DOCSLIB.ORG

School-Based Counseling in Mainland China: Past, Present, and Future

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
School-Based Counseling in Mainland China: Past, Present, and Future Journal of School-Based Counseling Policy and Evaluation Volume 1 Issue 1 Article 5 September 2018 School-Based Counseling in Mainland China: Past, Present, and Future Qi Shi Loyola University Maryland, [email protected] Follow this and additional works at: https://scholarworks.wm.edu/jscpe Part of the Counseling Commons, International and Comparative Education Commons, and the Student Counseling and Personnel Services Commons Recommended Citation Shi, Q. (2018). School-Based Counseling in Mainland China: Past, Present, and Future. Journal of School- Based Counseling Policy and Evaluation, 1(1), 17-25. https://doi.org/10.25774/p7xm-yg61 This Article is brought to you for free and open access by W&M ScholarWorks. It has been accepted for inclusion in Journal of School-Based Counseling Policy and Evaluation by an authorized editor of W&M ScholarWorks. For more information, please contact [email protected]. SCHOOL-BASED COUNSELING IN CHINA Journal of School-Based Counseling Policy and Evaluation Volume 1(1) School-Based Counseling in Mainland China: Past, Present, and Future Qi Shi Loyola University Maryland Abstract school health program (Aldinger et al., 2008), school psychological services (Ye & Fang, 2010), school This article provides a comprehensive review of the psychology (D’Amato, van Schalkwyk, Zhao, & Hu, past, present, and future of school-based counseling in 2013; Ding, Kuo, & Van Dyke, 2008), student services mainland China. First, this article summarizes the office (Dwyer & McNaughton, 2004), school counseling historical antecedents and important policies that have (Leuwerke & Shi, 2010; Liu, Tian, & Zheng, 2013; Shi influenced the progress of school-based counseling in & Leuwerke, 2010; Thomason & Qiong, 2008), and China. Next, the current situation of the profession is mental consultation (Thomason & Qiong, 2008). This discussed, including relevant government policy, school article will use the term “school-based counseling” to and school counselor practice, and current challenges. In encompass the varied formats of psychological the final section, the implications for policy-makers to counseling services being provided in China’s schools. further support the profession are explored. In addition, some of the school-based counseling Keywords: school-based counseling, mainland literature discussed in this article is relatively outdated China, school counselors, policies due to the limited amount of research conducted in China. When looking at the educational, social/emotional Introduction development and mental health issues of Chinese During the past four decades, China experienced adolescents, it is important to consider the differences continuous dramatic economic growth and societal between urban and rural areas due to the disproportionate changes (Guthrie, 2012). These changes brought economic growth among regions in China (Cook et al., enormous social competition and stress for the Chinese 2010). In rural China, there remains a sizable number of people (Cook, Lei, & Chiang, 2010). Among China's 1.3 youth left in their rural hometown by one or both parents billion people, at least 100 million have various mental who moved to cities for better job opportunities (Luo, disorders, such as schizophrenia, bipolar depression, Wang, & Gao, 2009). Chinese scholars described the obsessive-compulsive disorder, and social phobia. These rural children as the “left-behind” children (Luo et al., disorders account for 20% of hospitalization in the 2009; Zhao, Liu & Shen, 2008). These children suffer country (Fei, 2006). Suicide is the leading cause of death from low life satisfaction, low self-esteem, and higher for Chinese individuals between the ages of 15 and 34 (Ji, levels of depression (Sun et al., 2015). Whereas in urban Kleinman, & Becker, 2001). Xinhua News Agency China, given the country’s One-Child Policy and limited reported that out of 340 million youth under the age of educational opportunities, parents often put a great deal 17, 10% experienced mental and/or behavioral problems, of pressure on their only children to succeed including anxiety, depression, alcoholism, and criminal academically. Therefore, urban children are mainly activity (Radio Free Asia, 2006). Houri, Nam, Choe, suffering from education-related