Educating and Counseling for Self‐Knowledge Development

Weinstein, Gerald; Alschuler, Alfred S.

doi:10.1002/j.1556-6676.1985.tb00996.x

Cited by 19 publications

(8 citation statements)

References 20 publications

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“…Must counselors master skills required for first-order change prior to developing competencies with second-order approaches? Might there be a third-order level of change whereby personal change is self-regulated through a type of metacognitive awareness-that is, a developmental stage similar to Weinstein and Alschuler's (1985) transformational self-knowledge stage at which individuals become aware of their own needs and are capable of changing themselves in either a first-or second-order fashion as they see fit?…”

Section: Resultsmentioning

confidence: 99%

First‐ and Second‐Order Change: Implications for Rationalist and Constructivist Cognitive Therapies

Lyddon

1990

Jour of Counseling & Develop

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Inquiry into the nature and process of change is fundamental to the domains of counseling and psychotherapy. Particularly relevant to counselors is an understanding of the distinction between first‐ and second‐order change. This article clarifies the distinction and suggests a relationship between these two types of change and Mahoney's (1988) recent metatheoretical contrast between rationalist and constructivist approaches to counseling. Specifically, it is proposed that rationalist approaches are guided by first‐order assumptions about change whereas constructivist approaches are based on second‐order principles and processes. Within this context, a number of implications for the counseling practitioner are discussed.

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Section: Resultsmentioning

confidence: 99%

First‐ and Second‐Order Change: Implications for Rationalist and Constructivist Cognitive Therapies

Lyddon

1990

Jour of Counseling & Develop

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“…From such a perspective, experience is not just the best teacher, it is the only teacher. The demand, therefore, is to create the appropriate educational contexts in which students may be engaged in such activities that will promote their development most fully (Amerel, 1989;Dagley, 1987;Hayes, 1991Hayes, , 1994bHoshmond & Polkingbome, 1992;Kohlberg & Mayer, 1972;Kuhn, Amsel, & O'Loughlin, 1988;Schon, 1987;Sprinthall & Thies-Sprinthall, 1993;Weinstein & Alschuler, 1987).…”

Section: Values Auditmentioning

confidence: 99%

Restructuring School Counselor Education: Work in Progress

Hayes¹,

Dagley²,

Horne³

1996

Jour of Counseling & Develop

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Responding to the cry for school reform and to the growing demand for school counselors, this article offers a rationale for the pursuit of a new approach to educating school counselors. Based on a set of related assumptions, the proposed model relies on a group‐oriented, democratic strategic planning process of empowerment that involves participants in the collaborative development of a school counselor education program.

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“…Drawing upon this perspective of human development, various researchers have argued that educators should serve as architects for educational experiences that encourage developmental advancement (Hayes, 1991(Hayes, , 1994bHoshmond & Polkinghorne, 1992;Kohlberg & Mayer, 1972;Schon, 1987;Sprinthall & ThiesSprinthall, 1993;Weinstein & Alschuler, 1985). Although the deliberate application of psychological knowledge to self-empowerment (Mosher & Sprinthall, 1970) has been a central component of school counseling programs in the United States (Paisley & Hubbard, 1989), such practice is only now emerging in Japan.…”

Section: Deliberate Psycho-educationmentioning

confidence: 97%

Psycho-Education for Japanese Youth

Hayes

Kameguchi

2005

Int J Adv Counselling

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The development of a comprehensive program of psycho-education for students in a secondary school attached to a Japanese university is presented. The rationale for the program, basic concepts, methods and procedures, and curriculum development to address youth violence and enhance appropriate self-assertion among Japanese youth are discussed.Youth under age 20 now account for more than half of all violent acts committed in Japan. Although the crime rate for youthful offenders appears to have stabilized at a level approaching 5% (Japanese Ministry of Justice, 1999Justice, , 2002, school-related issues such as bullying, non-attendance at school, violence directed at classroom teachers, and recurrent classroom disruptions have Japanese educators rightly concerned about the future for their children (Hayes, 2001). In explanation, officials in the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) point to a set of social conditions that have been shaping contemporary Japan for more than two decades. Declining birthrates, expanding urbanization, substantive decreases in the educational functions traditionally performed in the home and local community, a growing emphasis on respect for individual rights at the expense of social responsibility, and the tendency of youth to be drawn further into their own worlds as a function of global consumerism have all been identified as factors contributing to the exacerbation of youth violence (MEXT, 2001).

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Educating and Counseling for Self‐Knowledge Development

Cited by 19 publications

References 20 publications

First‐ and Second‐Order Change: Implications for Rationalist and Constructivist Cognitive Therapies

First‐ and Second‐Order Change: Implications for Rationalist and Constructivist Cognitive Therapies

Restructuring School Counselor Education: Work in Progress

Psycho-Education for Japanese Youth

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