Education and the elderly

Community-based education provides a learning alternative

The Rural Free University and the Cooperative Extension Service

The Cooperative Extension Service (CES) has been an acknowledged leader in rural adult education. As rural economies shift, however, many of the services offered through CES agents seem inappropriate. This paper explores the rural free university model and its usefulness in linking CES resources with local needs

Explorations, Vol. 5, No. 1

Articles include: Cover: What Have We Done with Tomorrow? by Leslie C. Hyde, UMCES Extension Agent for Knox-Lincoln Counties. Editorial Reflections, Carole J. Bombard UMCES: an overview Conversation with the Director: Assistant Vice-President Judith Bailey Reaching Out for Teen Awareness, by Theresa M. Ferrari Profile of a Harbormaster, by Carole J. Bombard Minding Maine’s Business, by Mary S. Bowie Family Resource Management: Learning to ease the burden, by Olive Dubord and Doris Cushman Breaking Free and Taking Control: Helen Sawyer’s Story, by Doris Manley Partnership in Conservation: The Josephine Newman Sanctuary, by Nancy Coverstone The Mount Desert Island Health Promotion Project, by Ron Beard Dynamics of Weed Control in Agriculture, by Leigh Morrow From Generation to Generation: An Extension Homemaker Family, by Nadine B. Reimer ICLAD: The Institute for Community Leadership and Development, by Jim Killacky and Deb Burwell Exploding the Cinderella Syndrome: Strengthening Stepfamilies, by Wendy Pollock Integrated Pest Management: Bringing it all together, by Glen Koehler and Jim Dill Addressing the Issues, by Patricia M. Pierson Anti-Bruise: What’s It All About? Maine Potato Harvest Anti-Bruise Program, by Neal D. Hallee H.O.P.E. Addresses Teenage Pregnancy, by Jane M. Kelly Saving Money and the Environment, by Vaughn H. Holyoke Reservoir Tillage in Nonirrigated Potato Production, by Leigh Morrow Managing Pesticide Drift, by James D. Dwyer, Leigh S. Morrow and James F. Dill The St. George River Project — what have we done with tomorrow? Putting Research to Work, by Stephen Belyea The Best Maine Blue: Fresh Pack Blueberries, by Tom DeGomez Maine’s Green Sea Urchin, by Benjamin A. Baxter Interfaces and Cooperation: Wildlife and Fisheries Sampler, by Catherine A. Elliott Extension Responds to the Salmonella Scare, by Nellie Hedstrom and Mahmoud El-Begearm

Group work is not just for the group class anymore: Teaching generic group competency skills across the counselor education curriculum

This article makes a case for teaching generic group competency skills (GCS) across the counselor education curriculum. After presenting their assumptions the authors will demonstrate the use of GCS in several counselor education courses and discuss teaching application

Making task groups work in your world

For human interactions courses in general education, group leadership courses in Educational Administration, process courses in Counseling and Social Work, Organizational Development, Non-Profit Management, and Business. This text focuses on leading task groups in a variety of settings. It is appropriate as a core or supplemental text in courses that address leading or working with task groups.https://digitalcommons.fairfield.edu/education-books/1022/thumbnail.jp

Making Task Groups Work in Your World

By Diana Hulse-Killacky, Jim Killacky, Jeremiah Donigian [College at Brockport emeritus]. This book focuses on leading task groups in a variety of settings, and deals with the way in which they develop and function. A conceptual model is profiled to help groups attain a balance between process and content—to make their work as efficient and effective as possible. The 3-phase conceptual model (warm-up, action, and closure) is linked to a series of cases from practicing leaders who work with a variety of task groups. These cases provide real-life examples of the use of warm-up, action, and closure, along with six scenarios covering a wide range of work/task group settings. Probing questions at the end of each chapter help readers develop their own framework for effectively designing, implementing, and concluding the work of task groups. These exercises provide an opportunity to visualize actual problem situations and to practice developing appropriate solutions. For individuals who recognize the importance of being part of a group, and effectively leading that group to the achievement of its goals—especially in the areas of counseling and social work, organizational development, non-profit management, and business.https://digitalcommons.brockport.edu/bookshelf/1235/thumbnail.jp

New directions for community colleges

Publ. comme no 90, summer 1995 de la revue New directions for community collegesBibliogr. à la fin des textesIndex: p. 111-11

“Esta é a minha família fora da minha família”: Relacionamento baseado em um modelo de cuidados em ensino médio e faculdade

