- Teks
- Sejarah
the opportunity to build positive e
the opportunity to build positive expectations about the process.The
non-specific factors, particularly the ability to develop a therapeutic
relationship (see, for example, Atkinson et al., 1993; McLeod, 1998),
are essential at this stage of the assessment process.These are not all to
do with factors such as warmth, unconditional regard, trustworthiness
and so on, but also relatively simple things which will increase the
counsellor’s credibility. Initial client perceptions of counsellors
account for 31 per cent of variance in favourable therapeutic
outcomes (Heppner and Claiborn, 1989), such as instilled optimism
(Lambert, 1992) and attractiveness (LaCross, 1980). Wheeler (1995)
recommends that counsellors dress appropriately for fee-paying
clients in order ‘to present themselves in a way that will inspire confidence’
(p. 117), but surely all counsellors could be aware of the nonverbal
statement their dress code makes?
Questions asked at this stage of the assessment process aim to help
the client clarify their expectations, with opportunities to enlarge on
these to include their aspirations as well as their concerns. Such questions
might include:
• What needs to happen in this hour to make your coming here
today worthwhile?
• If we were to meet in a year’s time and all the problems that had
brought you here today had been solved, what would be different
in your life?
• What is your biggest concern?
• What is your wildest dream?
• Anything else? We suggest that a counsellor can hardly ask this
question too often as it prevents premature formulation.
4 ‘To collect baseline information that can be compared with
subsequent data to evaluate progress’
With increased pressure for counsellors to provide accountability
information on their own effectiveness for third-party payers and
administrators, and for legal reasons as well as the professional development
of the counsellor, collecting baseline information becomes
even more important.The problem is whether this data can be standardised
so that effectiveness can be measured across clients and/or
client concerns. As counselling is essentially preoccupied with individuals,
all of whom have their own individual problems and solutions,
it is rarely possible to translate data from one client into a larger
10 Assessment in Counselling
non-specific factors, particularly the ability to develop a therapeutic
relationship (see, for example, Atkinson et al., 1993; McLeod, 1998),
are essential at this stage of the assessment process.These are not all to
do with factors such as warmth, unconditional regard, trustworthiness
and so on, but also relatively simple things which will increase the
counsellor’s credibility. Initial client perceptions of counsellors
account for 31 per cent of variance in favourable therapeutic
outcomes (Heppner and Claiborn, 1989), such as instilled optimism
(Lambert, 1992) and attractiveness (LaCross, 1980). Wheeler (1995)
recommends that counsellors dress appropriately for fee-paying
clients in order ‘to present themselves in a way that will inspire confidence’
(p. 117), but surely all counsellors could be aware of the nonverbal
statement their dress code makes?
Questions asked at this stage of the assessment process aim to help
the client clarify their expectations, with opportunities to enlarge on
these to include their aspirations as well as their concerns. Such questions
might include:
• What needs to happen in this hour to make your coming here
today worthwhile?
• If we were to meet in a year’s time and all the problems that had
brought you here today had been solved, what would be different
in your life?
• What is your biggest concern?
• What is your wildest dream?
• Anything else? We suggest that a counsellor can hardly ask this
question too often as it prevents premature formulation.
4 ‘To collect baseline information that can be compared with
subsequent data to evaluate progress’
With increased pressure for counsellors to provide accountability
information on their own effectiveness for third-party payers and
administrators, and for legal reasons as well as the professional development
of the counsellor, collecting baseline information becomes
even more important.The problem is whether this data can be standardised
so that effectiveness can be measured across clients and/or
client concerns. As counselling is essentially preoccupied with individuals,
all of whom have their own individual problems and solutions,
it is rarely possible to translate data from one client into a larger
10 Assessment in Counselling
0/5000
the opportunity to build positive expectations about the process.The
non-specific factors, particularly the ability to develop a therapeutic
relationship (see, for example, Atkinson et al., 1993; McLeod, 1998),
are essential at this stage of the assessment process.These are not all to
do with factors such as warmth, unconditional regard, trustworthiness
and so on, but also relatively simple things which will increase the
counsellor’s credibility. Initial client perceptions of counsellors
account for 31 per cent of variance in favourable therapeutic
outcomes (Heppner and Claiborn, 1989), such as instilled optimism
(Lambert, 1992) and attractiveness (LaCross, 1980). Wheeler (1995)
recommends that counsellors dress appropriately for fee-paying
clients in order ‘to present themselves in a way that will inspire confidence’
(p. 117), but surely all counsellors could be aware of the nonverbal
statement their dress code makes?
