bluuebunny/crossref_metadata_2025 huggingface dataset:
Perceived Parental Influence and Work‐Value Orientation
Authors: KINNANE JOHN F. , BANNON SR. M. MARGARET
Published: December 2011

Perceived predominance of influence by one parent over the other as reflected in the work‐value orientations of college women was studied. The Parental Influence Inventory and a modified form of the Work‐Values Inventory, based on a recent factorial study of the work‐values of women, were administered to 315 college women. Results: (a) Perceived parental influence is highly related to the socio‐economic status of the family (as indicated by the occupational level of the father), and only in this relationship was it significant. (b). Fathers who are engaged in professional work and whose level of education and training is superior to that of the mother exert a greater influence on the female child but she does not appear to introject the father's work‐value orientation, rather, it is the father's idealized goals for the daughter that are internalized. (c) The girl who identifies with the mother more often comes from a home where the father works at the skilled or unskilled level, and where work is a more realistic possibility for the women, and orientations are therefore stronger on all work‐values. The notion that women workers of lower‐socio‐economic status seek extrinsic values in work and that those of upper‐socio‐economic status seek intrinsic values is not supported.
The Development and Personality of Engineers
Authors: BEALL LYNNETTE , BORDIN EDWARD S.
Published: December 2011

An analysis of engineers and engineering making use of a scheme of the gratifications that work can offer and of theories of personality development. Using previous analyses of the activities of engineers and psychometric and interview studies, the following characteristics were found: (a) concentrates on material products and practical outcomes; (b) adopts a clear masculine role and exhibits a strong identification with authority; (c) prefers the planful, orderly, and objective; (d) through specialization finds travel and adventure, shows daring, satisfies mainly impersonal curiosities, augments his physical powers, and acts in manners derivative of the male role. Concerning developmental influences some support is found for: (a) his father and mother being clearly differentiated in sex role; (b) vigorous enforcement of clear‐cut rules; (c) a close relationship between father and son; (d) an early emphasis on self‐reliance and achievement.
ANXIETY, STUDY PROBLEMS, AND ACHIEVEMENT
Authors: KNIGHT JAMES , CHANSKY NORMAN M.
Published: December 2011

To study the effects of study problems and anxiety on achievement relative to ability, scores on the California Mental Maturity Test, California Achievement Test, Counseling key of Brown Holzman Survey of Study Habits and Attitudes, and Children's Manifest Anxiety Scale on 66 seventh graders were examined. Discrepancies between achievement in reading, arithmetic and language with such achievements expected on the basis of the Intellectual States Index of the CMMT were correlated with study problems and anxiety scores. Correlations of achievement relative to ability with anxiety were low. Study problems explained such achievement moderately. Correlations were higher in a sample of girls. The use of the Brown Holzman Counseling key in studying achievement of seventh graders was found to be promising.
An Approach to Practicum For the Elementary School Counselor
Authors: RAINES BILL
Published: December 2011

This article contends that a supervised practicum experience must be a vital part of an elementary school counselor's preparation. Practicum enrollees at Ohio University are involved in three major activities: (a) working as a counselor in an elementary school; (b) participating in a group counseling experience with other enrollees; and (c) having an individual conference each week with the counselor educator. These three activities are discussed and then seven premises are presented as the rationale for this approach to practicum.
Publications … in Brief
Authors: MAGOON THOMAS
Published: December 2011

Preferential Hiring for Negroes: A Debate, in American Child

Financial Aid to the Undergraduate: Issues and Implications

The Employment Adjustment of Veterans with Histories of Psychosis and Psychoneurosis

Innovation and Experiment in Education: A Progress Report of the Panel on Educational Research and Development
The Counselor and Existentialism
Authors: DREYFUS EDWARD A.
Published: December 2011

The existentially oriented psychotherapists have contributed significantly to our understanding of man. However, some of their terminology is often confusing. Some of these concepts were introduced to the counselor with an attempt at clarification. Psychology today appears to be concerned with the similarities of man, whereas the existential position focuses on individual uniqueness. While clients may come to the counseling bureau with similar manifest problems, the task of the counselor is to illuminate the uniqueness of this particular client. Elucidation of this uniqueness in the light of the existential encounter allows the client's world to unfold and thus the client is able to see more possibilities for action. The essential humanness of the counseling relationship allows these possibilities to emerge.
Interpersonal Understanding and Assumed Similarity
Authors: LEWIS WILLIAM A. , WIGEL WAYNE
Published: December 2011

This study examined the hypotheses of (a) no difference between persons who are seen as being understanding compared with persons who are seen as not being understanding in making predictions of how a subject (S) would complete a Semantic Differential (SD); (b) S's will assume a greater similarity to those they see as being understanding than to those seen as not being understanding and (c) some aspects of similarity exist at a level other than assumed.

