Shari M. Sias

Bio: Shari M. Sias is an academic researcher from East Carolina University. The author has contributed to research in topics: Counselor education & Substance abuse. The author has an hindex of 10, co-authored 20 publications receiving 317 citations. Previous affiliations of Shari M. Sias include Marshall University.

An Integrative Psychological Developmental Model of Supervision for Professional School Counselors-in-Training

Abstract: Professional school counselors (PSCs) at higher levels of psychological development negotiate complex situations and perform counselor-related tasks with empathy, flexibility, tolerance for ambiguity, boundary setting, personal and interpersonal awareness, and self-care more effectively than do individuals at lower levels of development. This article introduces an integrative clinical supervision model designed to promote the psychological growth (ego maturity) of PSCs-in-training; presents practical components of the model; and discusses implications for PSC educators, supervisors, and researchers.

A Scholarly Writing Resource for Counselor Educators and Their Students

Abstract: Graduate students and new faculty in counselor education are often required to contribute scholarly works. However, graduate schools do not always provide appropriate preparation in scholarly writing. This article outlines the basic components of a scholarly manuscript or paper, identifies prevalent writing errors, and offers suggestions for how counselor educators can teach and mentor new faculty and their students.

Conceptual and Moral Development of Substance Abuse Counselors: Implications for Training

Abstract: The relationship among substance abuse counselors' education, experience, recovery status, and cognitive development (conceptual complexity and moral reasoning levels) was examined in a simultaneous multiple regression. Significant relationships were found between counselors' level of conceptual complexity and moral reasoning and their education. Implications for counselor training are presented.

Ego Development and Preferred Social Distance from Persons with Disabilities.

Abstract: Bias toward persons with disabilities (PWD) is of particular interest in the rehabilitation counseling and allied health professions since negative attitudes among providers can marginalize the treatment of PWD. This exploratory study examined the influence of socio-cognitive development, as measured by ego development (Hy & Loevinger, 1996), on attitudes towards PWD, as measured by preferred social distance (Bogardus, 1932). Surveying 102 graduate students in four Allied Health departments, we found that higher ego development was associated with lower preferred social distance. Implications for rehabilitation counselor education are discussed.

Children of Alcoholics: Implications for Professional School Counseling.

Abstract: Children of alcoholics (COAs) need the support of professional school counselors (PSCs). These students" family dysfunctionality places them at high risk for adverse academic, physiological, emotional, and social consequences. This article (a) introduces alcohol abuse as a family illness, (b) describes the possible effects of family alcohol abuse on children, (c) identifies potential indicators of COAs, and (d) offers suggestions that PSCs may implement to support students and their families. Currently, many COAs remain unidentified within schools; therefore, these students may not be receiving the counseling services they deserve and require. ********** Alcohol abuse affects the entire family, yet only recently has attention focused on the needs of children with parents or guardians who abuse alcohol and/or other drugs. Professional school counselors (PSCs) must be prepared to identify and address the needs of these students. Parental alcohol abuse presents serious academic, emotional, physical, and social problems to families, schools, and society at large. Alcohol-abusing parents generally are ineffective in meeting their children's educational, developmental, social, and emotional needs (Robinson & Rhoden, 1998). Therefore, early prevention and intervention efforts are essential in these students' lives. For the purposes of this article, the term children of alcoholics (COAs) will encompass children living in families where parental or guardian alcohol abuse, dependence, and/or addiction is present. The problem of parental alcohol abuse is pervasive in the United States. An estimated 9,700,000 children (or 15% of the 66 million children) 17 years of age or younger are living with an adult diagnosed with alcohol abuse or dependence in the past year. Additionally, findings from a national longitudinal alcohol epidemiologic survey suggest that 1 in 4 children younger than 18 years of age in the United States are exposed to alcohol abuse or dependence in their family (Grant, 2000). Families abusing alcohol are often closed systems; family members are not encouraged to build relationships outside of the immediate family, and the "family secret" of alcohol abuse is hidden from other individuals in the community (Edwards, 2003). Therefore, these statistics on the prevalence of COAs are probably conservative. Consequently, based on these national statistics and the occurrence of underreporting, an average PSC caseload of 477 students (U.S. Department of Education, 2003) may have approximately 120 students who have been or will be exposed to alcohol abuse or dependence in their family. Further complicating the issues of COAs is that many alcohol-abusing parents have coexisting psychiatric disorders. To describe the condition of a person having both a psychiatric disorder and a chemical dependency, the terms dual disorder, dual diagnosis, comorbidity, and co-occurring disorders often are used. Research findings suggest that an estimated 50% of substance abusers have at least one mental illness (Brooner, King, Kidorf, Schmidt, & Bigelow, 1997; Halikas, Crosby, Pearson, Nugent, & Carlson, 1994). Often individuals with dual disorders are experiencing tremendous psychological pain, which is apparent in their much higher rates of suicide and suicide attempts than the general population. Consequently, caretakers with comorbidity are generally less able to meet the emotional, educational, and social needs of their children. Alcohol abuse is a multigenerational issue, in which this biopsychosocial disorder often is passed from one generation to the next. This is evident in the research in which COAs have been found to be 4 times more likely than non-COAs to develop alcohol abuse or dependence (Brook et al., 2003; National Association for Children of Alcoholics [NACOA], 1998). Parental alcohol abuse often presents potentially long-term behavioral, social, and psychological problems for these children including depression, anxiety, and conduct disorders, as well as the development of rigid and inflexible coping skills (Bosworth & Burke, 1994; Fals-Stewart, Kelley, Cooke, & Golden, 2003). …