problems, such as test Min, and Matsumoto (2012) compared mental health anxiety and academic pressure, loneliness, social conditions among Chinese, Japanese, and South Korean discomfort, internet/video game addiction, self- youth, finding that Chinese youth experienced centeredness, and reclusion (Davey & Zhao, 2015; significantly more depression than their counterparts. In Worrell, 2008). Previous research identified factors that addition to mental health concerns, there are many other contribute to Chinese youths’ mental health problems. reasons for Chinese youth to seek psychological help; The primary reasons suggested were academic pressure among the most common are school-related problems, (Dwyer & McNaughton, 2004; Thomason & Qiong, family relationships, peers and teachers, and test anxiety 2008; Worrell, 2008), being an only child (Liu, (Chang, Tong, Shi, & Zeng, 2005). Munakata, & Onuoha, 2005; Thomason & Qiong, 2008), In the current literature on school-based counseling physical abuse (Wong, Chen, Goggins, Tang, & Leung, in mainland China, there exists a variety of terms that 2009), lack of coping skills (Tang, 2006), and a have been used to describe school counseling. These generation gap between children and their include school mental health education (Caldarella, parents/caregivers (Thomason & Qiong, 2008). Chan, Christensen, Lin, & Liu, 2013), comprehensive In addition to educational and psychological needs, Shi, 17 SCHOOL-BASED COUNSELING IN CHINA Journal of School-Based Counseling Policy and Evaluation Volume 1(1) Chinese students require career guidance and counseling. be provided. Policy implications are discussed in the This need increased exponentially in the late 1970s and closing section. 1980s (Zhang, Hu, & Pope, 2002) after the Cultural Revolution ended and China became more open to Historical Context Western counseling ideas. However, there has been no Upon reviewing the literature, the historical proper career guidance and counseling services in development of school-based counseling in mainland primary and secondary schools in China and most China has progressed through three major stages: Chinese were largely unfamiliar with the term career Infantile (early 1900s to late 1970s), exploration (late guidance and counseling (Zhang et al., 2002). Teachers 1970s to early 1990s), and development (early 1990s were the ones who provided students career guidance, but until now). the assistance was only based on minimal personal experience and limited information (Zhang et al., 2002). Infantile (Early 1900s to Late 1970s): No School Counseling Despite such prevalent and urgent counseling needs, school-based counseling has not kept pace (Leuwerke & In the early 1900s, Western missionaries influenced Shi, 2010; Shi, Liu, & Leuwerke, 2014). Chinese mental health services in China (Pearson, 1991). Prior to students normally solicited advice from teachers about 1949 when the People’s Republic of China was founded, academic problems, asked for help from friends China only had eight psychiatric hospitals providing regarding peer and family relationships, and some mental health services and the profession was not students received no counseling services for their recognized by either the government or the professionals problems (Houri et al., 2012). This reluctance of Chinese (Yip, 2006). After 1949, mental health services students to seek counseling might be related to the culture improved slowly and gradually until 1966 when China’s and political background in China. Collectivism has Cultural Revolution started. During those 10 years of been always valued in China and hence individuals are Cultural Revolution, the profession of psychology instructed to engage in “self-criticism and mutual paused and practitioners were exiled to work in the criticism… to get rid of their individualism and countryside (Pearson, 1995). There was no school capitalistic thinking” (Yip, 2005, p.110). Moreover, counseling practice in this stage. harmony and filial piety, the most important Chinese Exploration (late 1970s to early 1990s): First traditional value and the most basic components of Government Policy Issued Confucius’ overall vision of society, could impact Chinese people’s help-seeking behavior. Chinese In the late 1970s, the Chinese government initiated students are less likely to share their concerns or the open door and economy reform policy, which not problems with people outside of their family or close only