Emphasizing a reflective practice, this book presents an eclectic model for evaluating student information and selecting the most effective interventions from a variety of therapeutic approaches.
Emphasizing a reflective practice, this book presents an eclectic model for evaluating student information and selecting the most effective interventions from a variety of therapeutic approaches.
Richard D. Parsons, Ph.D. is Professor Emeritus in Counselor Education at West Chester University. He has authored or co-authored over 100 books, book chapters, and professional articles. He has over 40 years of university teaching experience and has had a private clinical practice for more than 40 years.
Inhaltsangabe
Introduction to the Book Series Preface Acknowledgments About the Author Section I. The Transtheoretical Model of Change, an Integrative Model Guiding a School Counselor's Reflective Practice 1. The School Counselor as Reflective Practitioner 2. The Fundamental Principles of the Transtheoretical Model Section II. Integrating Stages and Processes of Change 3. The Stages of Change 4. The Processes of Change 5. Matching Stage and Process Section III. TTM Guiding Reflective Practice: A Look at the School Counselor in Action 6. School Counselors Reflecting In and On Practice 7. Practice in Procedural Thinking Epilogue References Index
Introduction to the Book Series Preface Acknowledgments About the Author Section I. The Transtheoretical Model of Change, an Integrative Model Guiding a School Counselor's Reflective Practice 1. The School Counselor as Reflective Practitioner 2. The Fundamental Principles of the Transtheoretical Model Section II. Integrating Stages and Processes of Change 3. The Stages of Change 4. The Processes of Change 5. Matching Stage and Process Section III. TTM Guiding Reflective Practice: A Look at the School Counselor in Action 6. School Counselors Reflecting In and On Practice 7. Practice in Procedural Thinking Epilogue References Index
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