162 ninth grade S's were asked to (a) rank members of their group on the basis of being “understanding,” (b) complete the SD, and (c) complete the SD as they expected every other person in their group to complete it. The results were in accord with hypotheses a and b, and c was partially confirmed.
Students' and Teachers' Perceptions of Student Problems
Authors: BAILEY JOHN A. , ROBERTSON ROSEMARIE V.
Published: December 2011

Eight constellations of pupil‐problem areas, established by previous research with senior high school youth, were presented to junior high pupils to obtain their assessment of the relative severity of personal concern. Their perceptions of their own problems, and their teachers' perceptions of the ordering of their pupils' problems was coupled with the pupils' and teachers' orientations to the relative appropriateness of the school counselors' assistance to pupils in the various problem areas.

The results obtained indicate that both junior and senior high pupils are far more anxious about vocational‐educational planning than their teachers believe, but both the pupils and teachers perceive school counselors to be relatively most helpful in this area of concern. Students and teachers are highly unified as they visualize counseling services to pupils; however, the teachers were largely unable to predict their pupils' primary concerns.
Ethical and Legal Implications of the Vocational Consultant Program
Authors: SINICK DANIEL
Published: December 2011

This paper has examined some of the ethical and legal aspects of the Social Security Administration's use of vocational consultants in disability hearings. To clarify this new professional role, relevant literature has been drawn upon as it relates to ethical issues confronting the vocational consultant. Also brought to bear on the discussion is the practical experience which has already accumulated in this challenging, ethics‐charged field.
Junior College Counseling: A Critical View
Authors: COLLINS CHARLES C.
Published: December 2011

This paper contrasts the myriad functions assigned to counselors by educational optimists with the reality of counselor‐student load. It rejects the image of clinical psychologist held by many junior college counselors. It argues that present junior college counseling is often based on faulty perceptions of the proper function and that correction lies in determined concentration on vocational and educational counseling, value analysis being concomitant to these inseparably linked tasks. It concludes with some critical comment on the education of counselors to prepare them for proper performance of the crucial function of vocational and educational counseling.
Existentialism in Counseling: THE RELIGIOUS VIEW
Authors: VAUGHAN RICHARD P.
Published: December 2011

The purpose of this article is to throw some light upon the contribution existential thought has to make to counseling and religious experience. The existential approach aims at grasping the total phenomenological world of the client, including the world of religious experience. Key concepts in the client's religious world are freedom, personal encounter with God, and the discovery of meaning in life. One of the goals of counseling is to promote that freedom which will permit the client on his own to participate in a true encounter with God and his fellow man and discover for himself a meaning of life.
Existentialism in Counseling: THE HUMANIST VIEW
Authors: ARBUCKLE DUGALD S.
Published: December 2011

Certain philosophical issues which appear to be of paramount importance to the counselor are discussed. Particular attention is paid to the humanism of existentialism and client‐centered counseling as compared with the determinism of the behavioral sciences. Phenomenology is considered to be potentially either existential or deterministic. Other aspects of existentialism and determinism that are closely examined are reality, freedom, religion, and values. Both reality and values are viewed in a phenomenal sense, and as a part of the perceptual field of the individual; they are thus relative and dependent on each individual's particular perception. Freedom of the individual is considered to be the basic thread which permeates all views of existentialism. Some doubt is expressed as to the future of the freedom of man if man must see himself as a determined person living in a determined world. The relationship between existentialism and psychotherapy is examined.
PERFORMANCE AND CHARACTERISTICS OF THE CONFIDENT STUDENT
Authors: WATLEY DONIVAN J.
Published: December 2011

This study investigated: (1) the relationship between students' expressions of confidence about completing their educational programs successfully and actual achievement and continuation; and (2) the relationship between expressions of confidence and measures of academic ability, interests, and personality. 547 male freshmen engineering students were classified into 3 groups by their expressions of confidence. Ss who lacked confidence about their objectives obtained significantly better 1st‐quarter GPA's than did most confident Ss, but there was no difference in persistence between the groups. Among dropouts, Ss who lacked confidence were more likely to be in good academic standing than the most confident Ss. Expressions of confidence were not related to measures of ability or interests, but were related to personality scales. Differences were found on MMPI scales F, D, Pd, Pa, Pt, and Si. Counseling might be useful with students who are doubtful about the appropriateness of their majors.
Family Group Consultation: A Description and a Rationale
Authors: ZWETSCHKE EARL T. , GRENFELL JOHN E.
Published: December 2011

