Technologically Enriched and Boundaryless Lives

2002 ◽  
Vol 30 (6) ◽  
pp. 847-857 ◽  
Author(s):  
Paul A. Gore ◽  
Wade C. Leuwerke ◽  
John D. Krumboltz
Keyword(s):  
Interpersonal Relationships ◽  
Counseling Psychology ◽  
Communication Technologies ◽  
Vocational Psychology ◽  
Knowledge And Skills ◽  
Life Roles ◽  
Do So ◽  
Counseling Psychologists

Computers and other communication technologies have irrevocably changed the nature of work, the workforce, and interpersonal relationships. This article suggests that these changes have resulted in a blurring of the distinction between life roles and an increase in feelings of meaningless and isolation. The authors argue that the dissolution of boundaries between life roles and the emotional sequelae of the digitization of our culture support a paradigm that reintegrates counseling and vocational psychology. Future counseling psychologists will be better equipped to provide services to clients whose lives are enriched and complicated by technology only if counseling psychology educators are able to provide them with the knowledge and skills to do so.

Counseling Psychology and Neuropsychology

1992 ◽  
Vol 20 (4) ◽  
pp. 549-555 ◽  
Author(s):  
Paul C. Larson ◽  
Albert A. Agresti
Keyword(s):  
Counseling Psychology ◽  
Special Issue ◽  
Knowledge And Skills ◽  
Professional Responsibilities ◽  
New Knowledge ◽  
Traditional Counseling ◽  
Counseling Psychologists

This article introduces a special issue of The Counseling Psychologist on the increasing involvement of counseling psychologists in neuropsychology. The rationale for this special issue is based on the dual premises that preparing counseling psychologists in neuropsychology is consistent with the historical emphases of the specialty and that changing professional responsibilities require the acquisition of new knowledge and skills to enable counseling psychologists to continue their involvement in traditional settings and clinical activities. The experience of counseling psychologists actively involved in providing neuropsychological services within traditional counseling psychology employment settings and clinical actvities leads them to argue that to meet changing professional responsibilities and expectations counseling psychologists need to develop minimal competency in neuropsychology.

Neuropsychological Counseling in Hospital Settings

1992 ◽  
Vol 20 (4) ◽  
pp. 556-570 ◽  
Author(s):  
Paul C. Larson
Keyword(s):  
Central Nervous System ◽  
Nervous System ◽  
Patient Care ◽  
Counseling Psychology ◽  
Rehabilitation Unit ◽  
Counseling Process ◽  
Knowledge And Skills ◽  
Cns Dysfunction ◽  
Counseling Psychologists

Growing contact between counseling psychology and neuropsychology occurs in hospital settings where it is stimulating an integration of neuropsychological knowledge and skills into the counseling process. The role possibilities for counseling psychologists have also been expanded by this contact. An example of such interchange occurs in a rehabilitation unit or hospital where the psychologist has significant responsibilities for helping patients, families, and staff to understand the implications of central nervous system (CNS) dysfunction and to adapt to the resulting changes. Issues arising from this form of practice are discussed and examples from patient care are provided.

Setting Our Sails: Counseling Psychology in the Age of Integrated Health Care

2019 ◽  
Vol 47 (7) ◽  
pp. 1061-1067
Author(s):  
Paul B. Perrin ◽  
Timothy R. Elliott
Keyword(s):  
Integrated Care ◽  
Paradigm Shift ◽  
Role Models ◽  
Counseling Psychology ◽  
Value Systems ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Interprofessional Training ◽  
Do So ◽  
Counseling Psychologists

Counseling psychology has a documented ability to adapt to the winds of societal, market, and professional change. Adjusting our sails to the winds of integrated care will require realizing that (a) the value systems and approaches that define our field compel us to become more involved in the movement and (b) we have the requisite expertise to do so. This article echoes the others in this Major Contribution highlighting the importance of interprofessional training for counseling psychologists and the need for integrated care professional role models. Barriers to involvement in integrated care for counseling psychologists include time and effort without institutional support, integrated care being seen as on the fringe of the field, limited training in evidence-based practices, and hesitance to move into integrated care clinics despite their high proportion of underserved patient populations. Integrated care is an incredible opportunity for counseling psychology to draw on its historical strengths and be a flagship of this paradigm shift.

The Soul of Work

2002 ◽  
Vol 30 (6) ◽  
pp. 833-846 ◽  
Author(s):  
Thomas S. Krieshok ◽  
Dennis M. Pelsma
Keyword(s):  
Case Studies ◽  
Counseling Psychology ◽  
Ethical Issues ◽  
Vocational Psychology ◽  
Whole Person ◽  
The World ◽  
Ability And Willingness ◽  
Counseling Psychologists ◽  
The Way

Working from a paradigm that considers work issues as either central or contextual requires a shift in the way many counseling psychologists think about the world. Perhaps the easiest time to implement such a paradigm is while students are in training, when they are confronted daily with new ways to think of the world. The purpose of this article is to examine how the use of case studies during training can serve to locate vocational psychology within counseling psychology, with one result being the enhancement of trainees’ ability and willingness to consider the whole person (when vocational issues are primary) and to consider work as a major contextual issue (when it is not the presenting concern). To accomplish this goal, the authors’ approach is threefold: (a) to offer support for the use of case studies in teaching,(b) to provide a brief discussion of reasons that students struggle with the location of vocational psychology within counseling psychology and how the use of case studies helps address this struggle, and (c) to describe specific ways to integrate cases into courses (vocational as well as nonvocational), including ethical issues in handling cases.

