Group Work and the Teaching of Ethics

Hayes, Richard L.

doi:10.1080/01933929108415583

Cited by 10 publications

(11 citation statements)

References 25 publications

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“…The fourth assumption that directs our curriculum development is the recognition that group work is the natural vehicle for encouraging collaboration in the empowerment of our participants. Building the sense of community that is required for the delivery of a comprehensive school counseling program demands attention to the unique growth and development that can emerge through small group interaction (Dagley, Gazda, & Pistole, 1986;Glickman, Hayes, & Hensley, 1992;Hayes, 1991;Ohlsen, Home, & Lawe, 1988). Unused to working together, each new cohort of graduate students encounters interpersonal problems that require new ways of relating if they are to overcome the isolation that is a widespread characteristic of professional life in schools (Lottie, 1975;Su, 1990).…”

Section: Values Auditmentioning

confidence: 99%

Restructuring School Counselor Education: Work in Progress

Hayes¹,

Dagley²,

Horne³

1996

Jour of Counseling & Develop

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Responding to the cry for school reform and to the growing demand for school counselors, this article offers a rationale for the pursuit of a new approach to educating school counselors. Based on a set of related assumptions, the proposed model relies on a group‐oriented, democratic strategic planning process of empowerment that involves participants in the collaborative development of a school counselor education program.

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Section: Values Auditmentioning

confidence: 99%

Restructuring School Counselor Education: Work in Progress

Hayes¹,

Dagley²,

Horne³

1996

Jour of Counseling & Develop

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“…Drawing upon this perspective of human development, various researchers have argued that educators should serve as architects for educational experiences that encourage developmental advancement (Hayes, 1991(Hayes, , 1994bHoshmond & Polkinghorne, 1992;Kohlberg & Mayer, 1972;Schon, 1987;Sprinthall & ThiesSprinthall, 1993;Weinstein & Alschuler, 1985). Although the deliberate application of psychological knowledge to self-empowerment (Mosher & Sprinthall, 1970) has been a central component of school counseling programs in the United States (Paisley & Hubbard, 1989), such practice is only now emerging in Japan.…”

Section: Deliberate Psycho-educationmentioning

confidence: 96%

“…Placing students in situations that demand reflection upon their own reasoning while simultaneously attempting to understand the experience of the other as the other, has been shown to stimulate development (Kohlberg, 1985). Conducted in the context of the group as a whole, this process also gives students opportunities to hear the reasoning and be exposed to the ideas of others (Hayes, 1991). Many experiences in educational and/or clinical settings provide authentic dilemmas for individual reflection and group discussion.…”

Section: Deliberate Psycho-educationmentioning

confidence: 97%

“…Topics have included assertiveness, emotional development, an introduction to basic theories of psychotherapy, transactional analysis (Ashihara, 1992;Berne, 1967;Stewart & Joines, 1987;Sugita, 1988), game analysis (Goulding & Goulding, 1980), life tasks (Manaster & Corsini, 1982), decision making, family imaging (Kameguchi, 2000a), relaxation training (Kameguchi, 1989), multiculturalism, peer relationships (Saito, 1996), group identification (Hashimoto, 1999), and group problem solving (Hayes, 1991).…”

Section: The Curriculummentioning

confidence: 99%

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Psycho-Education for Japanese Youth

Hayes

Kameguchi

2005

Int J Adv Counselling

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The development of a comprehensive program of psycho-education for students in a secondary school attached to a Japanese university is presented. The rationale for the program, basic concepts, methods and procedures, and curriculum development to address youth violence and enhance appropriate self-assertion among Japanese youth are discussed.Youth under age 20 now account for more than half of all violent acts committed in Japan. Although the crime rate for youthful offenders appears to have stabilized at a level approaching 5% (Japanese Ministry of Justice, 1999Justice, , 2002, school-related issues such as bullying, non-attendance at school, violence directed at classroom teachers, and recurrent classroom disruptions have Japanese educators rightly concerned about the future for their children (Hayes, 2001). In explanation, officials in the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) point to a set of social conditions that have been shaping contemporary Japan for more than two decades. Declining birthrates, expanding urbanization, substantive decreases in the educational functions traditionally performed in the home and local community, a growing emphasis on respect for individual rights at the expense of social responsibility, and the tendency of youth to be drawn further into their own worlds as a function of global consumerism have all been identified as factors contributing to the exacerbation of youth violence (MEXT, 2001).

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“…Among the many opportunities that might arise in this process are those that occur in intensive small-group courses (Day, 1987, in press;Hayes 1991). This may be in concert with, but I suspect would often be quite different from, what is currently our practice in "ethics" courses, where preaching and memorization often characterize our pedagogical style.…”

Section: Cautions and Suggestionsmentioning

confidence: 99%

Obligation and Motivation: Obstacles and Resources for Counselor Well‐Being and Effectiveness

Day¹

1994

Jour of Counseling & Develop

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This article very briefly considers the role of obligation in the motivation of counselors and other human development professionals to do their work. Characteristic motivations related to a sense of obligation presented by counselors in training, and potential consequences for both effective and ineffective counseling behavior, are highlighted. The author observes that narrative practices related to the humanities, and, in particular, to religious and spiritual traditions, may serve as resources for counselors when motivation, as obligation, is confounded by some of the harsher elements of human nature and of the counseling profession.

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Group Work and the Teaching of Ethics

Cited by 10 publications

References 25 publications

Restructuring School Counselor Education: Work in Progress

Restructuring School Counselor Education: Work in Progress

Psycho-Education for Japanese Youth

Obligation and Motivation: Obstacles and Resources for Counselor Well‐Being and Effectiveness

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