A unique method of family counseling is described in which several families meet together and discuss their intra‐family concerns. A rationale for the method based on the following needs is presented: (1) need for better understanding between individuals, (2) need for reduction of cultural encapsulation, (3) need for individual expression of affection and positive regard, and (4) need for greater openness in individuals. A detailed description is given of the process involved in the family group counseling method. Its effectiveness as a counselor training medium is briefly developed. General outcomes of the process and a specific example of counseling‐in‐process are related.
COUNSELOR HOLDING POWER: Clinical vs. Client‐Centered
Authors: KRUEGER ALBERT H.
Published: December 2011

Frequency of counselee “dropout” and its relationship to counselor orientation or technique were studied during the 12 weeks of the secondary school supervised counseling practicum at Arizona State University. Findings were established through use of a questionnaire completed by the 30 regular session NDEA Institute enrollees who participated in the counseling practicum. Results of the questionnaire revealed a relationship between the counseling approach recommended to the enrollees by the six practicum supervisors and the number of counselee “dropouts”; the more “client‐centered” the approach used, the greater the number of “dropouts.” The results seem to imply that a somewhat structured, clinical approach is still recommended for secondary school counseling.
WHY COLLEGE‐TRAINED MOTHERS WORK
Authors: ROSSMANN JACK E. , CAMPBELL DAVID P.
Published: December 2011

In an attempt to identify factors that influence the decision to work outside the home among currently married women with children at home, data were collected from 240 women who had been freshmen at the University of Minnesota during one of the years 1933‐36. Hypotheses were tested within Sobol's “commitment to work” conceptual framework. The chi‐square technique was used to test discrete variables and analysis of variance was used with continuous data. The .05 level of confidence was used. Findings indicated that as compared to non‐employed mothers, full‐time employed mothers: (a) had a higher mean score on the Minnesota Scholastic Aptitude Test; (b) were less satisfied with their marriages and with life in general; (c) were likely to have more education than their husbands; (d) were more likely to have sought vocational counseling while in college; (e) had a lower median family income.
Socio‐economic Status and the Use of Campus Facilities: A TALE OF TWO DORMITORIES
Authors: SINNETT E. ROBERT
Published: December 2011

This study had two aims: (a) to determine whether socio‐economic class is related to the use of a university counseling center and other campus services, and (b) to provide baseline data on the pre‐experimental comparability of students in two dormitories. The subjects were 398 freshman girls. Residents of dormitory A were compared with dormitory B on 40 variables in the following areas: academic achievement, social behavior, use of psychological services, use of health service, discipline, and biographic data. Indices of social class were unrelated to the use of campus facilities. Although students were unselected in assignment to the living units, they differed significantly on nine of 40 variables. Thus, to evaluate the effect of an experimental program, pre‐experimental comparison of subjects seems essential.
Defects in Accepting Another Person's Reactions
Authors: SHEAR HOWARD J.
Published: December 2011

The hypothesis that there is a relationship between a person's being psychologically unable and unwilling to live with something in himself and being defective in his psychologically living with the same thing in other people is presented to explain frequently observed clients' reactions. The meaning of the concept of acceptance and the intrapersonal and interpersonal dynamics of the defect are discussed. Four case abstracts and one example from the experiences of a psychotherapist are described as a way of giving the hypothesis and discussion additional meaning.
Counselor Experience and Accuracy of Prediction of Client Behavior: Rehabilitation
Authors: BRADLEY ARTHUR D. , STEIN CARROLL
Published: December 2011

This follow‐up study investigated the effect of experience on a counselor's ability to forecast post‐counseling client behavior. The client's stated plan or actual job status was compared to the counselor's prediction of the client's post‐counseling behavior. Client follow‐up questionnaires were completed and returned for 135 closed counseling cases. The results indicate experienced vocational rehabilitation counselors make the most accurate predictions of post‐counseling client behavior. Implications of this finding to future research are discussed.
The Wechsler Adult Intelligence Scale (WAIS) In the Counseling of Students with Learning Disorders
Authors: SEGAL STANLEY J. , NACHMANN BARBARA , MOULTON ROBERT
Published: December 2011

This article discusses the use of the WAIS as a diagnostic tool and as the entering wedge in the counseling process with clients whose presenting problem is academic underachievement. Examples are presented of the use of the test not as a measure of ability but as a source of behavioral observations that may be discussed with the client to alert him to his reactions to test taking, his methods of problem solving, and his reactions to specific learning tasks.
Counselors Seek to Understand Themselves: A PHILOSOPHICAL INQUIRY
Authors: ASTOR MARTIN H.
Published: December 2011