Questions asked at this stage of the assessment process aim to help
the client clarify their expectations, with opportunities to enlarge on
these to include their aspirations as well as their concerns. Such questions
might include:
• What needs to happen in this hour to make your coming here
today worthwhile?
• If we were to meet in a year’s time and all the problems that had
brought you here today had been solved, what would be different
in your life?
• What is your biggest concern?
• What is your wildest dream?
• Anything else? We suggest that a counsellor can hardly ask this
question too often as it prevents premature formulation.
4 ‘To collect baseline information that can be compared with
subsequent data to evaluate progress’
With increased pressure for counsellors to provide accountability
information on their own effectiveness for third-party payers and
administrators, and for legal reasons as well as the professional development
of the counsellor, collecting baseline information becomes
even more important.The problem is whether this data can be standardised
so that effectiveness can be measured across clients and/or
client concerns. As counselling is essentially preoccupied with individuals,
all of whom have their own individual problems and solutions,
it is rarely possible to translate data from one client into a larger
10 Assessment in Counselling
non-specific factors, particularly the ability to develop a therapeutic
relationship (see, for example, Atkinson et al., 1993; McLeod, 1998),
are essential at this stage of the assessment process.These are not all to
do with factors such as warmth, unconditional regard, trustworthiness
and so on, but also relatively simple things which will increase the
counsellor’s credibility. Initial client perceptions of counsellors
account for 31 per cent of variance in favourable therapeutic
outcomes (Heppner and Claiborn, 1989), such as instilled optimism
(Lambert, 1992) and attractiveness (LaCross, 1980). Wheeler (1995)
recommends that counsellors dress appropriately for fee-paying
clients in order ‘to present themselves in a way that will inspire confidence’
(p. 117), but surely all counsellors could be aware of the nonverbal
statement their dress code makes?
Questions asked at this stage of the assessment process aim to help
the client clarify their expectations, with opportunities to enlarge on
these to include their aspirations as well as their concerns. Such questions
might include:
• What needs to happen in this hour to make your coming here
today worthwhile?
• If we were to meet in a year’s time and all the problems that had
brought you here today had been solved, what would be different
in your life?
• What is your biggest concern?
• What is your wildest dream?
• Anything else? We suggest that a counsellor can hardly ask this
question too often as it prevents premature formulation.
4 ‘To collect baseline information that can be compared with
subsequent data to evaluate progress’
With increased pressure for counsellors to provide accountability
information on their own effectiveness for third-party payers and
administrators, and for legal reasons as well as the professional development
of the counsellor, collecting baseline information becomes
even more important.The problem is whether this data can be standardised
so that effectiveness can be measured across clients and/or
client concerns. As counselling is essentially preoccupied with individuals,
all of whom have their own individual problems and solutions,
it is rarely possible to translate data from one client into a larger
10 Assessment in Counselling
Sedang diterjemahkan, harap tunggu..
kesempatan untuk membangun ekspektasi positif tentang process.The
faktor-faktor non-spesifik, terutama kemampuan untuk mengembangkan terapi
hubungan (lihat, misalnya, Atkinson et al, 1993;. McLeod, 1998),
sangat penting pada tahap ini penilaian process.These tidak semua untuk
melakukan dengan faktor-faktor seperti kehangatan, hal tanpa syarat, kepercayaan
dan sebagainya, tetapi juga hal-hal yang relatif sederhana yang akan meningkatkan
kredibilitas konselor. Persepsi klien awal konselor
account untuk 31 persen dari varians dalam terapi menguntungkan
hasil (Heppner dan Claiborn, 1989), seperti menanamkan optimisme
(Lambert, 1992) dan daya tarik (LaCross, 1980). Wheeler (1995)
merekomendasikan bahwa konselor berpakaian dengan tepat untuk membayar biaya
klien agar 'untuk menampilkan diri dengan cara yang akan menginspirasi kepercayaan'
(hal. 117), tapi pasti semua konselor bisa menyadari nonverbal
pernyataan dress code mereka membuat?
pertanyaan yang diajukan pada tahap proses penilaian bertujuan untuk membantu
klien mengklarifikasi harapan mereka, dengan peluang untuk memperbesar pada
ini untuk memasukkan aspirasi mereka serta keprihatinan mereka. Pertanyaan-pertanyaan semacam
dapat meliputi:
• Apa yang perlu terjadi pada saat ini untuk membuat Anda datang ke sini
? hari ini berharga
• Jika kita bertemu dalam waktu satu tahun dan semua masalah yang telah
membawa Anda di sini hari ini telah diselesaikan, apa yang akan berbeda
di hidup Anda?
• Apa kekhawatiran terbesar Anda?
• Apa impian terliar Anda?