Early college (EC) is a novel educational model in the US that combines high school and college in an effort to increase underrepresented students’ access to higher education by providing engaging, hands-on instruction in a supportive learning environment. For this phenomenological inquiry, we sought to understand the role of care-based relating in a model early college by examining how relationships are manifested and experienced at this school. Through 30-45 minute interviews, eleven participants (three sophomores, three seniors, and five teachers) described EC teachers’ high level of commitment to students’ academic success through: (a) responsive instruction in classroom and group contexts; (b) additional learning support for individual students; and (c) varied experiences from traditional school contexts. EC teachers found these efforts fostered student commitment to learning. Additionally, teachers and students noted the extraordinary commitment of EC teachers to the physical, social, and emotional wellbeing of learners demonstrated through: (a) family-like relationships; (b) promoting social and emotional wellbeing through timely advice and intervention; (c) joining students through tragic and intense personal and out-of-school realities; and (d) forming longitudinal connections with students and their families. However, this commitment resulted in teachers taking on significant burden when there was a lack of structural supports available for all learners. Findings hold implications for educational policy and school structuring that can promote educational equity and success through meaningful relationships, responsive practices, wrap-around services for students with out-of-school challenges, and teacher-support structures to ensure the longitudinal development and wellness of teachers, preventing burnout and attrition.“Early College” (EC) es un modelo educativo innovador en los Estados Unidos que combina la enseñanza media y la universidad en un esfuerzo para aumentar el acceso de los estudiantes sub-representados a la enseñanza superior, proporcionando instrucciones prácticas e involucradas en un ambiente de aprendizaje de apoyo. Para esta investigación fenomenológica, buscamos comprender el papel de la relación basada en un modelo de cuidado de la universidad al examinar cómo las relaciones se manifiestan y se experimentan en esta escuela. A través de entrevistas de 30 a 45 minutos, once participantes (tres estudiantes de segundo año, tres senior y cinco profesores) describieron el alto nivel de compromiso de los profesores de la CE con el éxito académico de los alumnos a través de: (a) instrucción responsiva En contextos de clase y grupo; (b) soporte de aprendizaje adicional para estudiantes individuales; (c) experiencias variadas de contextos escolares tradicionales. Los profesores de la CE descubrieron que estos esfuerzos promueven el mayor compromiso de los estudiantes en aprender. Además, profesores y alumnos observaron el compromiso extraordinario de los profesores de la CE con el bienestar físico, social y emocional de los alumnos demostrados a través de: (a) relaciones familiares; (b) promover el bienestar social y emocional a través de un oportuno asesoramiento e intervención; (c) juntar a estudiantes a través de trágicas e intensas realidades personales y fuera de la escuela; y (d) formar conexiones longitudinales con alumnos y sus familias. Sin embargo, este compromiso resultó en que los profesores asumieron una carga significativa cuando hubo falta de apoyos estructurales disponibles para todos los alumnos.“Early College” (EC) é um modelo educacional inovador nos EUA que combina o ensino médio e a faculdade em um esforço para aumentar o acesso dos estudantes sub-representados ao ensino superior, fornecendo instruções práticas e envolventes em um ambiente de aprendizagem de apoio. Para este inquérito fenomenológico, buscamos compreender o papel da relação baseada em um modelo de cuidados de faculdade ao examinar como os relacionamentos são manifestados e experimentados nesta escola. Através de entrevistas de 30 a 45 minutos, onze participantes (três estudantes de segundo ano, três “senior” e cinco professores) descreveram o alto nível de compromisso dos professores da CE com o sucesso acadêmico dos alunos através de: (a) instrução responsiva em contextos de sala de aula e grupo; (b) suporte de aprendizagem adicional para estudantes individuais; (c) experiências variadas de contextos escolares tradicionais. Os professores da CE descobriram que esses esforços promovem o maior empenho dos estudantes em aprender. Além disso, professores e alunos observaram o compromisso extraordinário dos professores da CE com o bem-estar físico, social e emocional dos alunos demonstrados através de: (a) relacionamentos familiares; (b) promover o bem-estar social e emocional através de um oportuno aconselhamento e intervenção; (c) juntar estudantes através de trágicas e intensas realidades pessoais e fora da escola; e (d) formar conexões longitudinais com alunos e suas famílias. No entanto, esse compromisso resultou em que os professores assumiram um fardo significativo quando houve falta de apoios estruturais disponíveis para todos os alunos

Critical Incidents in Group Counseling

Diana Hulse-Killacky (with F. Brooks and A. Vernon) is a contributing author, Dominating member: \u27You don’t understand how difficult this is for me!\u27 , pp. 183-190. Book description: This practical text examines critical incidents—or frequently occurring problems—that arise in “real life” group counseling settings. The incidents provide a means to explore the difficult decisions that group leaders face and serve to create learning opportunities for further discussion. Leading experts and practitioners in the field analyze each incident and discuss the behavior of the group leader and group members to afford the reader with insight into best practices. Issues considered include confidentiality, member screening, establishing trust, goal development, dual relationships, coercion, self-disclosure, referrals, and termination. An excellent resource for counseling classes in group work, ethical and legal issues, and practicum, as well as a handy refresher for private practitioners.https://digitalcommons.fairfield.edu/education-books/1024/thumbnail.jp