O'Brien, Patrick and Burnett, Paul C. (2000) Counselling children using a multiple intelligences framework. British Journal of Guidance and Counselling, 28 (3). pp. 353-371. ISSN 0306-9885
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Text (Accepted Version)
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Abstract
This paper presents a three-stage model which has been shown to be useful in the counselling of children. The qualitative results of a study into a counselling practice informed by Gardner’s theory of multiple intelligences will also be reported. The study which sought to explore the essence of the counselling act, drew forth techniques and environmental factors that were useful in the counselling of children, particularly small children who had not developed the language required for more formal counselling sessions. The use of Gardner’s (1983) theory of multiple intelligences as a framework, enabled the counsellors to make available a variety of activities that asked each client to use a variety of talents. The client’s use of multiple intelligences was scaffolded through counsellor encouragement and support.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Accepted Version of paper deposited in accordance with copyright policy of publisher (Routledge). |
| Faculty/School / Institute/Centre: | Historic - Faculty of Education (Up to 30 Jun 2013) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Education (Up to 30 Jun 2013) |
| Date Deposited: | 28 Jun 2011 08:07 |
| Last Modified: | 13 Jun 2016 05:30 |
| Uncontrolled Keywords: | counselling, children,multiple intelligence,psychotherapy |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology |
| Socio-Economic Objectives (2008): | E Expanding Knowledge > 97 Expanding Knowledge > 970117 Expanding Knowledge in Psychology and Cognitive Sciences |
| Identification Number or DOI: | https://doi.org/10.1080/03069880050118993 |
| URI: | http://eprints.usq.edu.au/id/eprint/19340 |
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