bluuebunny/crossref_metadata_2025 huggingface dataset:
Student Socio‐Economic Status and Counselor Contact in Junior High School
Authors: Ryan Doris W. , Gaier Eugene L.
Published: December 2011

Cumulative records over 3 years for 196 junior high school sophomores were analyzed to assess the effect of socio‐economic status of students on counseling exposure. Statistical significance was found between socio‐economic status of the student and both the frequency with which he was referred to the counselor and the problem areas discussed. Frequency of counselor contact was not significantly associated with student socio‐economic status. Where the counselors initiated the interviews, they apparently did so only in keeping with administrative policies. The differences that did occur arose when parents or, less frequently, the students themselves, initiated the interviews. Here, socio‐economic status appeared to play a crucial and singular role.
Personality Correlates of the High School Experiences of Prospective Teachers
Authors: Veldman Donald J. , Peck Robert F. , Richek Herbert G.
Published: December 2011

Data pertaining to aspects of their high school experiences were provided by 192 female students who had successfully completed the teacher preparation program at the College of Education, University of Texas. This information was used as the basis for defining groups which were then compared on a wide variety of measures of personality and student teaching performance. A number of significant relationships were found. It was concluded that the simple facts regarding students' high school experiences may be relevant to career commitment in teaching.
A Survey of College Counseling Facilities
Authors: Albert Gerald
Published: December 2011

Of 1,136 senior colleges surveyed in the United States, 71 per cent of the 415 responding reported that they had student counseling facilities. The median ratio was 1 counselor per 770 students; 18 per cent make use of graduate students as assistants; 8 per cent exclude certain groups of students from these facilities. The majority of counseling services are connected with student personnel divisions, and more than half routinely test entering freshmen for academic aptitudes or achievement, personality factors, or vocational interests. Over three‐quarters offer optional testing of intelligence, personality factors, vocational and academic aptitudes, and vocational interests. Over half limit counseling to “normal” problems, and the largest specific orientation is Rogerian; most, however, consider their approach “eclectic.”
Pseudo‐Subjectivity in Counseling
Authors: Knowles Richard T. , Barr Donald J.
Published: December 2011

Leaders in the field of counseling have stressed an integration of objective and subjective attitudes as being essential to the counselor. Yet, a review of the literature concerning the ideal characteristics of counselors shows a heavy emphasis on subjective traits, such as warmth, acceptance, and understanding. The authors are critical of such an overemphasis and point to studies of effective people which demonstrate the importance of objective traits and attitudes as well. A recommendation is made for the recognition of individual differences in the selection of counselors and for the strengthening of objective attitudes and skills in the training of counselors.
Relationships Between Inventoried Interests and Inventoried Needs
Authors: Kohlan Richard G.
Published: December 2011

The primary purpose of this study was to investigate the relationship of interests, as defined by the Strong Vocational Interest Blank (SVIB) scales, to psychological needs, as defined by the Minnesota Importance Questionnaire (MIQ) and the Edwards Personal Preference Schedule (EPPS) scales. The 3 instruments were administered to a group of 279 University of Minnesota male student volunteers. A correlational analysis disclosed about one‐third of the relationships between the SVIB and the two needs measures significant at the .01 level. Of the MIQ scales, Advancement, Authority, Security, Social Service, Social Status, and Working Conditions were most often related to the SVIB; while of the EPPS scales, Dominance clearly had the most numerous and the highest relationships with SVIB groups, and Order, Exhibition, Autonomy, Abasement, and Endurance also had some relationships. Although relatively low in magnitude, the results of this study tend to support 5 previously identified occupationally related personality need dimensions.
Threads That Bind Us Together
Authors: Scott C. Winfield
Published: December 2011

Influences that maintain a reasonable degree of unity in APGA are presented following a description of the Association as a conglomerate of 8 divisions with members whose widely varying characteristics do not qualify them as a single professional group. The similarity of members, particularly with respect to liking people and wanting to help them, is recognized as one cohesive agent. Need for mutual support and a common dependence on psychology are the other unifying agents described. Evidence on ambivalence about acceptance of the latter is set forth and the position is taken that better recognition by APGA members of psychology as their basic discipline is essential to their functioning distinctively.
Do Scholarships Help?
Authors: Kimball Roland B.
Published: December 2011

Some 897 successful and unsuccessful applicants for support from the Citizens Scholarship Foundation of America were surveyed. Responses from 515 applicants suggest that these relatively small awards do not change the educational plans of the recipients. Students most frequently report that such awards diminish the financial burden placed on student and family; post‐secondary educational choices usually are unchanged by the availability or absence of small scholarships. Even if the scholarships were larger, it appears that the effect would be similar. Fewer than one‐third of the students report that a larger scholarship would cause a significant change in post‐secondary education.
Vocational Guidance in Soviet Schools
Authors: Smith Ronald E.
Published: December 2011