opened doors for economy development but also friends circle because they feel shameful to let their brought increasing government support for psychology parents lose face (Hou & Zhang, 2007; Thomason & (Tisdell, 2008). This government support resulted in the Qiong, 2008). A recent survey conducted by Wu, Huang, advancement of Chinese mental health education. In Jackson, Su, and Morrow (2016) among 1,891 high 1985, Chinese Association for Mental Health (CAMH) school students in a southern city in China showed that was formed (Hohenshil, Amundson, & Niles, 2015), 25% of the adolescents expressed needs for mental health which was a significant milestone in the identity of services but only 5% of the sample reported having used Chinese mental health professionals. With the formation school-based
Load more

Recommended publications
  • The New Ministers Manual
    The New Ministers Manual Paul W. Powell Unless otherwise identified, scripture quotations are from the Holy Bible, King James Version. Scripture identified from the New American Standard Bible, Copyright the Lockman Foundation 1960, 1962, 1968, 1971, 1972, 1973,1975,1977. Copyright 1994 Paul W. Powell All Rights Reserved ii Dedicated to The Students of Truett Seminary and all other young people on whom the mantle of ministry will fall iii iv PREFACE Thomas Jefferson once described the presidency as “a splendid misery.” I think that is an apt description of the ministry. I know of no calling that is more rewarding, and at the same time, more demanding than being a minister. The modern minister faces a multitude of tasks that are both exciting and exacting. He must conduct funerals and weddings, often on the same day. He must be a scholar, a public speaker, an educator, a financier, a CEO, a personnel manager, a shepherd and a personal counselor. While still a student at Baylor University I became pastor of an open country church. I soon found myself confronted with many things I had seen and even been a part of in my home church, but to which I paid little attention until I was called on to do them myself. In the next 34 years I pastored churches of all sizes, my last church having more than 7,000 members. As I became pastor of larger churches I would ask young ministers to assist me in funerals, weddings, baptisms, so they could learn firsthand what to do. What I have recorded in this book are some of the things I tried to teach them.
    [Show full text]
  • Unraveling Counseling Practices in HIV Prevention Targeted Intervention in India
    Unraveling Counseling Practices in HIV Prevention Targeted Intervention in India Apurvakumar Pandya ( [email protected] ) Indian Institute of Public Health Gandhinagar https://orcid.org/0000-0003-0178-3978 Shagufa Kapadia Maharaja Sayajirao University of Baroda Research Article Keywords: Counselors, counseling, HIV prevention, targeted intervention, culture, constructivist grounded theory, India Posted Date: July 13th, 2021 DOI: https://doi.org/10.21203/rs.3.rs-664012/v1 License: This work is licensed under a Creative Commons Attribution 4.0 International License. Read Full License Page 1/14 Abstract Counseling is an essential strategy for preventing sexually transmitted infections, including human immunodeciency virus (HIV). However, research on counseling practices in targeted HIV prevention interventions is limited. We conducted a grounded theory study to develop a theoretical model explaining HIV counseling practices within Targeted Interventions (TI) in Gujarat. Using constructivist grounded theory methodology, we conducted in-depth interviews of 14 counselors and observed counseling sessions of ve counselors. Data were analyzed using a constant-comparative method, performing four levels of coding: open, axial, focused, and theoretical. Our theoretical model illustrates key culture- specic features in HIV counseling and how counselors facilitate the counseling process in the local cultural context and programatic environment. Present study reveals the values and practices reective of the Indian culture that inform the counseling process and yield behavior change in clients. In the end, authors highlight challenges and recommendations for HIV counselors. Introduction Counseling plays an essential role in mitigating the spread and management of HIV/AIDS. The National AIDS Control Organization (NACO)’s National AIDS Control Programme (NACP) has counseling as one of the key strategies for preventing and controlling HIV in India.