Counselors frequently confuse role definition with professional self‐understanding. The role‐definition approach is misleading because it is only after we achieve professional self‐understanding will we be able to define ourselves in our unique situations. Too strict a position on counselor role is not desirable as it leads to arbitrary, dualistic choice models. Sigmund Freud and Carl Rogers have already provided us with a basis for perceiving alternatives to static, dualistic absolutes. Using an existential model, this paper seeks new direction through subject‐object “bridge building” for achieving deeper professional self‐understanding in guidance and counseling. The five subject‐object bridges are concerned with: (a) ideals and reality, (b) being and becoming, (c) tentativeness and commitment, (d) the individual and society, (e) freedom and responsibility.
SIGNIFICANT CHANGES IN THE DIRECTION OF BEHAVIOR
Authors: BELL HUGH M.
Published: December 2011

The initial counseling interview provides an excellent opportunity to study significant changes in the direction of the client's behavior and his reactions to them. Such changes may occur in his family situation, relations to the opposite sex, job history, recreational pursuits, health experiences, religious affiliations, and academic achievements. The client's report of his reactions to such redirection points often throws light upon his typical response to frustration—whether it be task‐oriented or defense‐oriented, on his attitudes toward other people and himself, the rigidity or flexibility of his thought processes, his tendency to move into or away from challenging situations, his awareness of his own motivation, his ability to deal effectively with his feelings and emotions, changes in his basic life values and continuity, and change in his self‐concept.
An Empirical Evaluation of the American College Testing Program
Authors: BROWN FREDERICK G. , WOLINS LEROY
Published: December 2011

This paper summarizes research with the American College Testing Program (ACT) at one university over a 3‐year period. Subjects were 4,597 freshmen divided into 5 groups by college and sex. General positive conclusions were that the ACT (a) is a good measure of general scholastic aptitude, (b) has definite administrative advantages to the university by providing scores prior to a student's admission, and (c) aids prediction for certain subgroups of students. However (a) the tests are probably not difficult enough and have a restricted range of scores, (b) the battery is inefficient in terms of student time, and (c) the subtests do not have differential validity.
Is the Personnel Worker Liable?
Authors: LIVINGSTON INEZ B.
Published: December 2011

With the purpose of resolving some of the questions concerning the legal liability of personnel workers, the two kinds of liability, criminal and civil, are discussed with their implications of negligence. Review of relevant statutes and/or court decisions from 1839 to the present point up the fact that although the state college or university itself, as a government institution, is generally shielded by the state's sovereign immunity, the personnel worker has always been and continues to be liable for his own negligent acts. Medical care, transportation and privacy of communication are discussed as particularly important aspects of personnel work and their inherent dangers as pertains to liability for the personnel worker are pointed up by legal precedence. The lack of protection by the state and of the clarification of “safe” behavior in these areas make it imperative that the prudent personnel worker protect himself against possible legal suit. He needs be knowledgeable of his legal position and, in addition, protect himself by considered behavior.
THE RIGHT TO ATTEND SCHOOL
Authors: LAMMERS CLAUDE C.
Published: December 2011

Since the right to attend school is a civil right, actions of school boards and their administrative agents in suspending or excluding students may be reviewed by the courts. A study of cases that have reached the higher courts shows that their decisions have rather consistently supported positions taken by school authorities. In 1851 a Massachusetts court stated that the right to attend school “must be exercised under such limitations and restrictions that it shall not interfere with the equal and co‐extensive rights of others.” In line with this point of view, the complete exclusion of students with extreme physical or mental deficiencies, and the temporary exclusion (suspension) of students for insubordination or defiance of school regulations have been repeatedly upheld. Among some of the more recent decisions of special interest are those dealing with the status of married students in a secondary school. Their right to attend has been affirmed, although policies limiting their participation in certain school activities have been upheld.
Learning and the Socially Deprived
Authors: SCHWEBEL MILTON
Published: December 2011

The capacity for learning of socially deprived children is studied through logical analysis of data about their readiness for formal learning, the classroom conditions they encounter, and especially the theory of intelligence most widely implemented in the schools. First these children are seen in historical context as the most recent of a long line of the disadvantaged, all of whom showed markedly similar scholastic performance. The conditions for learning are examined: (a) the pre‐school disabilities (physical, psychological, educational); (b) the disadvantaged circumstances of formal schooling; (c) the handicapping theory of fixed intelligence. The origins of such theories are analyzed and explained in terms of Mannheim's concept of ideological thought, and some interactive theories of intelligence (Piaget, Hunt, Leontiev) are considered. Conclusions are drawn concerning the possibilities for universal high‐level education, given the appropriate social motivation; and implications for education and research are suggested.
Differential Perceptions of “Environmental Press” by High School Students
Authors: HERR EDWIN L.
Published: December 2011