On the basis of recent Soviet publications, a brief history of vocational guidance in schools in the U.S.S.R. is provided, along with a discussion of its significance, current problems, and guiding principles. A comment is added on the basis of recent observations in the U.S.S.R. and Yugoslavia.
Brothers Under the Pin
Authors: Elton Charles F. , Rose Harriett A.
Published: December 2011

Two commonly held assumptions about fraternity men were tested by multiple discriminant analysis. Findings indicated that no identifiable personality pattern distinguishs pledges of one fraternity from pledges of another, active members of one fraternity from active members of another, or pledges from active members of the same fraternity. These results were supported in a cross‐validation study.
The Concept of Culture and Its Significance for School Counselors
Authors: Leacock Eleanor
Published: December 2011

Understanding the role of culture, as it affects attitudes and behavior, can be extremely useful in the social service fields for enabling more effective communication across social barriers. However, in connection with the “culture of poverty,” or “cultural disadvantage,” the culture concept has often been distorted, and transformed into a stereotype behind which the individual is not revealed, but hidden. Specific examples of productive and unproductive uses of the concept in school guidance work are discussed. Another aspect of the cultural dimension, understanding of which is useful to the school counselor, is the nature of the counselor's role in relation to the institutional structure of the school.
Educational Counseling: Concern of the School Counselor
Authors: Lair George Scott
Published: December 2011

Educational counseling has been a neglected area of concern for the school counselor, even though by virtue of his work setting it should be primary among his responsibilities. Five aspects of the need for a renewed emphasis on this area of the counselor's role are discussed: change in the nature of work, increased professional knowledge, greater demand for persons with high levels of education, the relation of education and psychological freedom, and the need for clearly spelled out objectives in school guidance. It is concluded that while additional theory and research findings are necessary to carry out adequately this aspect of school counseling purpose, it is important at this time that we concern ourselves with this problem.
Vocational Satisfaction Among Ministerial Students
Authors: Pallone Nathaniel J. , Banks R. Richard
Published: December 2011

84 graduate students attending the Seventh‐day Adventist Seminary for North America Q‐sorted 50 self‐relevant, socially neutral statements to measure self‐concept and occupational role percept of the “ideal” Seventh‐day Adventist minister. Correlations were computed for congruence between self‐percepts and occupational role percepts, as an operational approximation to the construct “vocational satisfaction.” Mean correlations in extreme quartiles of the resultant distribution differed beyond .001; subjects in extreme quartiles were accordingly regarded as “more” or “less” vocationally satisfied. Significant differences were found between more‐ and less‐satisfied subjects on 3 of 16 personality factors (adventuresomeness, shrewdness, ergic tension); on 1 of 6 values (social); on 1 of 10 vocational interests (social service); and on 2 of 15 elements of educational‐social history (extent of previous church‐conducted education, vocational preference during high school).
Case Study: Summer Counseling with Disadvantaged Junior High School Students
Authors: Welter Paul R.
Published: December 2011

Six secondary school counselors worked as a summer counseling team with disadvantaged junior high school students. Most of the students who received counseling were making a transition from a familiar to an unfamiliar school situation, i.e., they were entering or leaving junior high school. Counseling sessions were conducted in homes as well as in the schools. Extensive use was made of staff sessions and referral agencies. The services of the counseling team were favorably accepted by students and parents and were evaluated by the counselors and principals as worthwhile. Some problems and recommendations are described.
Career Process: A New Concept for Vocational Behavior
Authors: Ivey Allen E. , Morrill Weston H.
Published: December 2011

Vocational guidance has been traditionally too concerned with helping individuals choose an occupation. There is need for more awareness of change in vocational life. The concept “career process” stresses the continual changes and the varied developmental tasks in occupational life. Implicit in the career process concept is that no final ohoicepoint in vocational behavior exists; rather, counselors should help the individual learn key developmental tasks that will ultimately better equip him to face the realities of change as a part of vocational life.
Guidance in the Royal County of Berkshire, England
Authors: Nielsen Imogene H.
Published: December 2011

This study answers the question, How are the secondary schools in Berkshire, England, organized for the guidance of their pupils? The method used to investigate this topic included visits to about one‐fourth of the publicly supported secondary schools in the Royal County of Berkshire, conversations with headmasters and headmistresses, youth officers, teachers, and students. It was found that until July, 1966, no trained counselors, as we know them in the United States, were employed in the Berkshire schools. However, the schools were organized so that educational, vocational, and personal counseling was provided to some degree by a variety of persons on the administrative and teaching staff and by representatives of community and government‐supported organizations.
College Dropouts: Dismissed vs. Withdrew
Authors: Vaughan Richard P.
Published: December 2011

