Elements of Change

Historically there have been many models of change introduced to attempt to improve student achievement. The purpose of this paper was to explore some of the elements of the change process. The researcher conducted a literature review of several of the leading theorists whose research suggests different factors contribute to the success or failure of adopting change. The research suggests the success or failure of adopting change starts with the leader. The research could assist other scholars to understand the many elements of the change process and the possibility of using a combination of those elements for successful implementation of change

Triadic Model for Working with Parents in Child Therapy Settings

Child therapists face challenges regarding whether they should meet needs of not only their child-clients but needs of the parents of their clients. Their difficulties arise from the fact that although they are specialized in counseling children, the majority of them lack proper training in or education on working with parents (Lolan, 2011). Given parents are the immediate environment and significant figures in children’s development, handling and guiding parents effectively through parent involvement is essential in promoting children’s therapeutic processes. Unfortunately, child practitioners are left without clear articulation or guidance on how to manage parents (Nock & Ferriter, 2005). To fulfil this unmet need, this paper introduces a conceptual framework that maps out role-performances of child practitioners when engaging parents in child therapy processes by applying Bernard’s Discrimination Model. Within this conceptualization, therapists fulfill roles as teachers, counselors, and consultants in accordance with those in the Discrimination Model. Considerations for parent involvement are discussed and recommendations for child practitioners using the Discrimination Model in parent involvement, particularly for beginning counselors, are highlighted. Keywords: working with parents, parent involvement, parent engagement, parent consultation, play therapy, parent involvement model

Supervision Utilizing Expressive Art Activities: A Road to Group Cohesion and Professional Learning

This paper shares research outcomes in which Master’s practicum students participated in supervision utilizing art activities. To explore in-depth experiences of the participants and make sense of their perceptions on art activity-based supervision, Interpretative Phenomenological Analysis (IPA) was chosen as analysis for this study. Semi-structured interviews with the participants were performed and collected as data. As results, two constructs—facilitating group cohesion and professional learning—and five themes corresponding to each construct were identified. In discussion, the power of visualization through art activities, the opportunity to reflect through expressive arts and its influences, and group cohesion facilitated by supervision using art tasks are argued. Limitations and suggestions for future study and conclusion of this study are included