ethos—over the past 80 years, in music education textbooks, music curricula, research, and position documents, and in the ways that we (re)present reasons for why music belongs in the schools. Our profession seems to be grasping at straws in our advocacy for ‘justification’ and ‘academic positioning,’ while we may merely need to identify the individuals and communities of people whose lives have been changed by their experiences with music and enlist them to help us (re)define and refine our role not only in education but in society. At best, we may have an ethos that is antiquated and not related to 21st century youth, and most catastrophically, no sensibility regarding the music identity of the majority of youth in digitally enabled nations. It seems that we possess no center, no unified voice, no sense of music of the 21st century, and no sense of “knowing our market” (see Rideout et al, 2010). We need to (re)elaborate what is perceived as ‘music activity,’ in and out of schools and in structured and unstructured learning situations (Gouzouasis & Bakan, 2011). Moreover, we are not speaking to the very people who can understand the need for music education in the schools—the youth of today, who will become the creators and consumers of music and policy makers of tomorrow. Thus, this paper questions how we can create an ethos of music education for our profession without including the individuals who are being ‘educated’ by our notions of music education—our youth themselves.
"

This essay describes contemporary cultural practices related to death, dying and bereavement in Judaism, Mayan Indian and Christian traditions.  Twelve types of loss that a client might experience.  Three influential innovators of loss and grief theory: Bowlby, Kübler-Ross and Worden.  The four tasks of grieving by Worden.  Three complicated grief reactions: delayed grief, masked grief and chronic grief.  And the importance of rituals and experiential activities in response to loss.

Certification allows the holder to conduct empathy education, using the CMHC curriculum and text, on a fee-for-service basis. On completion, the participant receives the designation Certified Empathy Trainer (CET). Objectives:  1. To assist the healthy development of emotional awareness and empathy. 2. To assist the ability to defend the views of your perceived opponent.

The article introduces discourse analysis as a fruitful approach to psychotherapy change-process research. Extracts are presented from a successfully resolved, client-specified, problematic theme that was selected from a successful 8-session psychodynamic-interpersonal therapy of a female client presenting with a major depressive episode. The study offers a heuristic demonstrating (a) how resolution of the client's problem evolved from implications raised by the client's own description of her predicament and involved the therapist's legitimation of a morally defensible account of the client's actions and (b) how cultural meanings can be brought into the consulting room as intimately personal problems. The implications of studying therapeutic change as a discursive activity comprising the use and negotiation of sociocultural meanings are discussed.

In chapter 10, Linday Finlay writes with Anna Madill , to describe and explain some different ways to analyse data. Four contrasting types of analysis are outlined with practical exemplars: narrative, thematic, discursive and creative. Each type of analysis highlights different aspects and so enables different insights. As such, qualitative analysis is always tentative, partial and emergent....

Education is the bedrock of development worldwide. The quality of education naturally determines the quality of development. Education appears to be a mystical wand that wields answers to many of the challenges in the world today. The relationship between education and National Development has been established, such that education is now internationally accepted as a key development index. This explains why contemporary world attention has focused on education as an instrument of launching nations into the path of sustainable development.  It is in recognition of the importance of education that governments at all levels in Nigeria have made commitments in the country’s educational policies for the citizens to have access to education. This paper which adopts qualitative research approach also examines the thrusts of Nigeria’s educational policy frameworks and its implications for national development strategies.

Artikkel annab ülevaate narratiivteraapia teoreetilistest alustest ja selle meetodi kasutamisest seoses kehakuvandi  kujunemisega  teisme- ja noorukieas. See on kirjutatud sooviga aidata kaasa teooria ja praktika lõimimisele kliinilises ja rakenduslikus sotsiaaltöös. Ülevaade põhineb narratiivteraapia kasutamise juhistel ja kirjandusallikatel, ühtlasi on artiklis kirjeldatu ka minu doktoriõpingute teema.
Tutvustan analüüsi aluseks olevat teaduskirjandust ja materjale narratiivteraapia kohta, alustades selle poststrukturalistliku teraapiameetodi kõige üldisemast raamistikust ning liikudes kitsamate kehakuvandit puudutavate alateemadeni. Narratiivteraapia põhimõtteid saab kasutada nii töös inimestega, kellel on moonutatud arvamus oma välimusest (nn keha düsmorfiline häire) kui ka näiteks kaasasündinud rindkere moonutusega inimeste puhul: mõlemal juhul võib tulla kõne alla kas kirurgiline või mittekirurgiline korrektsioon. Jättes kõrvale meditsiinilised sekkumised, analüüsin oma uurimistöös nii kirjandusest pärinevaid kui ka teraapia eri osapooltelt (noorukid ise, nende pered, terapeudid ja arstid) kogutud andmeid selle kohta, kuidas narratiivteraapia soodustab positiivse kehakuvandi kujunemist teismelistel ja noorukitel, võttes arvesse ka teraapias osalevate noorte sotsiaalkultuurilist konteksti. Kuna narratiivteraapia põhimõtteid saab kasutada igasuguse nõustamise puhul, siis pakuvad artikli järeldused huvi lugejatele, kes soovivad rohkem teada saada sellest lähenemisviisist ja selle kasutamise võimalustest rakenduslikus sotsiaaltöös.

The study investigated the relationship between examination anxiety and students ’ attitude towards examination malpractices in tertiary institutions in Delta State. The population of the study consisted of 12,000 first year regular students in eight tertiary invitations in Delta State. The proportional stratified sampling technique was used to select a sample size of 1,200 subjects who responded to the Examination Anxiety and Attitude Questionnaire. Data collected was analyzed with correlation and multiple regression statistics and it was found that there is a positive relationship between examination anxiety and attitude towards cheating in examinations. Students who possessed high examination anxiety were more predisposed towards cheating in examinations. Therefore it was recommended that measures of examination anxiety could be used by Counsellors to identify students who were likely to engage in examination malpractices so that proactive therapies could be administered on them ...

A model of therapeutic and rehabilitative intervention has been developed for severely disturbed psychiatric patients in the first assisted Therapeutic Community of the Mental Health Department in Syracuse, Italy, following the epistemological bases of Gestalt Psychotherapy. The model includes definitions—the nature of a therapeutic community, and its means of intervention—and proposes a methodology. The methodological model follows the phases of an "Evolutionary Contact Cycle" experienced by the patients from their admission to their discharge, made up of 6 phases: Confluence, Introjection, Projection, Retroflection, Contact and Post Contact. Gestaltic community therapy and the elements of difference with the 1st model of community proposed by M. Jones (1968) are analysed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

This study examined the factor structure of the School Counselor Leadership Survey (SCLS). Survey development was a threefold process that resulted in a 39-item survey of 801 school counselors and school counselor supervisors. The exploratory factor analysis indicated a five-factor structure that revealed five key dimensions of school counselor leadership: (a) interpersonal influence, (b) systemic collaboration, (c) resourceful problem solving, (d) professional efficacy, and (e) social justice advocacy. This article discusses implications for practice, research, and training.

This study tested a parent empowerment framework using a national sample of 9,982 parents from the Parent and Family Involvement Survey (National Center for Education Statistics, 2007) to investigate relationships between parent empowerment and children’s academic performance. A multinomial logistic regression demonstrated significant relationships between parents’ competence, self-determination, community belonging, community participation, and academic performance, which differentiate among parents based on racial/ethnic, language, and socioeconomic backgrounds. Findings highlight the importance of parent empowerment interventions that consider structural barriers in schools.