    [Show full text]
  • Ten Creative Counseling Techniques for Helping Clients Deal with Anger
    VISTAS Online VISTAS Online is an innovative publication produced for the American Counseling Association by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is to provide a means of capturing the ideas, information and experiences generated by the annual ACA Conference and selected ACA Division Conferences. Papers on a program or practice that has been validated through research or experience may also be submitted. This digital collection of peer-reviewed articles is authored by counselors, for counselors. VISTAS Online contains the full text of over 500 proprietary counseling articles published from 2004 to present. VISTAS articles and ACA Digests are located in the ACA Online Library. To access the ACA Online Library, go to http://www.counseling.org/ and scroll down to the LIBRARY tab on the left of the homepage. n Under the Start Your Search Now box, you may search by author, title and key words. n The ACA Online Library is a member’s only benefit. You can join today via the web: counseling.org and via the phone: 800-347-6647 x222. Vistas™ is commissioned by and is property of the American Counseling Association, 5999 Stevenson Avenue, Alexandria, VA 22304. No part of Vistas™ may be reproduced without express permission of the American Counseling Association. All rights reserved. Join ACA at: http://www.counseling.org/ Suggested APA style reference: Schimmel, C. J, &Jacobs, E. (2011). Ten creative counseling techniques for helping clients deal with anger. Retrieved from http://counselingoutfitters.com/vistas/vistas11/Article_53.pdf Article 53 Ten Creative Counseling Techniques for Helping Clients Deal With Anger Christine J.
    [Show full text]
  • Clinical Thinking Skills Diagnosis, Case Conceptualization, and Treatment Planning
    3 CLINICAL THINKING SKILLS Diagnosis, Case Conceptualization, and Treatment Planning INTRODUCING CHAPTER 3: READER HIGHLIGHTS AND LEARNING GOALS Individuals who choose careers as mental health professionals—including counselors, psycho- therapists, social workers, counseling and clinical psychologists, psychiatrists, and those in similar career paths—often enter the counseling field because earlier in their lives, in their families of ori- gin, in their schools and neighborhoods, and among their friends and peers, they previously found themselves in the role of good listener, intelligent analyzer, or effective problem-solver when those around them encountered life’s difficulties (Neukrug & Schwitzer, 2006). In other words, many people already are “natural helpers” when they decide to become professionals (Neukrug & Schwitzer, 2006, p. 5). As natural helpers for friends and family, they have relied on their intuition, personal opinions, and natural inclinations as they spontaneously listen, support, analyze, encour- age, push, or make hopeful suggestions. However, the demands of professional counseling work go beyond the qualities needed by natural helpers. Compared with the spontaneous nature of natural helping, professional counseling requires us to rely on purposeful skills and to systematically guide the counseling relationship through a sequence of organized stages, intentionally aiming to achieve specific client outcome goals (Neukrug & Schwitzer). That is, professional counseling requires us to become competent at using clinical thinking skills “to facilitate [the] provision of mental health treatment” (Seligman, 1996, p. 23). These skills include diagnosis, case conceptualization, and treatment planning. The goal of our textbook is to help you understand and become competent at these three important clinical thinking skills. Part II of the text explores each skill in detail.
    [Show full text]
  • Flora and Mary Beard Travel to China to Teach in the Peking Area. Flora Is 45 Years Old and Mary Is 32
    1914 August -Flora and Mary Beard travel to China to teach in the Peking area. Flora is 45 years old and Mary is 32. Rise of Japanese power in China (through 1918) WWI begins Panama Canal opens Ernest Shackleton begins his Antarctic expedition and does not return until 1917. Willard is living in Foochow, China while Ellen and the children remain in the U.S. and live in Putnam, CT Willard is 49 years old, Ellen- 46, Phebe- 19, Gould- 18, Geraldine- 16, Dorothy- 13, Marjorie- 8, Kathleen- 6. 50th Wedding Anniversary invitation for Oliver Gould and Nancy Maria Beard. [From the collection of Virginia Beard Van Andel.] Oliver Gould Beard and Nancy Maria Nichols 50th Wedding anniversary 1914 [Photos from the collection of John and Nancy Butte.] ***** [This letter dated March 15, 1914 was written from Foochow, China by Willard to his 8 year old daughter, Marjorie. He tells about a Chinese family that lost their 2 daughters to a sudden illness and how Mr. and Mrs. Christian has to be quarantined in Willard’s house because of it. He will have a Mrs. and Miss Pitcher as boarders in his mountain house this summer. Letter donated to Yale by family in 2006.] American Board of Commissioners for Foreign Missions Foochow College President‟s Office Foochow, China March 15th 1914. Dear- to whom shall I address this- nothing came from Putnam this last week-let me see whose turn it is to have the letter according to my correspondence register.- it‟s Marjorie‟s turn so here it goes.
