Research study based on adaptation and use of FIRO-B questionnaire (FIRO-B equals Fundamental Interpersonal Relations Orientation). (JES)

Third-year students in the University of Alberta's B.Ed. elementary generalist program think that the program's practicum is valuable but that the program's organization hampers learning and causes stress. Students feel ambivalent about their own preparedness for student teaching and perceive a discrepancy between the program's professed and…

Presents a training device to facilitate counselor conceptualization of client psychological functioning. Conceptualization is defined as the counselor's synthesis of cognitive behavioral, emotional, and interpersonal aspects of the client's intrapsyche dynamics. Presents a specific case conceptualization format, along with an explanation of each…

Presents a unique undergraduate course designed for the training and supervision of group leaders, and describes a combination of a didactic and experiential workshop and seminars for training and supervising group leaders. (Author)

The rationale for having health care practitioners teach students includes the optimal education of the students and continuing education for the practitioners themselves. Some goals and objectives for practitioner-instructors are provided, and instructional techniques utilized by optometric practitioner-instructors are described. (MLW)

Open systems and exchange theory are utilized to develop a framework for analyzing school-agency relationships. The framework is composed of two areas: (1) the dynamics underlying school-agency relationships, and (2) evaluation of the intraorganizational, interorganizational, and environmental factors that influence schools of social work and…

The relationship between 31 student speech clinicians' and 31 speech/language pathology supervisors' perceptions of interpersonal conditions offered by supervisors and estimates of professional growth of the student clinicians was studied. (Author/PHR)

Specific skills to be mastered by social work students are identified and a competency based framework for teaching them is delineated. Embodied in this approach is a task centered method of instruction and a "micro" or transactional approach to assessing and advancing students' skill levels. (Author/MLW)

Graduate students were exposed to a training procedure that enabled them to verbally practice responding to client negative affect and then observe a model counselor's response. When these subjects counseled angry or depressed role-playing clients, they responded more consistently than subjects exposed to other training procedures. (Author)

Presents a developmental model of counselor supervision that conceptualizes the training process as a sequence of identifiable stages through which the trainee progresses. Characteristics of supervisees at each of the four levels are discussed as well as appropriate supervision environments that encourage development to the next highest level.…

Three reasons for using cooperating teachers in teaching practice are described: professionalization of teaching; involvement of teachers in participating schools to alleviate staff load in teaching institutions; and teaching practice as a period of training for students and less of an exercise in awarding grades. (MLW)

Describes a developmental framework that incorporates four supervision models. This reflects changes that occur during supervision and offers the supervisor and trainee a means of conceptualizing developmental stages of supervision. Professionalization occurs during supervision as the trainee assumes greater responsibility for the content of…

This study determines the effectiveness of the counseling ability of master's degree students in counseling during an intensive prepracticum experience utilizing the concept of self-modeling via videotape, and determines the effectiveness of self-modeling videotape procedures. (Author)

A checklist of communication skills and techniques for student teachers includes items in the following categories: knowledge of content; knows students' names; blackboard use; use of notes; distracting mannerisms; eye contact; use of voice; facial expressions; use of humor; seating arrangement; classroom control. (JMF)