725 high school students were administered the High School Characteristics index (HSCI) to examine their perceptions of 30 environmental press. An effort was made to describe the global emphases of this high school and the perceptions of these emphases by students at differing achievement and extracurricular participation levels. Analysis of the differential perceptions of students classified by a number of other variables was made. The results indicated that student responses to the items of the HSCI could provide description of the environmental demands faced by students. The chi‐square test demonstrated that perceptions of the environmental of the school were associated with the variables examined. 4 scales were significantly associated with 5 or more variables (p = < .05). Of 12 scales which were significantly associated with 3 or more variables (p = <.05), 4 were classified as measures of dependency press; 6, emotional expressions press; and 2, intellectual press.
CHARACTERISTICS OF PERCEIVED HELPERS
Authors: MILLER THEODORE K.
Published: December 2011

The purpose of this study was to determine the relationship of certain personality characteristics to perceived helping behavior. 33 male university students with no formal training in the helping process made up the experimental sample. The 16 Personality Factor Questionnaire was used to obtain the independent personality characteristic variables, and the criterion variable‐perceived helping behavior—was determined by a rating scale developed from data obtained from use of the Critical Incident Technique. A multiple‐regression analysis was made to determine the relationship of the independent variables to the criterion variable. A multiple‐regression equation for use in predicting the criterion was obtained from the analysis as were Beta coefficients which made it possible to examine the relative importance of the individual personality factors involved. The results suggest a relationship between certain personality characteristics of naive and untrained individuals and the way they are perceived by others as exemplifying helping or non‐helping behavior.
Qualities That Differentiate Dentists and Physicians
Authors: WEBB SAM C. , FRUSH AUDRY
Published: December 2011

An evaluation of the extent to which certain personal qualities are considered necessary for the competent practice of dentistry and medicine, and the extent to which physicians and dentists can be differentiated in terms of these qualities. 56 physicians and 38 dentists rated 50 personal qualities on a seven‐point adjectival scale in terms of their relevance to the competent practice of their respective professions. Analysis of the mean ratings of the qualities for both groups suggests a considerable similarity in the characteristics of competent physicians and dentists. Differences between the two seem to be more in degree than in kind. The data suggest a greater demand for concern with patient relations, precision of work, and sales ability on the part of dentists, while physicians indicated the need for a greater concern for “inquisitiveness” and a higher drive level than did dentists.
Preparation Programs In Elementary School Guidance—a Status Study
Authors: NITZSCHKE DALE F.
Published: December 2011

The study attempts to determine the nature and scope of preparation programs for elementary school guidance workers: (a) the content and scope of the preparation programs; (b) the personal and professional characteristics of the counselor educators in these programs; (c) the personal and professional characteristics of the counselor enrollees in these programs. A preliminary questionnaire was mailed to 575 institutions which offered a master's and/or doctor's degree. Of these 575, 45 offered at least a master's degree in elementary school guidance. An institutional data blank, counselor educator and counselor enrollee data blanks were mailed to the chief counselor educator in each of the 45 institutions. 36 institutions participated fully in the study. Conclusions are that: (a) Although many institutions were offering preparation in the field of elementary school guidance, relatively few were offering preparation at this level that was significantly different from the preparation in guidance at the secondary school level. (b) The developmental aspects of guidance were stressed in the preparation at this level. (c) Emphasis was placed on the child development, child study and appraisal, and elementary education areas for preparation in elementary school guidance. (d) Preparation programs in elementary school guidance, at the time of the study, were relatively few.
ORGANIZATION THEORY AND RESEARCH: Some Implications for Guidance Programs
Authors: CALIA VINCENT F.
Published: December 2011

The “common sense approach” to organizing and administering guidance services needs to be buttressed by sound theoretical principles and the results of meaningful research. In view of the absence of such support, the contributions of the science of organizations are examined for relevant concepts and conclusions. Commonly held assumptions regarding the value of democratic supervision and participative problem‐solving need to be qualified. In addition, effective social interactions are viewed as a function of a complex of behaviors and events involving the initiator, the recipient and their situational circumstances. The concepts of communication, organization fiction, power, and decision‐making were seen as providing the administrator with additional cues for appraising and revitalizing his program and service.
Race, Aptitude and Vocational Interests
Authors: CHANSKY NORMAN M.
Published: December 2011

One hundred Negro ninth graders were matched with 100 Caucasian ninth graders on the basis of scores attained on the Multiple Aptitude Test. Aptitude scores were then correlated with vocational interest scores derived from the Picture Interest Inventory. When matched, correlations between aptitude and interest were found to be negligible and to be differentiating between the races to only a small degree. Vocational interests of the two races, on the other hand, were found to be significantly different. The Negro youth was interested in interpersonal, business, verbal, computational, and long training occupations; the Caucasian, in occupations concerned with nature and with machines.
Knowledge and Counseling Competence
Authors: JOSLIN LEEMAN C.
Published: December 2011