This study investigated the effect of classifying under the common category of “dropout” both those students who are dismissed for academic reasons and those who withdraw voluntarily. Two groups of college dropouts, namely the dismissed and those who withdrew, were compared with a control group of persevering students in performance on cognitive and personality measures. The two groups were found to differ in an inverse relationship on several sets of measures, thus demonstrating differences in intellectual ability and personality characteristics.
Determinants and Effects of Counselors' Verbal Roles
Authors: Tomczyk John R.
Published: December 2011

Secondary school students who had been recently counseled responded to a questionnaire measuring (1) client's attitude toward the counselor as a result of counseling, (2) description of problem discussed in counseling, and (3) client's perception of counselor verbal roles. Clients with a positive attitude toward their counselors when compared with clients with a negative attitude perceived their counselors as (1) being less verbally active while discussing affective problems and more verbally active while discussing cognitive problems, (2) being generally more verbally active over a wide range of verbal roles, (3) providing a stronger working relationship, (4) expressing fewer non‐accepting remarks, (5) providing more approval and reassurance, (6) giving more help with study methods, (7) discussing the counseling process more, and (8) providing more information while discussing affective problems.
Life History Correlates Of a Career Commitment To School Counseling
Authors: Frey David H. , Shertzer Bruce
Published: December 2011

This study sought to explore the use of the scored life history as a predictive index of a career commitment to school counseling. Hypotheses concerning the relationship between life history data and a career commitment to teaching and administration were also investigated. Multiple regression analysis was used to obtain validity coefficients estimating the relationship between weighted linear combinations of life history data and the career commitment criteria. The regression weights obtained for the most promising biographical predictors were used to predict current occupational titles for a cross‐validation sample. Statistical analysis of the data indicated that selected and empirically weighted life history materials are valid indices of counselor career commitment. For practical purposes, life history data for teaching and administration demonstrated a lack of consistent predictive power. The content of the most promising predictors for the three occupational groups was logically examined.
Style of Role Enactment Expected of Parent, Teacher, And Counselor
Authors: Haettenschwiller Dunstan L.
Published: December 2011

Role theory deals with the rights and obligations accruing to occupants of positions. Role expectations are mobilized by the credentials present in the style with which the role performer enacts his role. Expectations high school seniors have of these credentials in regard to parents, teachers, and counselors were investigated employing an instrument developed from' the dimensions of Empathy, Respect, Genuineness, and Concreteness posited by Carkhuff and Berenson. The findings were: (a) subjects of higher socioeconomic status had higher expectations of Respect from parents, teachers, and counselors; (b) subjects, in general, had higher expectations of Empathy, Respect, and Concreteness from counselors than from parents while the reverse held true for Genuineness; (c) girls had higher expectations of Respect from parents, teachers, and counselors than did boys.
The Counselor in the Elementary School
Authors: Patterson C. H.
Published: December 2011

This paper emphasizes the need to avoid the splintering of counselors into discrete kinds, separated by the settings in which they function. It also emphasizes the importance of the counseling function in the elementary school, a function now accepted as the major activity of counselors in other settings. A number of current issues on the functioning of counselors in elementary schools are considered, with suggestions for their resolution.
Perceptions of Non‐College‐Bound, Vocationally Oriented High School Graduates
Authors: Betz Robert L. , Engle Kenneth B. , Mallinson George G.
Published: December 2011

In‐depth structured interviews of 309 high school graduates judged to be non‐college‐bound explored perceptions of their (a) educational experiences, (b) vocational experiences, (c) self‐concepts, and (d) family relationships. Interview data were compiled two years after high school graduation from subjects residing in urban, “rurban,” and rural environments in four mid‐central states. Content analysis of written reports of subjects perceptions resulted in four major conclusions: (a) employment‐bound, non‐college‐oriented students perceive the school, the counselors, and other personnel within the school as favoring the college‐bound student; (b) counselors were not perceived as being helpful in assisting employment‐bound youth to satisfactory vocational decisions; (c) subjects were unable to articulate meaningful concepts of self; and (d) generally, they did not perceive parents as being at all helpful in resolving personal, educational, and vocational problems.
Managerial Talent Among Undergraduate and Graduate Business Students
Authors: Miner John B. , Smith Norman R.
Published: December 2011