    [Show full text]
  • Effective Group Counseling. INSTITUTION ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC
    DOCUMENT RESUME ED 362 822 CG 025 092 AUTHOR Gladding, Samuel T. TITLE Effective Group Counseling. INSTITUTION ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. REPORT NO ISBN-I-56109-057-3 PUB DATE 94 CONTRACT RR93002004 NOTE 175p. AVAILABLE FROMERIC/CASS, School of Education, University of North Carolina at Greensboro, 101 Park Bldg., Greensboro, NC 27412-5001. PUB TYPE Information Analyses ERIC Clearinghouse Products (071) Reports Descriptive (141) EDRS PRICE MFOI/PC07 Plus Postage. DESCRIPTORS *Counseling Effectiveness; *Counseling Techniques; Counselor Educators; *Counselor Training; *Group Counseling; Higher Education ABSTRACT This book focuses on the essential elements of leading effective groups in group counseling. Chapter I concentrates on the rationale behind using groups and their myths, advantages, and limitations. Chapter 2 discusses different types of groups, especially those that are therapeutic and task-oriented, and their theory and ethics. Chapter 3 delves into the qualities of group leadership; it covers the personal and professional characteristics that effective group leaders possess. Chapter 4 concentrates on the initial preplanning work of setting up any group, covering screening and selecting members and group composition. Chapter 5 explores issues that must be dealt with during a group's first few sessions, including a review of confidentiality. Chapter 6 focuses on the dynamics of transition, a stage often characterized by conflict; positive ways of handling friction as well as exercises that can be helpful in resolving conflict are discussed. Chapter 7 addresses the working stage of groups and presents techniques to aid the productive achievement of individual and collective goals.
    [Show full text]
  • Shanghai, China Overview Introduction
    Shanghai, China Overview Introduction The name Shanghai still conjures images of romance, mystery and adventure, but for decades it was an austere backwater. After the success of Mao Zedong's communist revolution in 1949, the authorities clamped down hard on Shanghai, castigating China's second city for its prewar status as a playground of gangsters and colonial adventurers. And so it was. In its heyday, the 1920s and '30s, cosmopolitan Shanghai was a dynamic melting pot for people, ideas and money from all over the planet. Business boomed, fortunes were made, and everything seemed possible. It was a time of breakneck industrial progress, swaggering confidence and smoky jazz venues. Thanks to economic reforms implemented in the 1980s by Deng Xiaoping, Shanghai's commercial potential has reemerged and is flourishing again. Stand today on the historic Bund and look across the Huangpu River. The soaring 1,614-ft/492-m Shanghai World Financial Center tower looms over the ambitious skyline of the Pudong financial district. Alongside it are other key landmarks: the glittering, 88- story Jinmao Building; the rocket-shaped Oriental Pearl TV Tower; and the Shanghai Stock Exchange. The 128-story Shanghai Tower is the tallest building in China (and, after the Burj Khalifa in Dubai, the second-tallest in the world). Glass-and-steel skyscrapers reach for the clouds, Mercedes sedans cruise the neon-lit streets, luxury- brand boutiques stock all the stylish trappings available in New York, and the restaurant, bar and clubbing scene pulsates with an energy all its own. Perhaps more than any other city in Asia, Shanghai has the confidence and sheer determination to forge a glittering future as one of the world's most important commercial centers.
