S chool counselors have traditionally used psychodynamic, humanistic, and behavioral theories as conceptual frameworks to help students explore and understand their problems and achieve their goals (Corey, 1991; Cormier & Cormier, 1985). One assumption underlying these theories is that counselors and clients have generous amounts of time to work together. However, elementary and secondary school counselors are aware that the number of sessions they can meet with students is often quite limited because of the large number of students they are expected to serve (Amatea, 1989). School counselors need counseling approaches that are specifically time-limited and thus appropriate for the reality of the severe time constraints they encounter daily. ASSUMPTIONS UNDERLYING BRIEF COUNSELINGBeginning in the 1970s with the writings of Watzlawick, Weakland, and Fisch (1974) and continuing into the present (Budman, Hoyt, & Friedman, 1992;Cade & O'Hanlon, 1993;de Shazer, 1985de Shazer, , 1988 de Shazer, , 1990de Shazer, , 1991Fisch, Weakland, & Segal, 1982;Furman & Ahola, 1992;Koss & Butcher, 1986;O'Hanlon &Weiner-Davis, 1989), counselors and therapists increasingly have focused on approaches, strategies, and techniques to speed up the process of client change. O' Hanlon and Wilk (1987) and Walter and Peller (1992) have conceptualized brief counseling as a model with various stages for assisting people with change rather than as a theory of how people change. (The term brief counseling is used through this article even though much of the literature uses the term brief therapy. In a school setting, the term counseling is more descriptive and less threatening than the term therapy). A brief counseling model includes several key assumptions about how people who experience problems can make meaningful changes within shorter periods of time than with traditional psychodynamic approaches. The first assumption is that the problem that clients present when they enter counseling is the problem. Time will not be devoted to searching for an underlying, deeper,
This article aims to explore the use of the user-centered design (UCD) method, mental model approach, of those who engage in environmental volunteering to work toward the development of a health-related impact measurement tool. It reports a case study which explores the use of one UCD method, a mental model approach. This is an understudied area of research that would be considerably valuable for practitioners in the voluntary sector who wish to create their own health-related impact measurement tool. Focus group interviews are used to explore how volunteers perceive the term health, their conceptual understandings, terminology used, and the attributes to measure it. This study is reported from the perspective of U.K. environmental charity, The Conservation Volunteers (TCV). Findings from this article can be used by other voluntary organizations and charities to help shape their own health-related impact measurement tool and the ways in which these tools can be tailored to suit their individual needs.
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