In discussing the status of counselor education programs, Roeber (1962) seemed to reflect the current situation when he indicated that research has not shown one combination of conditions to be superior to any other in transforming "a counselor candidate into an independently functioning counselor." Hummel ( 1962 ) reinforced this position when he concluded that no one is sure what the curriculum content should be for potential school counselors. The need for research wa\ further alluded to in the suggestion by Johnson (1962) that the counseling profession decide "what can be taught most effectively in didactic courses, wminars. through independent study, programmed learning, and in practicum." In summary, these statements indicate a general need for research which will provide guidelines and direction leading to improvements in counselor preparation.Among the classrooni procedures and laboratory experiences hecjiic,ntly employed in counselor education, role-playing has been practiced widely. Schwebel (1953) indicated the broad caegory which encompasses the use of this term in the study reported here: "In role-playing, the role-player identifies with the person, assuming his attitudes and characteristic modes of behavior." Not only might various forms of roleplaying be identified, but the technique has been applied in various settings. and apparently received general acceptance. In addition to Schwelwl ( 1953), Stripling (1954), and Corsini, Shaw, and Blake ( 1962 have adbocated its use a? a teaching device. Evaluation of this instructional proceedure, however, has been associated primarily with student and instructor satisfaction
Purpose of the StudyThe purpose of this study was to compare a form of two freqentlyiised methods of instruction in counselor education. A traditional lecture-James J.
Maintenance of a healthy degree of self-esteem is essential to the goal of helping patients and their significant others to live as fully as possible. It is important for hospice caregivers to be aware of factors which tend to diminish self-esteem in hospice care recipients as well as in themselves. A knowledge of basic principles about self-esteem and the application of interventions based on these principles can aid in the preservation and enhancement of self-esteem in hospice caregivers and recipients.
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