    [Show full text]
  • Using Acceptance and Commitment Therapy to Negotiate Losses and Life Transitions
    Article 12 Using Acceptance and Commitment Therapy to Negotiate Losses and Life Transitions Stacy Speedlin, Kevin Milligan, Shane Haberstroh, and Thelma Duffey Speedlin, Stacy, Ph.D., LPC, LCDC, is an adjunct professor at the University of Texas at San Antonio. Milligan, Kevin, M.A., LPC is a doctoral student at the University of Texas at San Antonio. Haberstroh, Shane, Ed.D., LPC is an associate professor at the University of Texas at San Antonio. Duffey, Thelma, Ph.D., LPC is department chair and full professor at the University of Texas at San Antonio. Abstract In this article, we describe the application of acceptance and commitment therapy (ACT) on clients coping with grief and loss. As a theoretical approach to grief counseling, we examine how ACT’s six core processes can be applied. ACT’s philosophical foundation and six core processes work effectively within the context of the grief counseling session. We suggest ACT strategies for working with clients who have experienced loss. Keywords: grief, loss, counseling, strategies for grief counseling, acceptance and commitment therapy, ACT Loss is endemic to the human condition. Individuals experience loss during expected life transitions, while other times, they face multiple, unexpected losses that can leave them devastated and isolated (Horn, Crews, & Harrawood, 2013). Clients requesting grief counseling can present with a myriad of losses, including death, divorce, loss of a job, or loss of a child through separation. Others may seek counseling due to transitional losses like moving away from home, starting a new career, or questioning the very meaning of their life choices. A client may seek counseling for depression and may likely also reveal losses pertaining to lifestyle, hopes and aspirations.
    [Show full text]
  • Office Assistant II Counseling and Advising
    ~lCOCHISE JOB DESCRIPTION ''-COLLEGE Position Title: Office Assistant II Counseling and Advising Department: Student Success Employment Category: Classified Staff Primary Location: Douglas Campus FLSA Classification: Non-exempt Parameters: 40 hours/week; 12 months/year Pay Grade: CS06 Position Summary: The Office Assistant II for Counseling and Advising is responsible for providing support to the department staff and students, including serving as a receptionist and providing excellent customer service in a professional manner; inputting student information into the department data base scheduling appointments for students and staff. Essential Functions: As defined under the Americans with Disabilities Act, may include any of the following tasks, knowledge, skills, and other characteristics. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and tasks performed by incumbents of this class. Duties and Responsibilities: Within the scope of college policies and procedures, this position: Performs exceptional customer services to students, employees, and the public; serves as department receptionist, responds to calls and routes as appropriate, greets visitors and directs as required Provides clerical and organizational support to department staff; maintains and tracks information, performs data entry and verification; processes mail and correspondence; compiles periodic reports; maintains a calendar of department activities; performs routing, copying and filing; maintains office supply inventory Assists with special projects; including researches, gathers and compiles information; prepares routine reports as necessary and yearly commencement Performs other related duties as assigned General Expectations: Employees are expected to accomplish assigned duties in an efficient, effective and competent manner and to strive for improvement and excellence in all work performed.
    [Show full text]
  • Course Correction: Toward an Effective and Sustainable China Policy
    COURSE CORRECTION: TOWARD AN EFFECTIVE AND SUSTAINABLE CHINA POLICY Task Force Report Orville Schell and Susan L. Shirk, Chairs February 2019 COURSE CORRECTION: Toward an Effective and Sustainable China Policy 1 COURSE CORRECTION: TOWARD AN EFFECTIVE AND SUSTAINABLE CHINA POLICY Task Force Report Orville Schell and Susan L. Shirk, Chairs February 2019 AsiaSociety.org/USChinaTaskForce PARTNER2 COURSE CORRECTIONORGANIZATIONS: Toward an Effective and Sustainable China Policy The Center on U.S.-China Relations was founded in 2006 and is based at Asia Society’s New York headquarters. The center undertakes projects and events which explore areas of common interest and divergent views between the two countries, focusing on policy, culture, business, media, economics, energy, and the environment. The 21st Century China Center was established in 2011 at the University of California San Diego School of Global Policy and Strategy. It is a leading university-based think tank that uses original research to anchor major policy discussions on China and U.S.-China relations. IN COLLABORATION WITH The Annenberg Foundation Trust at Sunnylands is an independent nonpartisan, nonprofit organization dedicated to convening global leaders in the public, private, and nonprofit sectors to promote world peace, facilitate international agreement, and seek solutions to the most difficult challenges facing the world today. © 2019 Asia Society. All rights reserved. Asia Society Center on U.S.-China Relations 725 Park Avenue New York, NY 10021 212-288-6400 AsiaSociety.org/ChinaCenter The Asia Society Center on U.S.-China Relations and the Asia Society take no institutional positions on matters of public policy and other issues addressed in the reports and publications they sponsor.
