心理健康咨詢-中英對照
心理健康咨詢模式的優(yōu)勢主要為他所描述的執(zhí)行咨詢者中心案例咨詢的構想和方法。他指出，咨詢者的困難通常為4個領域中的一個或多個：知識、技能、自信和客觀性。缺乏客戶所體現的問題的知識類型，缺乏使用該知識的技能，缺乏使用知識和技能必要的自信，由于主觀性的介入，情感因素而不能夠給出客觀性的感知力和判斷。Caplan預言在心理健康工作的困難中，客觀性會是最多的一類。實際上他暗示了他所見的其他咨詢困難的類型，這些基于缺乏信息、技能或者自信的問題，可通過培訓、監(jiān)督和咨詢者的職業(yè)或組織的支持系統(tǒng)來解決。然而若顧問過多的介入，嘗試糾正這些不足，沒有妥當處理，可能會破壞咨詢關系。他承認，然而同樣的心理健康咨詢，如果換一個角色，給予教學研討班，相比近距離頻繁接觸客戶，更適合監(jiān)管者，因為提供教育對于監(jiān)管者，具有更深遠的影響，或者作為一個組織內監(jiān)管機構的顧問。甚至是在Caplan的著述中，我們可以看到顧問和教育者角色的區(qū)別很模糊，如已經提到的，其他人會發(fā)現，兩個活動沒有明顯區(qū)別，更確切些，是互補的或者經常重疊（例如Ketter，1981）。如我們所見，Caplan提出的信息、技能、自信和客觀性之間也沒有清楚界限（例如Spratley，1987）。
Caplan將很多關于咨詢者缺乏客觀性的案例分為5個重疊的類別：（a）直接人員介入，（b） 簡單的認同，（c）移情，（d）性格扭曲，（e）主題干擾
 

作為4個類型中第一個的舉例，他引用了：（a）一個中年女性學校輔導員，對于父母離異的青少年男孩在情感上過多的介入，（b）一個年輕的護士，過于認同一個她認為屬于同一世界的請少男女孩對于其父母的憤怒，（c）一個教師，將一個問題學生看成是他們家受縱容的小妹妹角色，（d）一個教師，過分注重性別，在一些學生中發(fā)現“有害的性行為”。
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