This article reports an investigation of the relationships between counselor trainees' knowledge of counseling and guidance and their competence in conducting counseling interviews. The 39 enrollees were tested before and again at the end of a nine month program. Randomly selected, tape‐recorded interviews, conducted by the enrollees with secondary school students in a counseling practicum, were evaluated on an interview rating scale. Correlational analyses were used to test hypotheses regarding the relationships between the two outcomes. No significant relationship between knowledge and counseling competence at the beginning of the training program was found. The hypothesis that the relationship between the two outcomes is significantly higher at the end of the training program than at the beginning was not supported. Correlations beween specific areas of subject‐matter knowledge and “logically” related dimensions of counseling competence were generally not significant.
A Vocational Preference Rank Technique
Authors: DENT ORAN B. , ELDER R. F.
Published: December 2011

The relationship between Kuder Vocational scale positions obtained by a rank order method, and ranks obtained from the Kuder Preference Record Vocational Form CH Profile Sheet, was found for 39 male psychiatric patients at a Veterans Administration Hospital. Correlations were significantly higher for valid than for invalid Preference Record profiles, approaching the level of Kuder test‐retest reliability. The V scale may reflect in part the confused thinking of neuropsychiatric patients. Validation of this impression must await further research.
The Improvement of Self‐Understanding Through Test Interpretation
Authors: LISTER JAMES L. , OHLSEN MERLE M.
Published: December 2011

This study investigated the extent to which test interpretation through counseling improved the self‐understanding of students in grades five, seven, nine and eleven. It also studies effects of orientation to testing on (a) students' motivation for learning test information, (b) accuracy of self‐estimates, and (c) relationship between motivation and accuracy of self‐estimates. Before testing, the experimental group received an orientation concerning the kinds of tests they were to take and how they could use test information. Test interpretation emphasized encouragement of student participation, providing of information by the counselor, and counselor response to the students' feelings. At all grade levels interpretation was associated with increased accuracy of self‐estimates of achievement, intelligence, and interests. While a significant decline in accuracy was noted over a two‐month follow‐up period, a net increase did occur for the period covered by the study. Orientation was (a) positively associated with motivation for learning results in grades seven and nine but not in grades five and eleven and (b) unrelated to increased self‐understanding following test interpretation.
CHILDREN'S LITERATURE CAN AFFECT COPING BEHAVIOR
Authors: CIANCIOLO PATRICIA JEAN
Published: December 2011

Books can provide a source of psychological relief from the various pressures and concerns that stem from the things that happen to children. Bibliotherapy can be used to solve actual and existing problems and pressures or it may be used as a means of preventing a particular problem becoming a “hard case.” Books that are used for therapeutic purposes should exemplify good literature and should be used in a manner that is based on sound educational and psychological principles. Finding of studies in which researchers sought to change attitudes through the use of trade books and a bibliography of children's literature that could be used for therapeutic purposes are included.
A TACTUAL FORM OF THE PROGRESSIVE MATRICES FOR USE WITH BLIND CHILDREN
Authors: RICH CHARLES C. , ANDERSON ROBERT P.
Published: December 2011

Raven's Colored Progressive Matrices were adapted to a tactual format, thus making possible the insightful solution of the test items without the use of vision. In order to determine the validity of this test as a measure of intelligence in blind children, tactual Progressive Matrices scores of 115 blind students were correlated with WISC Verbal Scale IQ scores, academic achievement, and chronological age. Subjects ranged from 6 to 15 years of age, and all had a 99 per cent or greater loss of visual efficiency. The tactual test correlated with validity criteria in a positive and significant manner. Kuder‐Richardson reliability of the tactual Progressive Matrices was found to be adequate in children age 9 years and older. It was concluded that this test shows promise as a non‐verbal intelligence test for the child of 9–15 years of age, but that further development is necessary before it can be considered a useful supplement to the standard tests used with the blind.
Role Theory in Counseling: A Problem in Definition
Authors: Bentley Joseph C.
Published: December 2011

Although the “role” of the counselor is a current issue of concern, counseling literature has largely neglected role theory. Recent articles are criticized for untenable positions in defining counselor roles and functions. Role theory is discussed and the terms role, role perception, and role expectation are introduced. The fact that role enactment is an interactive process is emphasized, thereby rendering meaningless any attempt toward “militancy” on the part of any professional group in the attempt to define roles. The process of change in role expectations and role enactment is discussed and certain strategies of change are suggested. Sources of role conflict are identified. Finally, it is suggested that there can never be, nor should there be, a single definition of what a counselor should do or should be since counselor roles are embedded within a particular social context.
Promoting Career Planning Through Reinforcement
Authors: Krumboltz John D. , Schroeder Wade W.
Published: December 2011

