Facilitating Reflective Thinking in Counselor Education

Griffith, Brian A.; Frieden, Gina

doi:10.1002/j.1556-6978.2000.tb01240.x

Cited by 101 publications

(98 citation statements)

References 9 publications

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“…They were also more likely than non-bloggers to vent . This finding is of interest because venting has been established as a useful component of journal writing [4][5][6][7] and is theorized to be a major benefit of blogging. [11][12][13] Venting and self-blame together suggest a confessional type of blogging in which negative self-thoughts are aired.…”

Section: Discussionmentioning

confidence: 99%

“…2 Journals can be used as a coping tool, allowing the author to utilize planning and organization skills, 3,4 to reflect on life and gain insight, 5 and to reduce psychological distress through venting and processing painful emotions. [4][5][6][7][8][9] Similarly, blogs have been described as a medium for planning and organizing ideas 1,10 and processing emotionally charged situations 11,12 while engaging in cathartic venting and emotional expression. 13 It may therefore be useful to examine associations between blogging and both psychological distress and coping strategies.…”

Section: Introduction Wmentioning

confidence: 99%

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Distress, Coping, and Blogging: Comparing New Myspace Users by Their Intention to Blog

Baker

Moore²

2008

CyberPsychology & Behavior

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New Myspace.com users (N ‫؍‬ 134, mean age 24.5 years) completed a questionnaire about their intent to blog and several psychosocial variables. Intending bloggers scored higher on psychological distress, self-blame, and venting and scored lower on social integration and satisfaction with number of online and face-to-face friends. Intending bloggers may view this activity as a potential mechanism for coping with distress in situations in which they feel inadequately linked with social supports. 81

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Section: Discussionmentioning

confidence: 99%

Section: Introduction Wmentioning

confidence: 99%

Distress, Coping, and Blogging: Comparing New Myspace Users by Their Intention to Blog

Baker

Moore²

2008

CyberPsychology & Behavior

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“…Students' expectations of the acquisition of insights, knowledge and mastery of life skills will be gained more easily in an atmosphere of friendly, understanding and non-threatening interaction. This is also confirmed by Griffith & Frieden (2000) that new insights can be gained as counselors and clients collaborate in a non-threatening atmosphere.…”

Section: Resultsmentioning

confidence: 61%

Are high school students motivated to attend counseling ?

Hariko

2018

COUNS-EDU

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Counseling is the core of the implementation of guidance and counseling services at the school as a whole. The success of counseling is a guarantee for the success of different types of guidance and counseling services. Unfortunately, not many students who voluntarily went to a counselor for help through the implementation of counseling. This research aims to describe the motivation of students to attend counseling. The research used survey method with 316 students of High School students. The results show that most students have not been motivated to follow counseling. Based on these findings, further research is needed on the factors that influence student motivation, as well as the efforts should be done by counselors and other stakeholders to increase students' motivation to attend counseling.

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“…Among them, journal writing was identified as an effective way to promote students' reflective thinking skills because it offered a means by which students can externalize their reasoning and reflections on experiences (Stickel & Trimmer, 1994) and then reframe experiences within the learning context (Andrusyszyn & Davie, 1997). Journaling has become a popular technique that is both found to promote reflective thinking skill (Griffith & Frieden, 2000;Hiemstra, 2001;Jasper, 1999;Kerka, 2002;Keys, 1999;Priya & Xie, 2005;Spalding & Wilson, 2002) and used to assess it because journals provide "evidence" of whether or how reflective thinking skills are used (Bourner, 2003;Wood & Lynch, 1998).…”

Section: Discussionmentioning

confidence: 99%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

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Facilitating Reflective Thinking in Counselor Education

Cited by 101 publications

References 9 publications

Distress, Coping, and Blogging: Comparing New Myspace Users by Their Intention to Blog

Distress, Coping, and Blogging: Comparing New Myspace Users by Their Intention to Blog

Are high school students motivated to attend counseling ?

Tool use in open learning environments: In search of learner-related determinants

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