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Introduction:Assessment Complexitie
Introduction:
Assessment Complexities
In this chapter we will begin by putting our interest in assessment
into context and discussing briefly our research for the book. Then
the influence of the process of assessment is discussed along with the
interplay between this and counsellors’ theoretical homes and
common techniques. The chapter will end with an explanation of
what we see as ‘waves’ of theory, of what we call the theoretical ‘maps’
that appear in Chapters 4 to 9, and of our social-constructionist
philosophy.
In our practice at Northorpe Hall, the client is given a choice of
counsellor in terms of ethnicity and gender and, within these preferences,
the counselling coordinator makes an initial decision to allocate
client to counsellor on the basis of the age of the client and type
of problem, matching these to the known preferences and skills of the
counsellor. An assessment interview is undertaken, after which the
counsellor has the option of referring the client to another counsellor;
the client can request a change of counsellor; or counselling can
proceed on the basis that both parties are satisfied with the original
‘match’. Additionally the counsellor can at any time bring in another
member of the team or the client can request a change of counsellor.
The latter is facilitated by the client being made aware that they do
not have to give a reason for wanting to change, they only need to
ring the counselling coordinator. Neither are they expected to ‘work
through’ their rejection of a counsellor.
Thus assessment of clients’ needs, preferences and suitability for
counselling is taken particularly seriously, as is the suitability of the
counsellors and the counselling approaches that are available.This led
us to think that a good starting point for the preparation of this book
would be informal discussion with our colleagues about both the
purpose and content of assessment in counselling. Our assumption
Assessment Complexities
In this chapter we will begin by putting our interest in assessment
into context and discussing briefly our research for the book. Then
the influence of the process of assessment is discussed along with the
interplay between this and counsellors’ theoretical homes and
common techniques. The chapter will end with an explanation of
what we see as ‘waves’ of theory, of what we call the theoretical ‘maps’
that appear in Chapters 4 to 9, and of our social-constructionist
philosophy.
In our practice at Northorpe Hall, the client is given a choice of
counsellor in terms of ethnicity and gender and, within these preferences,
the counselling coordinator makes an initial decision to allocate
client to counsellor on the basis of the age of the client and type
of problem, matching these to the known preferences and skills of the
counsellor. An assessment interview is undertaken, after which the
counsellor has the option of referring the client to another counsellor;
the client can request a change of counsellor; or counselling can
proceed on the basis that both parties are satisfied with the original
‘match’. Additionally the counsellor can at any time bring in another
member of the team or the client can request a change of counsellor.
The latter is facilitated by the client being made aware that they do
not have to give a reason for wanting to change, they only need to
ring the counselling coordinator. Neither are they expected to ‘work
through’ their rejection of a counsellor.
Thus assessment of clients’ needs, preferences and suitability for
counselling is taken particularly seriously, as is the suitability of the
counsellors and the counselling approaches that are available.This led
us to think that a good starting point for the preparation of this book
would be informal discussion with our colleagues about both the
purpose and content of assessment in counselling. Our assumption
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Introduction:
Assessment Complexities
In this chapter we will begin by putting our interest in assessment
into context and discussing briefly our research for the book. Then
the influence of the process of assessment is discussed along with the
interplay between this and counsellors’ theoretical homes and
common techniques. The chapter will end with an explanation of
what we see as ‘waves’ of theory, of what we call the theoretical ‘maps’
that appear in Chapters 4 to 9, and of our social-constructionist
philosophy.
In our practice at Northorpe Hall, the client is given a choice of
counsellor in terms of ethnicity and gender and, within these preferences,
the counselling coordinator makes an initial decision to allocate
client to counsellor on the basis of the age of the client and type
of problem, matching these to the known preferences and skills of the
counsellor. An assessment interview is undertaken, after which the
counsellor has the option of referring the client to another counsellor;
the client can request a change of counsellor; or counselling can
proceed on the basis that both parties are satisfied with the original
‘match’. Additionally the counsellor can at any time bring in another
member of the team or the client can request a change of counsellor.
The latter is facilitated by the client being made aware that they do
not have to give a reason for wanting to change, they only need to
ring the counselling coordinator. Neither are they expected to ‘work
through’ their rejection of a counsellor.