54 11th grade volunteers for educational and vocational counseling were randomly assigned to three treatments: (a) reinforcement counseling (information‐seeking responses reinforced), (b) model‐reinforcement counseling (tape‐recording of a male counselee played to each client prior to reinforcement counseling), and (c) control. Findings: (a) Experimental groups engaged in more information‐seeking behavior outside the interview (external ISB) than control; (b) Reinforcement counseling produced significantly more external ISB than control for females but not males; (c) Model‐reinforcement counseling produced significantly more external ISB than control for males but not females; (d) The ratio of information‐seeking responses to other responses in the interview was positively correlated with external ISB.
Time of Decision to Study Engineering
Authors: Watley Donivan J.
Published: December 2011

This study investigated the relationship between time of decision to enter engineering and a number of variables. S's were 534 male freshman engineering students. Comparisons were made among students who decided on engineering during: the elementary grades; JrHS grades; HS grades 10 and 11; and the final year of HS. The results showed that the last group consistently deviated from the others, which were essentially undifferentiated on the variables studied. They obtained poorer 1st quarter GPA's; a larger per cent withdrew and they tended to be in scholastic trouble when they left; they obtained lower ability test scores; and their measured interests appeared less appropriate for engineering. They came from small towns, and were the products of homes where higher education probably was not stressed. Counseling might have helped some of these students make more appropriate plans. An early decision for engineering does not necessarily result in greater academic success.
Identifying Technical Institute Dropouts
Authors: Righthand Herbert
Published: December 2011

In an investigation of the characteristics which differentiate the technical institute dropout from the persisting student, the combination pattern of the mathematics portions of the Engineering Physical Science Aptitude Test (EPSAT‐M) and the score on the Survey of Study Habits and Attitudes (SSHA) was found most effective in discriminating between the two groups. These findings may provide counselors with a better understanding of some of the problems faced by the institute student. The results indicate the need for further investigation in and improved understanding of the factors influencing institute success.
Career Choices of Scholars
Authors: Strauss Samuel
Published: December 2011

96 professors at the University of Wisconsin and 66 professors at 9 European universities were asked when and why they had selected the general and specialized fields of their work. The replies by all the groups of subjects were quite similar. Careers had been chosen largely during the university years and later. Although changes in career interests had been common, the humanists and social scientists had settled on their general and specialized fields later than had the natural scientists. The major factor in career choice, especially among the physical scientists, had been a self‐generated and absorbing interest. The persons who had exerted the greatest influence were university teachers, while relatives, friends, and secondary school teachers had played smaller roles. Job experiences, chance, available fellowships, some book or event, boyhood experiences, and career prospects had also been influential.
Some Deeper Significances Of the Computer For the Practicing Psychologist
Authors: Cattell Raymond B.
Published: December 2011

Most of the recent stimulating discussion on use of the computer in testing has been concerned with more rapid scoring, better recording, and such advances as Eber's programming of the Sixteen Personality Factor Questionnaire (16 PF) and Swenson's of the Minnesota Multiphasic Personality Inventory (MMPI) to give verbal, descriptive printouts, etc. These are valuable, but as we go beyond statistical into psychological, lawful prediction, computer use assumes a deeper significance in (a) exposing faulty implicit assumptions and procedures in diagnosis and treatment and (b) making available for the individual case stored psychological experience and the rapid derivation of results of complex prediction beyond the resources of the individual practitioner. The recent National Computer Systems service offering derivatives of the MMPI and second‐order factors and neuroticism scores from the 16 PF is a beginning in this direction.
Areas of Focus in Supervising Counseling Practicum Students In Groups
Authors: Orton John W.
Published: December 2011

Possibilities of supervising counseling practicum students through small group meetings are described. Some of the challenges, problems, and opportunities involved are delineated. Certain behavior of the supervisor in managing group discussion and interaction can be viewed in terms of 4 possible areas or subjects of focus: the training agency (practicum), the clients being counseled by practicum students, the students themselves, and the dynamics and development of the supervisory group. Many opportunities are available for broadening or narrowing the focus, and thus the context, of discussions of issues arising in the group. Examples are presented from a single group supervisory session.
Congruence of Self And I deal‐Self And Occupational Choices
Authors: Anderson Thomas B. , Olsen LeRoy C.
Published: December 2011

The purpose of this study was to determine the relationship between the congruence of self and ideal‐self utilizing a Q‐sort and occupational choices made by potential four‐year college students and potential junior college terminal students. To determine if there was a significant difference between the means of Q‐sort scores for the groups, t's were calculated. The chi‐square test of significance between the groups in their selection of realistic occupational goals indicated that a significantly greater number of the four‐year college groups selected realistic occupational goals, .01 level. A greater number of subjects selected occupational goals above their aptitude level and in inappropriate occupational areas than the number of subjects who chose occupations below their aptitude level.
The Use of the Cumulative Record in the Prediction of Behavior
Authors: Warnken Robert G. , Siess Thomas F.
Published: December 2011