Toward the Reinvigoration of the Vocational Realm of Counseling Psychology

1992 ◽  
Vol 20 (4) ◽  
pp. 712-723 ◽  
Author(s):  
David L. Blustein
Keyword(s):  
Counseling Psychology ◽  
Vocational Psychology ◽  
Current Status ◽  
Counseling Psychologists

The primary objectives of this article are to summarize the current status of the vocational realm of counseling psychology and to present some ideas for a renewed agenda for vocational psychology. As reflected in various surveys and position papers, the professional interests and skills of counseling psychologists seem to be shifting away from career-related activities. The implications of this trend are detailed and a set of proposals for the reinvigoration of the vocational realm of counseling psychology is provided

The Reintegration of Vocational Psychology and Counseling Psychology

2002 ◽  
Vol 30 (6) ◽  
pp. 801-814 ◽  
Author(s):  
Christine Robitschek ◽  
Camille DeBell
Keyword(s):  
Paradigm Shift ◽  
Counseling Psychology ◽  
Training Programs ◽  
Vocational Psychology ◽  
Research Practice ◽  
New Paradigm ◽  
The Past ◽  
Psychology Training Programs ◽  
Theory Research ◽  
Counseling Psychologists

In the past 20 years, there have been numerous calls for a reinvigoration of vocational psychology. Now, as vocational psychology has grown again within counseling psychology, the authors argue that what is needed is not a reinvigoration but rather a new paradigm that reintegrates vocational psychology and the rest of counseling psychology. The new paradigm conceptualizes vocational issues as an integral part of theory, research, practice, and teaching of counseling psychology. Vocational issues should not over shadow other issues but should be an integrated part of what counseling psychologists do. The articles in this major contribution take steps toward this new paradigm by addressing teaching issues in counseling psychology training programs. If the new paradigm is to be adopted by all counseling psychologists, they must begin in their training programs. These articles give suggestions for how to begin the paradigm shift in this setting, discussing implications for the science and practice of counseling psychology beyond the training programs.

Set up and management of a Data Science faculty at Shiga University

Impact ◽  
2019 ◽  
Vol 2019 (10) ◽  
pp. 18-20
Author(s):  
Akimichi Takemura
Keyword(s):  
Data Science ◽  
Science Faculty ◽  
Knowledge And Skills ◽  
International Trends ◽  
Leading Position ◽  
Global Understanding ◽  
Set Up ◽  
The University ◽  
Do So ◽  
Undergraduate Class

Shiga University opened the first data science faculty in Japan in April 2017. Beginning with an undergraduate class of 100 students, the Department has since established a Master's degree programme with 20 students in each annual intake. This is the first data science faculty in Japan and the University intends to retain this leading position, the Department is well-placed to do so. The faculty closely monitors international trends concerning data science and Artificial Intelligence (AI) and adapt its education and research accordingly. The genesis of this department marks a change in Japan's attitudes towards dealing with information and reflects a wider, global understanding of the need for further research in this area. Shiga University's Data Science department seeks to produce well-trained data scientists who demonstrate a good balance of knowledge and skills in each of the three key areas of data science.

White Supremacy and Counseling Psychology: A Critical–Conceptual Framework

2019 ◽  
Vol 47 (4) ◽  
pp. 478-529 ◽  
Author(s):  
Patrick R. Grzanka ◽  
Kirsten A. Gonzalez ◽  
Lisa B. Spanierman
Keyword(s):  
United States ◽  
Social Justice ◽  
Counseling Psychology ◽  
White Supremacy ◽  
Theoretical Perspective ◽  
The United States ◽  
Helping Professions ◽  
White Clients ◽  
Racial Progress ◽  
Counseling Psychologists

The mainstreaming of White nationalism in the United States and worldwide suggests an urgent need for counseling psychologists to take stock of what tools they have (and do not have) to combat White supremacy. We review the rise of social justice issues in the field of counseling psychology and allied helping professions and point to the limits of existing paradigms to address the challenge of White supremacy. We introduce transnationalism as an important theoretical perspective with which to conceptualize global racisms, and identify White racial affect, intersectionality, and allyship as three key domains of antiracist action research. Finally, we suggest three steps for sharpening counseling psychologists’ approaches to social justice: rejecting racial progress narratives, engaging in social justice-oriented practice with White clients, and centering White supremacy as a key problem for the field of counseling psychology and allied helping professions.

Early Professionals in Counseling Psychology

1992 ◽  
Vol 20 (1) ◽  
pp. 47-52 ◽  
Author(s):  
C. Edward Watkins
Keyword(s):  
Counseling Psychology ◽  
Role Overload ◽  
Academic Counseling ◽  
Counseling Psychologists

This article considers some of the issues and concerns that confront academic counseling psychologists during the early professional years (6 to 10 years post-Ph.D.). Tenure, competency, role overload/burnout, and mobility issues are briefly discussed. Where appropriate, strategies or coping techniques for dealing with these issues and concerns are presented.

scholarly journals Use of ICT in Teacher Education

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Mr. Parmanand Barodiya ◽  
Mr. Saurveer Singh ◽  
Mrs. Anupam Choudhary
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Technical Assistance ◽  
Education Institution ◽  
School Curriculum ◽  
Knowledge And Skills ◽  
Integration Of Technology ◽  
Teacher Education Institution ◽  
Do So

Professional development to incorporate ICTs into teaching and learning is an ongoing process. Teacher education curriculum needs to update this knowledge and skills as the school curriculum change. The teachers need to learn to teach with digital technologies, even though many of them have not been taught to do so. The aim of teacher training in this regard can be either teacher education in ICTs or teacher education through ICTs. A teacher‘s professional development is central to the overall change process in education. In planning the integration of technology in Teacher education it is important for teacher education, Institution to understand the knowledge and skills necessary for teachers to effectively use ICT in their instructions. Teachers need technical assistance to use and maintain technology. In this paper discuses to study of Teacher education, to know the Significance of ICT in teacher education and to provide the some Suggestions of teacher education.

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