The Health Educator as Counselor: What Does it Take?

King, Linda; Dodd, Nancy Ellen

doi:10.1080/00970050.1986.10615906

Cited by 7 publications

(6 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Degree of prospect from the pupil and degree of atmosphere occurrences those inspire the conducts regarded to the motivation. Assisting pupils improve the honor and power of personality that train them for leadership can be the very demanding and significant objectives of standard education (King, 1997). Improving standard education is being twisted in a way for possible modification provided its important position in improving leadership ability among the youth of today (Astin, 1993;Astin & Astin, 2000;Morse, 2004).…”

Section: Extrinsic Motivationmentioning

confidence: 99%

Comparative Study of Motivation Attributes among Teachers at Cadet and Public Sectors Colleges

PJE¹

2023

PJE

View full text Add to dashboard Cite

Motivation refers to a reason that motivates manners that is characterized by readiness and wish. This research was focused to compare the intrinsic and extrinsic motivation of teachers teaching in Cadet and Public sector colleges. The population of this study was comprised of all Cadet and Public Colleges of Khyber Pakhtunkhwa (Pakistan).One hundred teachers teaching in Cadet and Public sectors colleges included in the sample. Probability sampling technique was used to select sample of the study.

show abstract

Section: Extrinsic Motivationmentioning

confidence: 99%

Comparative Study of Motivation Attributes among Teachers at Cadet and Public Sectors Colleges

PJE¹

2023

PJE

View full text Add to dashboard Cite

show abstract

“…An increasingly important mission of higher education is developing and preparing students with ethical and socially just leadership qualities (King, 1997). The new paradigm of leadership education recognizes the increasing necessity for all students to participate in leadership development within higher education and become a force for change (Astin, 1993;Astin & Astin, 2000;Mendez-Morse, 1992.…”

Section: Leadership For Tomorrowmentioning

confidence: 99%

“…As we move into analysis in terms of emphasis on social justice, ethics, and community engagement, cohesion among programs becomes less apparent and themes began to appear based on academic location. Institutions of higher education have increasingly worked to develop and prepare leaders who are socially just and ethical(King, 1997). Scholarship on social justice within leadership has established frameworks that encompass three central concepts to include social justice as a praxis, social justice crossing multiple dimensions, and social justice necessitating the development of competences on the part of the leader(Furman, 2012).…”

mentioning

confidence: 99%

“…To move forward and be intentional about a commitment to leadership education for our unique student populations we must first recognize who our students are and how our programs speak directly to them. Inquiring about how programs articulate features of social justice, ethics and community engagement is a good first step King (1997). stressed the importance of higher education in developing ethical and socially just leadership qualities.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Leadership Education at Hispanic Serving Institutions in the Southwest United States: What Does It Look Like?

Noopila¹,

Pichon²

2022

Journal of Leadership Education

View full text Add to dashboard Cite

This scholarly paper explores leadership education across Hispanic Serving Institutions (HSIs) in the Southwest of the United States. We searched for inclusion of social justice, ethics, and community engagement aspects within leadership programs. Leadership education programs in higher education and specifically at HSIs must be intentional about offering programs, curriculum, and experiences that adopt inclusion of those who are underrepresented within the leadership realm. While scholarship concerning HSIs as complex organizations has grown, consideration of how leadership education programs contribute to truly serving their unique students is still in its infancy. This inquiry found that there are a number of similarities among leadership programs at HSIs in the way of academic location, degree offerings, and class format, but it also details missing characteristics of social justice, ethics, and community engagement within these areas. We propose that through further examination and future research, a framework of leadership education with underpinnings of social justice, ethics, and community engagement can be beneficial in truly serving underserved and underrepresented student populations specifically at HSIs.

show abstract

“…Given higher education's historical legacy of developing leadership capacity among younger generations, colleges and universities are increasingly viewed as a key source of prospective social change agents to respond to these pressing community needs (Astin & Astin, 2000). King (1997) noted that some of the most trying but important goals of higher education administrators, faculty, and staff include fostering undergraduate students' development of integrity and strength of character to prepare them for future leadership. In response, many colleges and universities have prioritized college students' leadership development, as evidenced by the expansion of both co-curricular and curricular leadership educational programs (Dugan & Komives, 2007;Soria, Nobbe, & Fink, 2013;Soria, Fink, Lepkowski, & Snyder, 2013).…”

Section: Introductionmentioning

confidence: 99%

Strengthening College Students’ Integrative Leadership Orientation by Building a Foundation for Civic Engagement and Multicultural Competence

Soria¹,

Snyder²,

Reinhard³

2015

Journal of Leadership Education

View full text Add to dashboard Cite

Integrative leadership theories are thriving in the literature, yet very few studies have explored individual characteristics of integrative leadership and conditions that may promote individuals' integrative leadership orientation. In particular, little is known about the factors that may promote undergraduate college students' development of an orientation toward integrative leadership, although many colleges and universities are charged with developing future leaders to tackle grand societal challenges. The purpose of this study was to examine higher education institutions' contributions to college students' civic engagement and multicultural competence as well as the relationships between these contributions and students' development of an integrative leadership orientation. Using a multi-institutional survey of college seniors (n = 5,922), the results of this study suggest institutional efforts to develop students' multicultural competence and civic engagement are positively associated with undergraduate students' development of an integrative leadership orientation.

show abstract

The Health Educator as Counselor: What Does it Take?

Cited by 7 publications

References 11 publications

Comparative Study of Motivation Attributes among Teachers at Cadet and Public Sectors Colleges

Comparative Study of Motivation Attributes among Teachers at Cadet and Public Sectors Colleges

Leadership Education at Hispanic Serving Institutions in the Southwest United States: What Does It Look Like?

Strengthening College Students’ Integrative Leadership Orientation by Building a Foundation for Civic Engagement and Multicultural Competence

Contact Info

Product

Resources

About