• Ada lagi? Kami menyarankan agar konselor tidak bisa menanyakan hal ini
pertanyaan terlalu sering karena mencegah formulasi dini.
4 'Untuk mengumpulkan informasi dasar yang dapat dibandingkan dengan
data berikutnya untuk mengevaluasi kemajuan '
Dengan meningkatnya tekanan untuk konselor untuk memberikan akuntabilitas
informasi mengenai keefektifan mereka sendiri untuk ketiga -party pembayar dan
administrator, dan untuk alasan hukum serta pengembangan profesional
konselor, mengumpulkan informasi dasar menjadi
lebih important.The masalah adalah apakah data ini dapat distandarisasi
sehingga efektivitas yang dapat diukur di seluruh klien dan / atau
masalah klien . Konseling pada dasarnya sibuk dengan individu,
semuanya memiliki masalah pribadi mereka sendiri dan solusi,
itu jarang mungkin untuk menerjemahkan data dari satu klien menjadi lebih besar
10 Penilaian dalam Konseling
faktor-faktor non-spesifik, terutama kemampuan untuk mengembangkan terapi
hubungan (lihat, misalnya, Atkinson et al, 1993;. McLeod, 1998),
sangat penting pada tahap ini penilaian process.These tidak semua untuk
melakukan dengan faktor-faktor seperti kehangatan, hal tanpa syarat, kepercayaan
dan sebagainya, tetapi juga hal-hal yang relatif sederhana yang akan meningkatkan
kredibilitas konselor. Persepsi klien awal konselor
account untuk 31 persen dari varians dalam terapi menguntungkan
hasil (Heppner dan Claiborn, 1989), seperti menanamkan optimisme
(Lambert, 1992) dan daya tarik (LaCross, 1980). Wheeler (1995)
merekomendasikan bahwa konselor berpakaian dengan tepat untuk membayar biaya
klien agar 'untuk menampilkan diri dengan cara yang akan menginspirasi kepercayaan'
(hal. 117), tapi pasti semua konselor bisa menyadari nonverbal
pernyataan dress code mereka membuat?
pertanyaan yang diajukan pada tahap proses penilaian bertujuan untuk membantu
klien mengklarifikasi harapan mereka, dengan peluang untuk memperbesar pada
ini untuk memasukkan aspirasi mereka serta keprihatinan mereka. Pertanyaan-pertanyaan semacam
dapat meliputi:
• Apa yang perlu terjadi pada saat ini untuk membuat Anda datang ke sini
? hari ini berharga
• Jika kita bertemu dalam waktu satu tahun dan semua masalah yang telah
membawa Anda di sini hari ini telah diselesaikan, apa yang akan berbeda
di hidup Anda?
• Apa kekhawatiran terbesar Anda?
• Apa impian terliar Anda?
• Ada lagi? Kami menyarankan agar konselor tidak bisa menanyakan hal ini
pertanyaan terlalu sering karena mencegah formulasi dini.
4 'Untuk mengumpulkan informasi dasar yang dapat dibandingkan dengan
data berikutnya untuk mengevaluasi kemajuan '
Dengan meningkatnya tekanan untuk konselor untuk memberikan akuntabilitas
informasi mengenai keefektifan mereka sendiri untuk ketiga -party pembayar dan
administrator, dan untuk alasan hukum serta pengembangan profesional
konselor, mengumpulkan informasi dasar menjadi
lebih important.The masalah adalah apakah data ini dapat distandarisasi
sehingga efektivitas yang dapat diukur di seluruh klien dan / atau
masalah klien . Konseling pada dasarnya sibuk dengan individu,
semuanya memiliki masalah pribadi mereka sendiri dan solusi,
itu jarang mungkin untuk menerjemahkan data dari satu klien menjadi lebih besar
10 Penilaian dalam Konseling
Sedang diterjemahkan, harap tunggu..
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- Collect from your yorkshire pig
- through the use of interpretations, insi
- First, let’s define information security
- Saran sebaiknya kita menghindari perjudi
- introductionRemarkably little is written
- through the use of interpretations, insi
- Another problem with an overemphasis on
- Aku kangen dia
- introductionRemarkably little is written
- aku tidak akan pernah bisa melupakanmu,
- Terlalu
- مشروع إنشاء مبنى الكلية لقسم البنات مع ت
- Lama
- Why do you gunts tuned
- Ik mis hem
- aku tidak akan pernah bisa melupakanmu,
- Kamu suka semua lagu
- Lonely
- Sayang dia slalu
- aku tidak akan pernah bisa melupakanmu,
- Can do it
- aku tidak akan pernah bisa melupakanmu,
- our love never die
- aku ragu sayang. dia bukan orang yang mu
