Abstract
| Language | English |
|---|---|
| Pages | 75-83 |
| Journal | Counselling Psychology Quarterly |
| Volume | 1 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 1988 |
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From teaching to counselling: an evaluation of the role of microcounselling in the training of school counsellors. / Hargie, Owen.
In: Counselling Psychology Quarterly, Vol. 1, No. 1, 1988, p. 75-83.Research output: Contribution to journal › Article
TY - JOUR
T1 - From teaching to counselling: an evaluation of the role of microcounselling in the training of school counsellors
AU - Hargie, Owen
PY - 1988
Y1 - 1988
N2 - During the past 20 years the use of microtraining as a method for training professionals in communication skills has attracted considerable attention. In this paper, the microtraining approach is explained briefly, in terms of the development of microteaching and microcounselling, as a means of training teachers and counsellors respectively. One interesting aspect of the training of teachers is then focused upon, namely the use of microcounselling in the preparation of in-service teachers for the role of school counsellor. The nature of teaching and counselling activities are compared and contrasted, and the resultant difficulties in training teachers to act as counsellors are high-lighted. Finally, a number of procedures for trainers involved in such training are listed, whereby teachers can be encouraged to more readily adopt a style of behaviour appropriate for the counselling context.
AB - During the past 20 years the use of microtraining as a method for training professionals in communication skills has attracted considerable attention. In this paper, the microtraining approach is explained briefly, in terms of the development of microteaching and microcounselling, as a means of training teachers and counsellors respectively. One interesting aspect of the training of teachers is then focused upon, namely the use of microcounselling in the preparation of in-service teachers for the role of school counsellor. The nature of teaching and counselling activities are compared and contrasted, and the resultant difficulties in training teachers to act as counsellors are high-lighted. Finally, a number of procedures for trainers involved in such training are listed, whereby teachers can be encouraged to more readily adopt a style of behaviour appropriate for the counselling context.
U2 - 10.1080/09515078808251422
DO - 10.1080/09515078808251422
M3 - Article
VL - 1
SP - 75
EP - 83
JO - Counselling Psychology Quarterly
T2 - Counselling Psychology Quarterly
JF - Counselling Psychology Quarterly
SN - 0951-5070
IS - 1
ER -