Zobrazeno 1 - 10
of 83
pro vyhledávání: '"John P. Galassi"'
Autor:
John P. Galassi
Publikováno v:
Strengths-Based School Counseling ISBN: 9781315087641
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::724c912f2a10a2ffade84a26fb4a7404
https://doi.org/10.4324/9781315087641-5
https://doi.org/10.4324/9781315087641-5
Autor:
John P. Galassi
Publikováno v:
Strengths-Based School Counseling ISBN: 9781315087641
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::390ace9b630890355a83136013791821
https://doi.org/10.4324/9781315087641-1
https://doi.org/10.4324/9781315087641-1
Autor:
Patrick Akos, John P. Galassi
Publikováno v:
Counselor Education and Supervision. 51:50-63
Reform in school counseling over the last decade has focused on how school counselors can contribute to the academic development of K–12 students. Consensus in this matter has yet to be achieved, and recommendations about how best to prepare preser
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::063de6a39356b4c1fbaed10f927d9527
https://doi.org/10.1002/j.1556-6978.2012.00004.x
https://doi.org/10.1002/j.1556-6978.2012.00004.x
Publikováno v:
Professional School Counseling. 12:176-181
Articles in this special issue illustrate how Strengths-Based School Counseling complements the ASCA National Model® by strengthening the foundation of comprehensive school counseling programs, emphasizing promotion-oriented delivery, reinforcing th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2dc19ee290d2ce3ce9da0a87afb8b1ef
https://doi.org/10.5330/psc.n.2010-12.176
https://doi.org/10.5330/psc.n.2010-12.176
Autor:
John P. Galassi, Patrick Akos
Publikováno v:
The Journal of Educational Research. 98:102-108
School transition research indicates that negative outcomes (e.g., decreases in self-esteem and academic motivation) occur for a number of students in transition. Although data are not consistent, gender and race tend to play a role in school transit
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c2fb04bfb89359db1158bfe201992513
https://doi.org/10.3200/joer.98.2.102-108
https://doi.org/10.3200/joer.98.2.102-108
Autor:
John P. Galassi, Patrick Akos
Publikováno v:
Journal of Counseling & Development. 82:146-157
Characteristics of current and emerging school counseling program models are reviewed, and their limitations and challenges in serving students' needs in the 21st century are enumerated. The authors discuss the implications for these models of recent
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::09e7a3a84573fc0d09b4d4eb7d1798a8
https://doi.org/10.1002/j.1556-6678.2004.tb00296.x
https://doi.org/10.1002/j.1556-6678.2004.tb00296.x
Autor:
John P. Galassi, Patrick Akos
Publikováno v:
The Counseling Psychologist. 32:235-244
Romano and Kachgal argue for greater collaboration between counseling psychology and school counseling. Although their proposal has considerable merit, a variety of barriers to collaboration—including professional jealousies and turf, the lack of k
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::812f68a1b16d10421df3cf8f28294d40
https://doi.org/10.1177/0011000003261359
https://doi.org/10.1177/0011000003261359
Autor:
Patrick Akos, John P. Galassi
Publikováno v:
Counselor Education and Supervision. 43:192-206
Counselor educators continue to debate the persistent questions of the role and function of the school counselor. School counselor education faculty can address the issue of the school counselor's role by using contemporary developmental research to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4f792a22e1972b7be1cdc0f4c48e97c2
https://doi.org/10.1002/j.1556-6978.2004.tb01842.x
https://doi.org/10.1002/j.1556-6978.2004.tb01842.x
Autor:
Dorothy J. Mebane, John P. Galassi
Publikováno v:
The Journal of Educational Research. 96:259-268
The authors investigated the influence of group and task variables on perceived organizational and team learning by school and university participants in collaborative inquiry partnership groups in a professional development school (PDS). Participant
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::da7a41b6399b1649b94a3597a76a1662
https://doi.org/10.1080/00220670309597638
https://doi.org/10.1080/00220670309597638