1,720,954 research outputs found
Surviving and flourishing: A study of two counsellor educators' experiences of a year of peer supervision.
Get PDFIncreased economic pressure, reduced resources, new technologies and results-driven educational contexts place continual demands on counsellor educators. In the face of these, peer supervision has the potential to support and develop counsellor educators in their roles. This autobiographical study presents two senior counsellor educators' experiences of peer supervision. The year of peer supervision was recorded by one peer colleague in a reflective journal. Analysis of written conversations and goals concluded that the peer supervision relationship and reflective process were valuable in providing support, managing role demands, enhancing confidence, preserving wellbeing, offering peer modelling, promoting professional development, and supporting teaching performance. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.
Students' Stories of Challenges and Gains in Learning Cognitive Therapy.
Get PDFCounsellor educators are responsible not only for teaching counselling students but also for facilitating their personal development processes during training. An understanding of student learning experiences can support counsellor educators in this task. This qualitative New Zealand study extends the examination of reflective practice by researching student reflections on their learning rather than the reflections of the educators. Using narrative method, it explored seven undergraduate students' experiences of learning cognitive therapy. Findings suggest that students experienced varied challenges during this process. These included the demands of: managing preconceptions, changing counselling models, matching student learning with tutor teaching styles, and translating the model cross-culturally. Out of these challenges emerged beneficial learning for students, including valuing self-development through self-practice, a deeper empathy for clients, and a growing perception of themselves as competent to apply cognitive therapy. This paper concludes by recommending some ways in which counsellor educators could support students in learning cognitive therapy. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.
Students' Stories of Self Case Study While Learning Cognitive Therapy: A New Zealand Narrative Study
No full textThis narrative inquiry study examines the stories told by seven adult students about learning cognitive therapy and how they experienced being both the subject and the writer of their own case study. At the time of being interviewed, some were completing a Bachelor of Counselling or Alcohol and Drug Studies, while others had completed their counsellor training and had employment in their profession. The students completing the Alcohol and Drug Studies are also trainee counsellors with a particular specialisation. All students completed a ten day, introductory course in Cognitive Therapy. There has been limited research exploring the learning experiences of students on cognitive therapy training. There does not appear to be any research on either the use of self case study in Cognitive Therapy education or the student experience of self case study. The purpose of this study was twofold: firstly, to explore the students’ perspectives on what it was like to learn cognitive therapy and secondly, to explore the students’ experiences of completing a case study on themselves. In this study, narrative interviews were used to invite participants to tell their story. The interviews were audio taped and transcribed. The participants’ in depth stories when analysed, produced clear thematic content as well as unique accounts of personal learning journeys. Analysis involved rewriting each interview as a core narrative, structured to show each participant’s position when they began learning, the essence of the story line, their unique voice, the plot direction, the story’s climax, including the impact on their identity and finally, their core message. These narratives are represented by six short pieces of prose and a poem. The narrators and cognitive therapy are central characters in all stories. Thematic content was depicted as steps in a learning process. All core narratives were sent to each participant for checking that it captured their original story and its meaning. The findings were that adult counselling students found brief introductory training courses in Cognitive Therapy to be very effective for enabling them to learn the cognitive therapy model, to refine their cognitive therapy skills and to enhance their own personal development. Self case study has the potential to provide a complex, multi-dimensional learning opportunity facilitating deep learning. Self case study can result in transformative learning and the development of new stories of identity for the writer (and subject) of the case study. Individual student accounts suggest that Cognitive Therapy can be usefully adapted for some Maori and self case study can be a means of strengthening cultural identity. In addition, for some counselling student trainees, the process of doing a self case study may provide a means of working through childhood trauma. The findings provide some preliminary support for including use of self case study within the counselling curriculum. Self case study can provide opportunities for deepening learning about theory and practice, which is all the more potent when related to students’ own selves. Given support, students might be encouraged to complete self case study as a means of gaining significant personal development. Such curriculum changes would require additional expertise on the part of counselling educators. The narratives analysed in this study suggest that particular support may be needed to enable the safe self development of students from ethnic minority groups and also to provide well for those who had experienced childhood trauma. This is recommended as an area for further research. Given that Counselling education has the task of developing and preparing students for the Counselling profession, students’ perspectives on this experience, are an important and relatively underdeveloped area of research. There is a need for further research specifically on students’ learning experiences in Cognitive Therapy. Ongoing research is needed about the use of self case study as a learning opportunity for student learning and personal development
