COUNSELING

Counseling

Counseling

Counseling

Counseling responds to that effect to the needs of people seeking help a person to resolve, within a relatively short time, problems that do not necessarily belong in their pathology. There are commonalities in the development of counseling that can be summarized by the emphasis:

Active methods in the aid relationship

The belief in the potential of an individual or group

To belief change in a short time

To establish a relationship where empathy trumps the authority, where the reality outweighs the distant past

The environment as a facilitator of change and personal growth (group, community work) (Lambert 2002, 17).

Counseling Perspective in Philosophy of Education

The development of teaching practices and then work on didactics of disciplines has not replaced the philosophy of education, nor has the development of the human sciences (psychology, sociology, etc.) replaced philosophical reflection on the man. They undoubtedly contributed to feed this discussion but cannot replace it. The way a student learns in an educational environment may be directly correlated to the motivation they demonstrate in wanting to obtain knowledge in a particular academic area. Motivation has been recognized as an essential characteristic of learning for college students (Brewer & Burgess). This is because it is typically known and understood that college teachers must manage respective responsibilities at the same time (Bond 1992, 51).

Counseling on Education

One of the major responsibilities of a teacher to consider is to motivate students to have the desire to attend class and to learn. As part of training teachers concerning on best practices for motivating students, they may also be evaluated on their skills of instruction, building relationships, and classroom management as recommended in Brewer and Burgess. It was even suggested in Brewer and Burgess that although students were responsible for learning material in a class, the teacher is in charge of causing their students to be motivated to want to know the information being taught. A study noted in Brewer and Burgess made an intriguing point that teachers were perceived by students as having the main responsibility for learners' interest or boredom (Brewer 2005, 23).

Cognitive-behavioral therapy (CBT)

Cognitive-behavioral therapy (CBT) approaches, which are based on social learning and behavior theories, have received a great deal of attention in research on psychotherapy outcomes, partly due to their clearly defined focus on identifying problems, setting clear goals, and employing sets of strategies in the change process. These strategies include, behavioral, contracting, developing, problem-solving skills, and changing internal, cognitive patterns and, self-statements. From a cognitive-behavioral perspective, learning is the key mechanism of change. A client's difficulties are believed to be rooted in maladaptive thought and behavior patterns, and the therapist assists the client with changing these through goal setting, education, modeling, and conditioning.

With the potential that counseling relationships hold for the development of a variety of new skills and ways of viewing oneself and the world, counseling researchers and practitioners may benefit from lessons learned from CBT research and practice. Another set of approaches with a long history and ardent supporters, but less empirical study of effectiveness, is based ...