The results of two studies by the authors demonstrate the utility of the cumulative record as a source of data for the prediction of behavior. In their separate analyses of behavioral descriptions and ratings of children by teachers, the authors found that personality descriptions written for the cumulative record from 6 to 30 years previously were related to adult psychiatric diagnosis and young‐adult measured interest patterns. Such descriptions also conformed to theoretical expectations regarding the schizoid personality and were consistent with personality correlates of vocational interest patterns shown in other research. Based on the findings of these studies, several recommendations for the improvement of the cumulative record were made.
Norway Adapts Guidance Into New Educational Structure
Authors: Hansen Lorraine Sundal
Published: December 2011

The many problems involved in incorporating guidance into the new comprehensive nine‐year schools in Norway are discussed. The democratic rationale for guidance services and their development in this small, homogeneous country are described. Comparisons are made with American guidance and counseling, and the Norwegian interpretation of “counselor role” as being primarily educational, vocational, and developmental is delineated. Reactions of students, parents, administrators—and counselors themselves—in some of the experimental schools around the country are presented. Aspects of counselor education are considered and progress toward implementation of guidance in the experimental schools is reported, with attention given to some of the limitations and difficulties in adapting the “uniquely American” counselor into the Norwegian school reform.
Values and Occupational Preferences of Junior High School Girls
Authors: Perrone Philip A.
Published: December 2011

196 7th and 8th grade girls and their parents were administered a value‐orientation (VO) instrument. Measures of fathers' occupational level, girls' intelligence, school achievement, number of indicated problems (Mooney), and both vocational and training aspiration levels were obtained. Parents and daughters agreed that a good income and a secure future were important, and that being helpful to others, working with things, and being free from supervision were unimportant. More‐intelligent, higher‐achieving girls with fewer problems wanted to pursue a vocational goal bringing intrinsic satisfaction and viewed higher education as incompatible with this goal. Conversely, less‐intelligent, low‐achieving girls were less concerned with self‐expression and aspired to educational goals which appeared unrealistic in light of their educational potential.
ACL Adjectives Associated with Differential Status on CPI Scales
Authors: Bienen Sanford M. , Magoon Thomas M.
Published: December 2011

An attempt was made to provide counselors with more meaningful interpretive material based on clients' scores on the California Psychological Inventory. Counselors judged the characteristics of 220 male students seeking admission to college. Analysis was aimed at determining which adjectives would significantly differentiate between students scoring high and low on the 18 scales of the California Psychological Inventory. Clusters of significant adjectives are presented and their differences from what was expected are discussed. Information is also provided about the intra‐rater reliability of the Adjective Check List.
Behavioral Counseling: Rationale and Research
Authors: Krumboltz John D.
Published: December 2011

The criteria for judging the success of counseling for any given client must be based on the requests of that client. Counseling consists of whatever ethical activities a counselor undertakes in an effort to help the client engage in those types of behavior which will lead to a resolution of the client's problems. Like all professional persons, the counselor may elect to limit the problems with which he works on the basis of his own interests, competencies, and ethical standards. Evidence is accumulating that a counselor can act effectively to promote career planning, improve test‐wiseness, increase social participation, increase deliberating and decision behavior, make test results acceptable, and modify unrealistic decisions. Accomplishment of clients' goals, not adherence to prescribed procedures, should be the mark of a successful counselor.
Teacher Opinions of High School Guidance Programs
Authors: Gibson Robert L.
Published: December 2011

This article samples and analyzes teacher knowledge about attitudes toward, and utilization of school guidance programs. 208 secondary school teachers were selected to represent 18 secondary schools in a 4‐state area. These schools had functioning guidance programs under the direction of a certified counselor. Opinion‐type questionnaires were administered. Additional data were collected through follow‐up interviews. Findings are summarized and comparisons are made, where appropriate, with the results of an earlier study of pupil opinions of high school guidance programs.
Practicum and On‐the‐job Ratings of School Counselors
Authors: Johnston Joseph A.
Published: December 2011

Practicum ratings of 50 school counselors were examined in relation to administrators' subsequent on‐the‐job ratings of their performance. The relationship proved negligible. The practicum ratings did relate, however, to retention of cognitive material in guidance and counseling (scores on a comprehensive examination). Such a relationship did not exist between scores on the same comprehensive examination and the administrators' ratings. It was suggested that cognitive standards for counselors are probably best established and maintained by training institutions. Administrators seeking assurance of at least minimum cognitive competency in counselors ought to seek endorsement of candidates from those who observe their practicum performance.