    [Show full text]
  • College Counseling Handbook for the Class of 2020
    GERMANTOWN ACADEMY’S COLLEGE COUNSELING HANDBOOK FOR THE CLASS OF 2020 1 -COLLEGE COUNSELING TEAM DIRECTORY- DIRECTOR OF COLLEGE COUNSELING – KAREN A. MASON [email protected] 267-405-7268 ASSOCIATE DIRECTOR OF COLLEGE COUNSELING - SUSAN MERRILL [email protected] 267-405-7266 ASSISTANT DIRECTOR OF COLLEGE COUNSELING – JONATHAN NA [email protected] 267-405-7384 COLLEGE COUNSELOR – DANIEL ST. JEAN [email protected] 267-405-7507 COLLEGE COUNSELOR – DR. PETER DREWNIANY [email protected] COLLEGE COUNSELING OFFICE ASSISTANT – VIRGINIA (GINNY) ALLENSON [email protected] 267-405-7254 -LOCATION OF COLLEGE COUNSELING OFFICE – The College Counseling Office is located on the first floor of the Upper School Building (340 Morris Road, Fort Washington, PA 19034) adjacent to the Head of Upper School’s Office. Phone and Fax Number - 267.405.7254 -HOW TO SCHEDULE AN APPOINTMENT WITH YOUR COLLEGE COUNSELOR- Email or stop by to see Mrs. Allenson, the College Counseling Office Assistant, to schedule with all counselors except Mr. St. Jean (contact him directly). If emailing, please indicate when you have frees during the school day or if you are available after school. Email: [email protected]. If stopping by, bring your planbook. -COLLEGE COUNSELING WEBSITE- http://www.germantownacademy.net/academics/college-counseling/index.aspx Consult the website for the most up-to-date information about college counseling events and links to helpful websites for the college search and application processes. -GA’S NAVIANCE STUDENT WEBSITE- https://student.naviance.com/germantownacad Students and parents have unique accounts to access this site. If you need your password reset, see Mrs.
    [Show full text]
  • Goodbye to Film School: Please Close the Door on Your Way Out
    7 Goodbye to Film School: Please Close the Door on Your Way Out T o b y M i l l e r am not an expert on film schools, though I used to work in one. Nor have I I undertaken an exhaustive analysis of the six hundred such entities that sup- posedly exist across the United States. 1 But here I am, writing about that sym- bolic behemoth of the film school, the United States. Three film schools stand out among the putative six hundred: the University of Southern California (USC—a private university in Los Angeles), the University of California Los Angeles (UCLA—part of the state’s é lite ten-campus public sys- tem), and New York University (NYU—also private, and where I taught for over a decade). The Hollywood Reporter ’s list of the top 25 film schools has those three in the top five, along with the Beijing Film Academy and the American Film Institute.2 I am particularly interested in these three universities because they are Research-One schools and hence produce ruling-class hegemons and scholarly researchers as well as factory fodder / creatives for world cinema. And their film academies started early—USC in 1929, UCLA in 1947, and NYU in 1965. I’ve drawn on experience, anecdotal repute, and political-economic-environmental analysis to investigate the culture of these film schools, their employment impact, their cost, and their future. Here’s my headline: film schools shouldn’t exist. They should be schools of media and cultural studies, dedicated to displacing both the residual humani- ties (textual analysis and history) and the emergent humanities (business stud- ies).
    [Show full text]