Literaturnachweis - Detailanzeige
| Autor/inn/en | Linnenberg, Daniel; Skinner-Linnenberg, Virginia |
|---|---|
| Titel | Balancing Academics and Students' Personal Crises: Teachers as Counselors. |
| Quelle | (1996), (8 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; College Faculty; Community Colleges; Counseling; Counseling Techniques; Reality Therapy; Student Needs; Teacher Responsibility; Teacher Role; Two Year Colleges |
| Abstract | Since learning is, by nature, an intimate process, students can far too often come to view teachers as surrogate counselors. This can represent a problem at two-year colleges where teachers often have little training in counseling and students admitted under open admissions policies often have a sense of personal failure. An informal survey of faculty at North Central Michigan College and on electronic listserv programs on the Internet revealed that, of 40 respondents, only 3 had not been approached by students for counseling related to a non-academic problem. Further, of the 37 who had been approached, over half had little or no training in the area of counseling. One useful technique for dealing with students seeking counseling is Glasser's Reality Therapy. This technique is based on the principle that actions taken in life are done to fulfill five needs (i.e., basic survival, power, belonging, fun, and freedom) and is designed to help individuals understand that they must make their own decisions. To implement this technique, instructors must first and foremost listen to students' stories, since students may only be looking for someone to listen to them. After listening, teachers should ask questions to solicit students' own opinions regarding what they wish to do and how they want to achieve it. Contains 10 references. (BCY) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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