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ERIC Number: ED344147
Record Type: RIE
Publication Date: 1985
Pages: 384
Abstractor: N/A
ISBN: ISBN-0-915202-34-4
Psychological Techniques for Teachers.
Locke, Don C.; Ciechalski, Joseph C.
This book emphasizes the application of counseling, guidance, and counseling psychology principles in the classroom. Chapter 1 provides an overview of the role of counseling and guidance in schools, and chapter 2 presents basic theoretical models applicable to teachers, including the theories of Piaget, Kohlberg, Erikson, and Havighurst. Chapter 3 describes communication techniques for teachers. Chapter 4 focuses on the use of test information and includes sections on testing terminology, kinds of standardized tests, uses and misuses of such tests, sources of information about tests, and statewide assessment programs. Chapter 5 explains how teachers can interrelate nonstandardized information with other data. Discussions focus on observational techniques, rating scales, sociometric techniques, autobiographies, anecdotal records, and case studies. Chapter 6 concentrates on self-concept and discipline. Chapter 7 explores the teacher and group situations, and chapter 8 describes work with special groups. Chapter 9 looks at career and vocational development, while chapter 10 provides occupational, vocational, and education information. Chapter 11 focuses on developing relationships. Chapter 12 describes teaching students with special problems (drug and alcohol abuse, single-parent families, death and dying, and juvenile delinquency) and chapter 13 looks at special problems of teachers. The final chapter focuses on the application of statistical concepts to test data. Each chapter concludes with its own bibliography, most also include a summary, and some contain lists of activities and suggested readings. (NB)
Accelerated Development Inc., Publishers, 3400 Kilgore Ave., Muncie, IN 47304-4896 ($20.95).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A