Hostname: page-component-848d4c4894-p2v8j Total loading time: 0.001 Render date: 2024-05-16T22:12:20.292Z Has data issue: false hasContentIssue false
  • English
  • Français

The Theory of Multiple Intelligences: Implications for Counseling Children

Published online by Cambridge University Press:  12 February 2016

Patrick O'Brien  and
Paul C Burnett
Patrick O'Brien
Affiliation:
Centre for Cognitive Processes in Learning, Queensland University of Technology
Paul C Burnett*
Affiliation:
School of Teacher Education, Charles Sturt University
*
School of Teacher Education, CSU, Bathurst NSW 2795, Australia
Get access

Abstract

This paper discusses the application of Gardner's (1983) theory of multiple intelligences to the counseling of children, particularly young children who appear as repeat offenders in the school system. Specifically this paper seeks to answer the question: Does Gardner's theory of multiple intelligences have an application to counseling, and if so how would this theory impact on counseling practice? The results of this study suggest that Gardner's theory does have application to professional counseling practice, particularly with children.

Type
Research papers
Information
Journal of Psychologists and Counsellors in Schools , Volume 10 , Issue 1 , November 2000 , pp. 145 - 156
Copyright
Copyright © Cambridge University Press 2000

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria: Association for Supervision and Curriculum Development.Google Scholar
Axline, V. M. (1969). Play therapy. New York: Ballantine Books.Google Scholar
Eisner, E. W. (1991). The enlightened eye. New York: Macmillan Inc.Google Scholar
Gardner, H. (1983). Frames of mind: Theory of multiple intelligences. London: Heinemann.Google Scholar
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.Google Scholar
Gardner, H. (1993). Multiple intelligences:. The theory in practice. New York: Basic Books.Google Scholar
Gardner, H. (in press). Are there additional intelligences? In Kane, J. (Ed.), Education, information and transformations (pp. 111–142). Upper Saddle River, NJ: Prentice Hall.Google Scholar
Gelso, C. J. (1985). Rigor, relevance and counseling research: On the need to maintain our course between scylla and charybdis. Journal of Counseling and Development, 63, 551–553.Google Scholar
Landreth, G. (1991). Play therapy: The art of the relationship. Muncie, IN: Accelerated Developments.Google Scholar
Lazear, D. (1992). Seven ways of knowing. In Costa, A., Bellanca, J., Fogarty, R. (Eds.), If Minds matter, A foreword to the future (pp. 135–147) Melbourne, Australia: Hawker Brownlow.Google Scholar
Manen, M. van (1990). Researching lived experience: Human science for an action sensitive pedagogy. NY: State University Press.Google Scholar
O'Connor, A. T., & Callahan-Young, S. (1994) Seven windows to a child's world. Melbourne, Australia: Hawker Brownlow.Google Scholar
Pearson, M., & Nolan, P. (1995). Emotional release for children: Repairing the past, preparing the future. Melbourne, Australia: ACER.Google Scholar
Perls, F. S. (1981). Gestalt therapy verbatim. NY: Bantam Books.Google Scholar
Richards, T., & Richards, L. (1994). Using computers in qualitative analysis. In Denzin, N., & Lincoln, Y., (Eds.), Handbook of Qualitative Research (pp. 445–462). Berkley: Sage.Google Scholar
Stake, R. E. (1995). The art of case study research. Thousand Oaks, California: Sage.Google Scholar
Vialle, W. (1994). Profiles of intelligence. Journal of Early Childhood, 19(4), 31–34.Google Scholar
Weinrib, E. (1983). Images of self: The sandplay therapy process. Boston: Sigo Press.Google Scholar
Yin, A. K. (1994). Case study research, design and methods. Thousand Oaks, CA: Sage.Google Scholar