教学模式 = Models of Teaching

Abstract: Dedication Preface Foreword PART I: FRAME OF REFERENCE We begin with the idea of giving students the tools that increase their capacity for learning. The primary role of education is to increase student capacity for personal growth, social growth, and academic learning. Models of Teaching is an avenue to liberate student learning capacity and, by doing so, to help teachers take charge of their lives as teachers. CHAPTER 1: BEGINNING THE INQUIRY Creating Communities of Expert Learners On the whole, students are in schools and classes within those schools. Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners. We study how to build those learning communities. CHAPTER 2: WHERE MODELS OF TEACHING COME FROM Multiple Ways of Constructing Knowledge The history of teacher researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students. Models have come from the ages and from teacher-researchers who have invented new ways of teaching. Some of these are submitted to research and development and how teachers can learn to use them. Those are the models that are included in this book. CHAPTER 3: STUDYING THE SLOWLY-GROWING KNOWLEDGE BASE IN EDUCATION A Basic Guide Through the Rhetorical Thickets We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession. Here we examine what we have learned about how to design good instruction and effective curriculums. And, we learn how to avoid some destructive practices. CHAPTER 4: MODELS OF TEACHING AND TEACHING STYLES Three Sides of Teaching--Styles, Models, and Diversity We are people and our personalities greatly affect the environments that our students experience. And, as we use various models of teaching our selves -- our natural styles -- color how those models work in the thousands of classrooms in our society. Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools. PART II: THE INFORMATION-PROCESSING FAMILYOF MODELS How can we and our students best acquire information, organize it, and explain it? For thousands of years philosophers, educators, psychologists, and artists have developed ways to gather and process information. Here are several live ones. CHAPTER 5: LEARNING TO THINK INDUCTIVELY Forming Concepts by Collecting and Organizing Information Human beings are born to build concepts. The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed. The inductive model builds on and enhances the inborn capacity of our students. CHAPTER 6: ATTAINING CONCEPTS Sharpening Basic Thinking Skills Students can develop concepts. They also can learn concepts developed by others. Concept attainment teaches students how to learn and use concepts and develop and test hypotheses. CHAPTER 7: THE PICTURE-WORD INDUCTIVE MODEL Developing Literacy across the Curriculum Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and, thus, to be powerful language learners. In Chapter 19 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed. CHAPTER 8: SCIENTIFIC INQUIRY AND INQUIRY TRAINING The Art of Making Inferences From the time of Aristotle, we have had educators who taught science-in-the-making rather than teaching a few facts and hoping for the best. We introduce you to a model of teaching that is science on the hoof, so to speak. This model has had effects, among other things, on improving the capacity of students to learn. We concentrate on the Biological Sciences Study Group, where for 40 years science teachers have shared information and generated new ideas. And, Inquiry training is a "best yet" model for teaching basic inquiry skills. CHAPTER 9: MEMORIZATION Getting the Facts Straight Memorization has had something of a bad name, mostly because of deadly drills. Contemporary research and innovative teachers have created methods that not only improve our efficiency in memorization, but also make the process delightful. CHAPTER 10: SYNECTICS The Arts of Enhancing Creative Thought Creative thought has often been thought of as the province of a special few, and something that the rest of us cannot aspire to. Not so. Synectics brings to all students the development of metaphoric thinking -- the foundation of creative thought. The model continues to improve. CHAPTER 11: LEARNING FROM PRESENTATIONS Advance Organizers Learning from presentations has almost as bad a name as learning by memorization. Ausubel developed a system for creating lectures and other presentations that will increase learner activity and, subsequently, learning. PART III: THE SOCIAL FAMILY OF MODELS Working together might just enhance all of us. The social family expands what we can do together and generates the creation of democracy in our society in venues large and small. In addition, the creation of learning communities can enhance the learning of all students dramatically. CHAPTER 12: PARTNERS IN LEARNING From Dyads to Group Investigation Can two students who are paired in learning increase their learning? Can students organized into a democratic learning community apply scientific methods to their learning? You bet they can. Group Investigation can be used to redesign schools, increase personal, social, and academic learning among all students, and -- is very satisfying to teach. CHAPTER 13: THE STUDY OF VALUES Role Playing and Public Policy Education Values provide the center of our behavior, helping us get direction and understand other directions. Policy issues involve the understanding of values and the costs and benefits of selecting some solutions rather than others. In these models, values are central. Think for a moment about the issues that face our society right now -- research on cells, international peace, including our roles in Iraq and the rest of the Middle East, the battle against AIDS, poverty, and who controls the decisions about pregnancy and abortion. Not to mention just getting along together. PART IV: THE PERSONAL FAMILY OF MODELS The learner always does the learning. His or her personality is what interacts with the learning environment. How do we give the learner centrality when we are trying to get that same person to grow and respond to tasks we believe will enhance growth? CHAPTER 14: NONDIRECTIVE TEACHING The Learner at the Center How do we think about ourselves as learners? As people? How can we organize schooling so that the personalities and emotions of students are taken into account? Let us inquire into the person who is the center of the education process. CHAPTER 15: DEVELOPING POSITIVE SELF-CONCEPTS The Inner Person of Boys and Girls, Men and Women If you feel great about yourself, you are likely to become a better learner. But you begin where you are. Enhancing self concept is a likely avenue. The wonderful work by the SIMs group in Kansas (see Chapter 3) has demonstrated how much can be accomplished. PART V: THE BEHAVIORAL SYSTEMS FAMILY OF MODELS We are what we do. So how do we learn to practice more productive behaviors? Let's explore some of the possibilities. CHAPTER 16: LEARNING TO LEARN FROM MASTERY LEARNING Bit by bit, block by block, we climb our way up a ladder to mastery. CHAPTER 17: DIRECT INSTRUCTION Why beat around the bush when you can just deal with things directly? Let's go for it! However, finesse is required, and that is what this chapter is all about. CHAPTER 18: LEARNING FROM SIMULATIONS Training and Self-Training How much can we learn from quasi-realities? The answer is, a good deal. Simulations enable us to learn from virtual realities where we can experience environments and problems beyond our present environment. Presently, they range all the way to space travel, thanks to NASA and affiliated developers. PART VI: INDIVIDUAL DIFFERENCES, DIVERSITY, AND CURRICULUM The rich countryside of humanity makes up the population of our schools. The evidence suggests that diversity enhances the energy of schools and classrooms. However, some forms of teaching make it difficult for individual differences to flourish. We emphasize the curriculums and models of teaching that enable individual differences to thrive. CHAPTER 19: LEARNING STYLES AND MODELS OF TEACHING Making Discomfort Productive By definition, learning requires knowing, thinking, or doing things we couldn't do before the learning took place. Curriculums and teaching need to be shaped to take us where we haven't been. The trick is to develop an optimal mismatch in which we are pushed but the distance is manageable. CHAPTER 20: EQUITY Gender, Ethnicity, and Socioeconomic Background The task here is to enable differences to become an advantage. The best curriculums and models of teaching do just that. In other words, if differences are disadvantages, it is because of how we teach. CHAPTER 21: CREATING AND TESTING CURRICULUMS The Conditions of Learning Robert Gagne's framework for building curriculums is discussed and illustrated. This content is not simple, but it is powerful. CHAPTER 22: TWO WORDS ON THE FUTURE The Promise of Distance Learning and Using Models of Teaching to Ensure that No Child is Left Behind. Afterword APPENDIX PEER COACHING GUIDES Related Literature and References Index