Thus assessment of clients’ needs, preferences and suitability for
counselling is taken particularly seriously, as is the suitability of the
counsellors and the counselling approaches that are available.This led
us to think that a good starting point for the preparation of this book
would be informal discussion with our colleagues about both the
purpose and content of assessment in counselling. Our assumption
Assessment Complexities
In this chapter we will begin by putting our interest in assessment
into context and discussing briefly our research for the book. Then
the influence of the process of assessment is discussed along with the
interplay between this and counsellors’ theoretical homes and
common techniques. The chapter will end with an explanation of
what we see as ‘waves’ of theory, of what we call the theoretical ‘maps’
that appear in Chapters 4 to 9, and of our social-constructionist
philosophy.
In our practice at Northorpe Hall, the client is given a choice of
counsellor in terms of ethnicity and gender and, within these preferences,
the counselling coordinator makes an initial decision to allocate
client to counsellor on the basis of the age of the client and type
of problem, matching these to the known preferences and skills of the
counsellor. An assessment interview is undertaken, after which the
counsellor has the option of referring the client to another counsellor;
the client can request a change of counsellor; or counselling can
proceed on the basis that both parties are satisfied with the original
‘match’. Additionally the counsellor can at any time bring in another
member of the team or the client can request a change of counsellor.
The latter is facilitated by the client being made aware that they do
not have to give a reason for wanting to change, they only need to
ring the counselling coordinator. Neither are they expected to ‘work
through’ their rejection of a counsellor.
Thus assessment of clients’ needs, preferences and suitability for
counselling is taken particularly seriously, as is the suitability of the
counsellors and the counselling approaches that are available.This led
us to think that a good starting point for the preparation of this book
would be informal discussion with our colleagues about both the
purpose and content of assessment in counselling. Our assumption
Sedang diterjemahkan, harap tunggu..
Pendahuluan:
Kompleksitas Penilaian
Dalam bab ini kita akan mulai dengan menempatkan kepentingan kita dalam penilaian
dalam konteks dan membahas secara singkat penelitian kami untuk buku. Maka
pengaruh proses penilaian dibahas bersama dengan
interaksi antara ini dan rumah teoritis konselor dan
teknik umum. Bab ini akan diakhiri dengan penjelasan tentang
apa yang kita lihat sebagai 'gelombang' teori, dari apa yang kita sebut teori 'peta'
yang muncul di Bab 4 sampai 9, dan sosial-konstruksionis kami
filsafat.
Dalam prakteknya kami di Northorpe Hall, klien diberi pilihan
konselor dalam hal etnis dan gender dan, dalam preferensi ini,
koordinator konseling membuat keputusan awal untuk mengalokasikan
klien untuk konselor berdasarkan usia klien dan jenis
masalah, cocok ini ke preferensi dikenal dan keterampilan
konselor. Wawancara penilaian dilakukan, setelah itu
konselor memiliki pilihan untuk merujuk klien untuk konselor lain,
klien dapat meminta perubahan konselor; atau konseling dapat
melanjutkan atas dasar bahwa kedua belah pihak puas dengan aslinya
'pertandingan'. Selain itu konselor dapat setiap saat membawa lain
anggota tim atau klien dapat meminta perubahan konselor.
Yang terakhir ini difasilitasi oleh klien yang dibuat sadar bahwa mereka
tidak harus memberikan alasan untuk ingin berubah, mereka hanya perlu
menelepon koordinator konseling. Baik yang mereka diharapkan untuk 'bekerja
melalui 'penolakan mereka terhadap seorang konselor.
Jadi penilaian kebutuhan, preferensi klien dan kesesuaian untuk
konseling diambil terutama serius, seperti kesesuaian
konselor dan pendekatan konseling yang tersedia.Hal dipimpin
kami untuk berpikir bahwa titik awal yang baik untuk persiapan buku ini
akan menjadi diskusi informal dengan rekan-rekan kami tentang kedua
tujuan dan isi penilaian dalam konseling. Asumsi kami
Kompleksitas Penilaian
Dalam bab ini kita akan mulai dengan menempatkan kepentingan kita dalam penilaian
dalam konteks dan membahas secara singkat penelitian kami untuk buku. Maka
pengaruh proses penilaian dibahas bersama dengan
interaksi antara ini dan rumah teoritis konselor dan
teknik umum. Bab ini akan diakhiri dengan penjelasan tentang
apa yang kita lihat sebagai 'gelombang' teori, dari apa yang kita sebut teori 'peta'
yang muncul di Bab 4 sampai 9, dan sosial-konstruksionis kami
filsafat.
