期刊名称：Journal of the Scholarship of Teaching and Learning
印刷版ISSN：1527-9316
出版年度：2012
卷号：12
期号：3
页码：125-141
语种：English
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：The present study investigated a six-week multicultural personal growth group as a pedagogical strategy to support first-year graduate counseling students’ (N = 20) levels of ethnic identity development (Phinney & Ong, 2007) and social-cognitive maturity (Hy & Loevinger, 1996). Students’ levels of ethnic identity and social-cognitive development did not change; however, 90% (n = 18) of the students reported valuing the group experience and appreciated the group leaders facilitation of the pedagogical strategy. Implications for the scholarship of teaching and learning are discussed.
关键词：counselor education;counselor development;multicultural counseling and development;scholarship of teaching and learning;social-cognitive development
