心理健康咨询-中英对照
心理健康咨询模式的优势主要为他所描述的执行咨询者中心案例咨询的构想和方法。他指出，咨询者的困难通常为4个领域中的一个或多个：知识、技能、自信和客观性。缺乏客户所体现的问题的知识类型，缺乏使用该知识的技能，缺乏使用知识和技能必要的自信，由于主观性的介入，情感因素而不能够给出客观性的感知力和判断。Caplan预言在心理健康工作的困难中，客观性会是最多的一类。实际上他暗示了他所见的其他咨询困难的类型，这些基于缺乏信息、技能或者自信的问题，可通过培训、监督和咨询者的职业或组织的支持系统来解决。然而若顾问过多的介入，尝试纠正这些不足，没有妥当处理，可能会破坏咨询关系。他承认，然而同样的心理健康咨询，如果换一个角色，给予教学研讨班，相比近距离频繁接触客户，更适合监管者，因为提供教育对于监管者，具有更深远的影响，或者作为一个组织内监管机构的顾问。甚至是在Caplan的著述中，我们可以看到顾问和教育者角色的区别很模糊，如已经提到的，其他人会发现，两个活动没有明显区别，更确切些，是互补的或者经常重叠（例如Ketter，1981）。如我们所见，Caplan提出的信息、技能、自信和客观性之间也没有清楚界限（例如Spratley，1987）。
Caplan将很多关于咨询者缺乏客观性的案例分为5个重叠的类别：（a）直接人员介入，（b） 简单的认同，（c）移情，（d）性格扭曲，（e）主题干扰
作为4个类型中第一个的举例，他引用了：（a）一个中年女性学校辅导员，对于父母离异的青少年男孩在情感上过多的介入，（b）一个年轻的护士，过于认同一个她认为属于同一世界的请少男女孩对于其父母的愤怒，（c）一个教师，将一个问题学生看成是他们家受纵容的小妹妹角色，（d）一个教师，过分注重性别，在一些学生中发现“有害的性行为”。
Caplan mental health counseling
Caplan mental health counseling model advantage mainly described his executive consultants center case consulting the ideas and methods. He pointed out that the consultant's difficulties are usually one or more of the four areas: knowledge, skills, confidence and objectivity. Lack of customers reflect the problem of the type of knowledge, lack of using the knowledge of skills, lack of using knowledge and skills necessary to confidence, due to the intervention, the subjectivity of the emotional factors and will not be able to give objective perception and judgment. Caplan prophecy in the work of mental health difficulties, objectivity is one of the most category. In fact, he suggested that he had seen other consulting difficult types, these based on the lack of information, skills, or confidence problem, can through the training, supervision and consultant's career or organizational support system to solve. If the consultant too much intervention, however, try to correct these deficiencies, without appropriate treatment, may damage the consulting relationship. , he admits, however, the same mental health counseling, if in a role, gives the teaching seminar, compared with the frequent close contact with the customer, is more suitable for regulators, because to provide education for regulators, has more far-reaching influence, or as a regulatory consultant within an organization. Even in the writings of Caplan, we can see the difference between consultant and educator role is very fuzzy, as already mentioned, others will find that there was no significant difference between two activities, to be more exact, is complementary or often overlap (Ketter, for example, 1981). As we have seen, Caplan puts forward information, skills, confidence and objectivity and no clear line between (Spratley, for example, 1987).
Caplan many cases about the consultants lack of objectivity can be divided into five personnel directly involved in overlapping categories: (a), (b) simple identification, (c) empathy, (d) personality distorted, (e) subject interference
As the first of the four types, for example, he cited the school counselor: (a) a middle-aged women, for his parents divorced young boy too emotional involvement, and (b) a young nurse, too agree with a world that she thinks that belong to the same boys and girls, please for their parents' anger, (c) a teacher, the students will be a problem as a pampered little sister role, their house (d) a teacher, too much attention to gender, found in some of the students "bad behavior".
2014.9.19