of experimental pedagogy and chairi

of experimental pedagogy and chairing the psychology department
in Copenhagen ftom 1921 to 1951. During the 1950s
and 1960s, Rubin's successors upheld his phenomenological
tradition and developed it further for use in Danish individual
counseling/psychological practice (Hjerlund, 2000). Each of
these early Danish historical psychological leaders focused on
applied psychology (therapy) and produced little counseling/
psychological research (Lundberg, 2001). Low research productivity
continued in Danish counseling/psychology despite
the establishment of a counseling/psychology department at the
University of Ârhus during the 1960s (Lundbeig, 2001).
The Danish counseling/psychological movement rapidly
progressed throughout the 20th century, and, in 1905, the
Association for Psychological Research was established
in Denmark (Hjerlund, 2000). In 1914, the Association for
Experimental Pedagogy was established, which marked the
beginning of Danish school psychology (Hjorlund, 2000). The
only opportunity to study counseling/psychology in Denmark
before 1918 was through the effort to obtain a master of arts
degree in philosophy with a psychology focus; however, by
the end of the 1920s, a master of arts degree in psychology
was introduced at the University of Copenhagen.
Throughout the 1920s and 1930s, a number of counseling/
psychology-focused publications were produced by Danish
professionals, and school psychology flourished. As a consequence
of World Wars I and II, there was a marked need for
school psychologists in social services, prisons and military
systems, and business (Jensen, 2000). In response to this need,
a 3-year master of psychology-pedagogy degree appeared at
the University of Copenhagen in 1944, and, in 1947, the first
group of Danish school psychologists graduated. In the 1960s,
the master of psychology-pedagogy degree became a master
of psychology degree.
In 1947, the Dansk Psykolog Forening (DPF [Danish Psychological
Association]) was established (HJ0rlund, 2000). By
1957, the need for licensure expectations and laws was raised
by the joint council of Nordic countries, and, in 1958, council
members made recommendations; however, it took 37 years
before psychological licensure laws took effect (Jensen, 2000).
In the late 1940s, the first counseling/psychological treatment
centers were established in Denmark, and, in 1950, the first
child guidance center opened at the University of Copenhagen
(Hjerlund, 2000).
A 1968 student-led protest at the University of Copenhagen
had a great influence on the profession (Hjerlund, 2000). The
protest was a reaction to the Vietnam War, capitalism, and
nuclear weapons, as well as the drastic increases in the number
of students at the university. Furthermore, there had been no
increases in the number of university professors, which led
to poor educational conditions (HJ0rlund, 2000). After the
highly publicized protest, international psychological
ideas such as existentialism and Marxism were introduced
into Danish counseling/psychology (Hj0rlund, 2000). One
counselor/psychologist shared, "With the student revolt in
1968, there came an increased interest in psychotherapy and
other activities around psychological development" (Anonymous,
personal communication, July 15, 2007).
Starting in the 1980s and continuing throughout the 1990s,
the number of international refugees relocating to Denmark
(mainly from East Europe and Africa) created needs for
additional applied counseling/psychological interventions
(Hjerlund, 2000). In 1985, The Center for Brain Damage
was founded at the College of Humanistic Studies at the
University of Copenhagen by the neurological-psychologist
Anne-Lise Christensen; this center represented the new focus
in Danish counseling/psychology: cognitive approaches
(HJ0rlund, 2000).
Throughout the 1980s, the Nordic countries worked together
to develop their own set of counseling/psychological
ethical codes (Lunt, 1999) apart fTom the European Federation
of Psychologists'Associations' (EFPA's; 1995) Charter of
Professional Ethics for Psychologists. The Nordic countries
used the European charter as the basis for cocreating the Ethical
Code for Nordic Psychologists (DPF, n.d.). The Nordic
code was revised during 1996-1997, was officially adopted
in Denmark in 1999, and includes four ethical areas of the
DPF: respect for clients' rights and dignity, competence,
responsibility, and integrity (DPF, n.d.).
