An exploration was conducted into subjective meanings of attention in association with counseling and education. Attention subjectivity of 5 counselor- educators, including the author, was investigated under both ideal and real conditions from the perspectives of being persons, counselors, and learners. Each participant sorted a 40-statement Q sample 6 times. Two factors emerged from the analysis. The review of a subsequent videotaped discussion among the participants resulted in characterization of the factors as 1) an ideal of mutuality and 2) self-uncertainty and ambiguity. Both factors expressed a relational quality that underscored the importance of the self-Other dynamic in attention subjectivity. Focus and intention were also seen as important characteristics, contributing to a positive and loving experience of attention. The findings support further research on attention subjectivity in counseling and educational communication practices.

Additional Metadata
Keywords counseling, education, Q Methodology
Persistent URL dx.doi.org/10.15133/j.os.2000.010
Journal Operant Subjectivity
Citation
Eleanor Allgood, Ed.D. (2000). Attention in Counseling and Education: A Q Methodological Study. Operant Subjectivity, 24(1), 25–37. doi:10.15133/j.os.2000.010