Ethical Principles of Psychologists and Code of Conduct

Abstract: 1. Resolving Ethical Issues 1.01 Misuse of Psychologists’ Work 1.02 Conflicts Between Ethics and Law, Regulations, or Other Governing Legal Authority 1.03 Conflicts Between Ethics and Organizational Demands 1.04 Informal Resolution of Ethical Violations 1.05 Reporting Ethical Violations 1.06 Cooperating With Ethics Committees 1.07 Improper Complaints 1.08 Unfair Discrimination Against Complainants and Respondents

Doctoral Counselor Education Students' Levels of Research Self-Efficacy, Perceptions of the Research Training Environment, and Interest in Research

Abstract: Counselor educators are called to be effective researchers; however, limited study has investigated research constructs within counselor educators-in-training. This study investigated the levels of research self-efficacy (Greeley et al., 1989), perceptions of the research training environment (Gelso, Mallinckrodt, & Judge, 1996), and interest in research (Bishop & Bieschke, 1994) within a sample of counselor education doctoral students (N = 89). Doctoral students in their 3rd year of preparation had higher research self-efficacy scores than did 1st- and 2nd-year students. Additionally, higher research self-efficacy was associated with higher interest in research and scholarly publication experience. Implications for counselor education are discussed.

Wellness in School and Mental Health Systems: Organizational Influences

Abstract: Previously, improving counselor wellness focused on helping counselors cope with stressful environments. More recently, research has begun to emphasize healthy work environments. This article makes suggestions for organizations to enhance wellness in mental health practice and schools by changing policies, increasing professional identification, supporting counselor wellness, and improving safety.