Students' stories of self case study while learning cognitive therapy: a New Zealand narrative study
No full textThis narrative inquiry study examines the stories told by seven adult students about learning cognitive therapy and how they experienced being both the subject and the writer of their own case study. At the time of being interviewed, some were completing a Bachelor of Counselling or Alcohol and Drug Studies, while others had completed their counsellor training and had employment in their profession. The students completing the Alcohol and Drug Studies are also trainee counsellors with a particular specialisation. All students completed a ten day, introductory course in Cognitive Therapy. There has been limited research exploring the learning experiences of students on cognitive therapy training. There does not appear to be any research on either the use of self case study in Cognitive Therapy education or the student experience of self case study. The purpose of this study was twofold: firstly, to explore the students’ perspectives on what it was like to learn cognitive therapy and secondly, to explore the students’ experiences of completing a case study on themselves. In this study, narrative interviews were used to invite participants to tell their story. The interviews were audio taped and transcribed. The participants’ in depth stories when analysed, produced clear thematic content as well as unique accounts of personal learning journeys. Analysis involved rewriting each interview as a core narrative, structured to show each participant’s position when they began learning, the essence of the story line, their unique voice, the plot direction, the story’s climax, including the impact on their identity and finally, their core message. These narratives are represented by six short pieces of prose and a poem. The narrators and cognitive therapy are central characters in all stories. Thematic content was depicted as steps in a learning process. All core narratives were sent to each participant for checking that it captured their original story and its meaning. The findings were that adult counselling students found brief introductory training courses in Cognitive Therapy to be very effective for enabling them to learn the cognitive therapy model, to refine their cognitive therapy skills and to enhance their own personal development. Self case study has the potential to provide a complex, multi-dimensional learning opportunity facilitating deep learning. Self case study can result in transformative learning and the development of new stories of identity for the writer (and subject) of the case study. Individual student accounts suggest that Cognitive Therapy can be usefully adapted for some Maori and self case study can be a means of strengthening cultural identity. In addition, for some counselling student trainees, the process of doing a self case study may provide a means of working through childhood trauma. The findings provide some preliminary support for including use of self case study within the counselling curriculum. Self case study can provide opportunities for deepening learning about theory and practice, which is all the more potent when related to students’ own selves. Given support, students might be encouraged to complete self case study as a means of gaining significant personal development. Such curriculum changes would require additional expertise on the part of counselling educators. The narratives analysed in this study suggest that particular support may be needed to enable the safe self development of students from ethnic minority groups and also to provide well for those who had experienced childhood trauma. This is recommended as an area for further research. Given that Counselling education has the task of developing and preparing students for the Counselling profession, students’ perspectives on this experience, are an important and relatively underdeveloped area of research. There is a need for further research specifically on students’ learning experiences in Cognitive Therapy. Ongoing research is needed about the use of self case study as a learning opportunity for student learning and personal development
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Where Have They Gone? What Are They Doing?
Get PDFA postal survey examined counselling graduates' work destinations and reflections on their training. The participants were 40 former students from the Wellington Institute of Technology (WelTec) who graduated between 2005 and 2009. Results showed that work opportunities and income in the counselling field were more limited than those experienced by a similar cohort who graduated between 1997 and 2002. There was also a trend away from private practice as a work option. The recent graduates showed considerable agreement about which course components were seen as most useful. Several graduates recommended more personal development and personal counselling during training. The graduates surveyed and the study authors concluded that both trainers and the profession needed to pay more attention to how counselling qualifications are structured and possible future career paths for counsellors. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
- …