Dalam prakteknya kami di Northorpe Hall, klien diberi pilihan
konselor dalam hal etnis dan gender dan, dalam preferensi ini,
koordinator konseling membuat keputusan awal untuk mengalokasikan
klien untuk konselor berdasarkan usia klien dan jenis
masalah, cocok ini ke preferensi dikenal dan keterampilan
konselor. Wawancara penilaian dilakukan, setelah itu
konselor memiliki pilihan untuk merujuk klien untuk konselor lain,
klien dapat meminta perubahan konselor; atau konseling dapat
melanjutkan atas dasar bahwa kedua belah pihak puas dengan aslinya
'pertandingan'. Selain itu konselor dapat setiap saat membawa lain
anggota tim atau klien dapat meminta perubahan konselor.
Yang terakhir ini difasilitasi oleh klien yang dibuat sadar bahwa mereka
tidak harus memberikan alasan untuk ingin berubah, mereka hanya perlu
menelepon koordinator konseling. Baik yang mereka diharapkan untuk 'bekerja
melalui 'penolakan mereka terhadap seorang konselor.
Jadi penilaian kebutuhan, preferensi klien dan kesesuaian untuk
konseling diambil terutama serius, seperti kesesuaian
konselor dan pendekatan konseling yang tersedia.Hal dipimpin
kami untuk berpikir bahwa titik awal yang baik untuk persiapan buku ini
akan menjadi diskusi informal dengan rekan-rekan kami tentang kedua
tujuan dan isi penilaian dalam konseling. Asumsi kami
Sedang diterjemahkan, harap tunggu..
Bahasa lainnya
Dukungan alat penerjemahan: Afrikans, Albania, Amhara, Arab, Armenia, Azerbaijan, Bahasa Indonesia, Basque, Belanda, Belarussia, Bengali, Bosnia, Bulgaria, Burma, Cebuano, Ceko, Chichewa, China, Cina Tradisional, Denmark, Deteksi bahasa, Esperanto, Estonia, Farsi, Finlandia, Frisia, Gaelig, Gaelik Skotlandia, Galisia, Georgia, Gujarati, Hausa, Hawaii, Hindi, Hmong, Ibrani, Igbo, Inggris, Islan, Italia, Jawa, Jepang, Jerman, Kannada, Katala, Kazak, Khmer, Kinyarwanda, Kirghiz, Klingon, Korea, Korsika, Kreol Haiti, Kroat, Kurdi, Laos, Latin, Latvia, Lituania, Luksemburg, Magyar, Makedonia, Malagasi, Malayalam, Malta, Maori, Marathi, Melayu, Mongol, Nepal, Norsk, Odia (Oriya), Pashto, Polandia, Portugis, Prancis, Punjabi, Rumania, Rusia, Samoa, Serb, Sesotho, Shona, Sindhi, Sinhala, Slovakia, Slovenia, Somali, Spanyol, Sunda, Swahili, Swensk, Tagalog, Tajik, Tamil, Tatar, Telugu, Thai, Turki, Turkmen, Ukraina, Urdu, Uyghur, Uzbek, Vietnam, Wales, Xhosa, Yiddi, Yoruba, Yunani, Zulu, Bahasa terjemahan.
- about
- kenapa tidak masuk legion
- Ayo kita juga pergi, hari sudah sore nih
- counsellors do have a responsibility for
- Social Science and Parenting Plans for Y
- GAMBAR SAYA
- Hari sudah sore
- counsellors do have a responsibility for
- A house-warming party
- foto lama
- counsellors do have a responsibility for
- Sanpai jumpa lagi
- Bisa iya bisa tidak
- aku ingin memiliki sesuatu yang sangat b
- i love you
- Sampai jumpa lagi
- warming
- i love you
- Bidadari ku, Surga ku
- counsellors do have a responsibility for
- what is the invitation about?
- aku ingin memiliki sesuatu yang sangat b
- Ayo kita pergi juga, har8 sudah sore nih
- kenappa tidak masuk legion