In 1993, counselors/psychologists gained public licensure
from the Ministry of Social Affairs, and a committee was
formed to evaluate counselors'/psychologists' qualifications:
the Psykolognaevnet (Danish Board of Psychological
Practice [DBPP]; Jensen, 2000). The actual Danish licensure
guidelines for counselors/psychologists were established in
1994 (DBPP, n.d.).
The increasing need for Danish counselors/psychologists
continued in the 1990s for the purposes of working with
emergency medical teams in crisis intervention situations. In
the late 1990s, the number of counseling/psychology students
had greatly increased, and so had the membership of the DPF
(Hj0rlund, 2000). In 1998, it was noted that the number of
practicing counselors/psychologists had risen dramatically
fTom 23 practicing counselors/psychologists in 1983 to 848
in 1998 (DPF, n.d.), and, in November 2006, the membership
of the DPF was 7,705. The counseling/psychology profession
in Denmark was shaped by dynamic historical leaders and
events that converged to form the current inftuence Danish
counselors/psychologists have today.
MHer og Nu (Here and Now): The Current
State of Counseling/Psychology in
Denmark
Denmark is consistently voted one of the "Best Countries
in the World" to live in (Statistics Denmark, 2007), and in
a 2006 survey conducted by Adrian White of the United
Kingdom's University of Leicester, Denmark ranked as
the "happiest place on Earth" out of all the countries in the

Hasil (Bahasa Indonesia) 1:

pedagogi eksperimental dan memimpin Departemen psikologidi Copenhagen ftom 1921-1951. Selama 1950-andan 1960-an, Rubin penerus ditegakkan nya fenomenologistradisi dan dikembangkan lebih lanjut untuk digunakan di Denmark individupraktek konseling psikologis (Hjerlund, 2000). Masing-masingawal Denmark sejarah psikologis para pemimpin ini difokuskan padaditerapkan psikologi (terapi) dan menghasilkan sedikit konseling /penelitian psikologis (Lundberg, 2001). Produktivitas rendah penelitianterus di Denmark konseling/psikologi meskipunpembentukan departemen konseling psikologi diUniversitas Ârhus selama tahun 1960-an (Lundbeig, 2001).Gerakan konseling psikologis Denmark cepatberkembang sepanjang abad ke-20, dan, pada tahun 1905,Asosiasi untuk penelitian psikologis didirikandi Denmark (Hjerlund, 2000). Pada tahun 1914, Association forPedagogi eksperimental didirikan, yang menandaiawal sekolah Denmark psikologi (Hjorlund, 2000). Thehanya kesempatan untuk belajar konseling/psikologi di Denmarksebelum tahun 1918 melalui upaya untuk memperoleh gelar master of artsgelar dalam filsafat dengan fokus psikologi; Namun, olehakhir 1920-an, gelar master of arts dalam psikologidiperkenalkan di University of Copenhagen.Sepanjang tahun 1920-an dan 1930-an, sejumlah konseling /Psikologi-fokus publikasi diproduksi oleh Denmarkprofesional, dan sekolah psikologi berkembang. Akibatnyadunia Wars I dan II, ada kebutuhan akan ditandaipsikolog sekolah pelayanan sosial, penjara dan militersistem, dan bisnis (Jensen, 2000). Dalam menanggapi kebutuhan ini,master 3-tahun gelar psikologi-pedagogi muncul diUniversitas Kopenhagen tahun 1944, dan, pada tahun 1947, yang pertamakelompok psikolog sekolah Denmark lulus. Pada 1960-an,menjadi master psikologi-pedagogi gelar mastergelar psikologi.Pada tahun 1947, Dansk Psykolog Forening (DPF [Denmark psikologisAsosiasi]) didirikan (HJ0rlund, 2000). Olehtahun 1957, kebutuhan untuk lisensi harapan dan undang-undang dibesarkanoleh Dewan bersama negara-negara Nordik, dan, pada tahun 