Literaturnachweis - Detailanzeige
| Autor/in | Abrams, Jules C. |
|---|---|
| Institution | Hahnemann Medical Coll. and Hospital, Philadelphia, PA. |
| Titel | Interpersonal Dynamics in Counseling Students With Learning Problems. |
| Quelle | (1969), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Counseling Effectiveness; Counseling Objectives; Counselor Attitudes; Counselor Performance; Counselors; Educational Therapy; Guidance; Learning Experience; Personality; Students; Teacher Effectiveness; Teacher Guidance |
| Abstract | Interpersonal dynamics play a very important role when two people get together to discuss one's problems. The relationship which is established is influenced just as much by the intrapsychic workings of the counselor as by those of the student. The latter comes for help; the former tries to provide it. This is a laudable ambition, but also one which is laden with many potential pitfalls, such as feeling oracular or omniscient, or knowing all the answers. It is also easy to withdraw when working with resistant students. Much of this can apply to the classroom teacher who must deal with many sets of personality dynamics at one time. For this reason, one can think of the teacher as a "learning therapist". In an optimal situation, the learning therapist educates the child in a psychological environment that is most conducive to developing the maximum potentialities inherent in the child. Ultimately, the counselor or learning therapist must recognize his own limitations and shortcomings. If he remains alerted to his own dynamics in relationship to those of the student, they will not impair his working with the student, but rather represent a potentially significant influence on what is achieved in the counseling or teaching situation. (KG) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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