1958, Dewananggota membuat rekomendasi; Namun, butuh 37 tahunsebelum psikologis pelisensian undang-undang mulai berlaku (Jensen, 2000).Di akhir 1940-an, konseling psikologis perawatan pertamaPusat didirikan di Denmark, dan, pada tahun 1950, yang pertamapusat bimbingan anak dibuka di University of Copenhagen(Hjerlund, 2000).1968 dipimpin protes di University of Copenhagenmemiliki pengaruh besar pada profesi (Hjerlund, 2000). Theprotes adalah satu reaksi kepada Perang Vietnam, kapitalisme, dansenjata nuklir, serta peningkatan drastis nomormahasiswa di Universitas. Selain itu, ada tidak adapeningkatan jumlah dosen universitas, yang menyebabkanuntuk kondisi pendidikan buruk (HJ0rlund, 2000). Setelahprotes sangat dipublikasikan, internasional psikologiside-ide seperti eksistensialisme dan Marxisme diperkenalkanke Denmark konseling/psikologi (Hj0rlund, 2000). Salah satukonselor/psikolog bersama, "dengan pemberontakan mahasiswa ditahun 1968, datanglah peningkatan minat dalam psikoterapi danaktivitas lain di sekitar psikologis pengembangan"(Anonymous,komunikasi pribadi, 15 Juli 2007).Dimulai pada tahun 1980 dan berlanjut sepanjang 1990-an,jumlah pengungsi internasional yang pindah ke Denmark(terutama dari Eropa Timur dan Afrika) menciptakan kebutuhan untuktambahan intervensi konseling psikologis terapan(Hjerlund, 2000). Pada tahun 1985, Pusat kerusakan otakdidirikan di College of humanistik Studies diUniversitas Kopenhagen oleh neurologis-psikologAnne-Lise Christensen; Pusat ini mewakili fokus barukonseling/psikologi Denmark: kognitif pendekatan(HJ0rlund, 2000).Sepanjang tahun 1980-an, negara-negara Nordik bekerja samauntuk mengembangkan sendiri set konseling psikologisKode Etik (Lunt, 1999) apart fTom Federasi Eropadari Psychologists'Associations' (EFPA's; 1995) PiagamEtika profesional untuk psikolog. Negara-negara NordikPiagam Eropa, dipakai sebagai dasar untuk cocreating etikaKode untuk Nordik psikolog (DPF, tanpa tahun). NordicKode direvisi pada 1996-1997, diadopsi secara resmidi Denmark pada tahun 1999, dan mencakup empat wilayah etikaDPF: menghormati klien hak dan martabat, kompetensi,tanggung jawab, dan integritas (DPF, tanpa tahun).Pada tahun 1993, konselor psikolog memperoleh lisensi Umumdari Kementerian urusan sosial, dan Komitedibentuk untuk mengevaluasi konselor / psikolog kualifikasi:Psykolognaevnet (Denmark Dewan psikologisPraktek [DBPP]; Jensen, 2000). Lisensi Denmark aktualPedoman untuk konselor psikolog yang didirikan1994 (DBPP, tanpa tahun).Peningkatan kebutuhan konselor/psikolog Denmarkterus pada 1990-an untuk tujuan bekerja dengantim medis darurat dalam situasi krisis intervensi. Dalamakhir 1990-an, jumlah siswa konseling psikologitelah meningkat, dan begitu keanggotaan DPF(Hj0rlund, 2000). Pada tahun 1998, itu mencatat bahwa jumlahberlatih konselor psikolog telah meningkat secara dramatisfTom 23 berlatih konselor psikolog di 1983 848pada tahun 1998 (DPF, tanpa tahun), dan, pada November 2006, keanggotaanDPF adalah 7,705. Profesi konseling psikologidi Denmark dibentuk oleh pemimpin sejarah yang dinamis danperistiwa yang berkumpul untuk membentuk inftuence saat ini Denmarkkonselor psikolog memiliki hari ini.MHer og Nu (di sini dan sekarang): The saat iniKeadaan konseling/psikologi diDenmarkDenmark secara konsisten memilih salah satu "Best negaradi dunia"untuk tinggal di (Statistik Denmark, 2007), dansurvei tahun 2006 yang dilakukan oleh Adrian White AmerikaUniversity of Leicester kerajaan, Denmark digolongkan sebagai"paling bahagia tempat di bumi" dari semua negara di