Research was conducted to determine whether managerial motivation can be identified as early as the junior year of college. Business students were tested with the Miner Sentence Completion Scale (MSCS), and the scores of those who did and did not indicate managerial career objectives were compared. Although those aspiring to management positions had higher scores, the differentiation was not as pronounced as that previously found among graduate students. These results are interpreted to reflect a learning process which gradually serves to integrate established motives with a vocational choice.
Personal Encounter in Higher Education
Authors: Morris Sumner B. , Pflugrath Jack C. , Emery John R.
Published: December 2011

The undergraduate course in the psychology of personal and social development at the University of California at Davis recently underwent some methodological changes. The changes were the addition of weekly encounter groups to traditional lecture during the fall and winter quarter and the substitution of the encounter groups for lectures during the spring quarter. Students found that the addition of the encounter groups to the lecture increased their involvement in the course and made it a much more meaningful and relevant experience when compared with other college courses already taken. Students in the class where the encounter groups took the place of the lecture not only found their experience more meaningful and relevant when compared with the traditional lecture class but also scored as well as the lecture class on an identical final exam.
Increasing the Parent—Child Communication Through Counselor—Parent Conferences
Authors: Duncan L. Wendell , Fitzgerald Paul W.
Published: December 2011

This study was designed to measure what effect the establishment of a parent‐counselor relationship prior to the child's entrance into junior high school would have upon the child's adjustment to school and parent‐child communication. Subjects were students and parents from Lealman Junior High School in St. Petersburg, Florida. Parents of the experimental group had a one‐hour individual conference with the school counselor prior to the child's entrance into junior high school. Experimental and control groups were followed over a three‐year period. The experimental group showed significantly greater (p < .001) parental contact with the school, significantly better student attendance (p < .001), and significantly higher grade point averages (p < .001) than the control group. This was accompanied by a lower dropout rate (p < .05) and fewer disciplinary referrals (p < .001). An overall more effective use of school counselors and other school personnel resulted.
Use of Occupational Drawings to Enhance Vocational Development
Authors: Marusic Sveto S.
Published: December 2011

Missing in the literature regarding the teaching of occupational information are techniques involving the use of materials created by the students themselves. The method of utilizing the students' occupational drawings was compared to the traditional method taught in group guidance classes. The criterion instrument was developed, pre‐ and post‐measures secured for both groups, and the statistical significance at .0005 level was computed between the experimental and the control group, favoring the experimental group.
The Verbal Behavior of Counseling Trainees in an Observational Setting
Authors: Geoffroy Kevin E. , Heimann Robert A.
Published: December 2011

An analysis of verbal comments made by counselor trainees as they observed counselor performances was based on: (a) level of experience of the trainees; (b) type of counselor performance to which the trainees responded; and (c) method of observation available to the trainees, i.e., tapes, typescripts, or both tapes and typescripts. Significant differences in verbal behavior were obtained for the level of experience of the counselor trainees and the type of counselor performance being observed.
Social Class and Educational Aspirations: A Weberian Analysis
Authors: Stout Robert T.
Published: December 2011

Standard measures of social class are argued to be insufficient in predicting college attendance desires among high school students from similar social class backgrounds. An attitude scale was developed using 274 seniors from two suburban high schools. Chi‐square analysis indicates that the attitude measure is a better predictor of college‐going plans than is the education of either parent or the occupation of the father. The attitude scale appears to discriminate among students on a dimension similar to McClelland's desire for achievement. It is argued that traditionally static variables, such as social class, can be replaced by process variables in explanations of social phenomena.
The Relationship of Sex to Occupational Prestige in an African Country
Authors: Hicks R. E.
Published: December 2011

This study set out to find the answers to two questions in relation to the developing African nation of Zambia. Did the sex of the respondent affect the prestige gradings of occupations? Did the sex of the incumbent affect the prestige gradings of selected occupations? The study was part of a much larger one designed, for one reason, to assess the differential affects of sex, living area, and education on occupational prestige, and to investigate factors involved in prestige. To answer the two questions a specially designed questionnaire was administered to over 1,100 secondary school pupils across Zambia. It seems that the sex of the respondent has little effect on the prestige positioning of occupations; but significant downward movements in prestige grading for particular occupations were found when females were incumbents. In this latter case, a significant difference among respondents was also found: Girls rated female incumbents significantly higher than did boys.
Primary School Correlates of Secondary School Achievement
Authors: De Bottari Linda
Published: December 2011

This study is an investigation of the relationship between third grade final marks, achievement test scores, and subsequent achievement in elementary and secondary school. It was focused on the early identification of students for whom changes in the curriculum might be indicated.
Comparisons Between Adolescents With and Without Diabetes
Authors: Collier Boy N.
Published: December 2011

One hundred twenty‐five secondary school adolescents with diabetes were matched with same grade, same sexed non‐diabetics. Comparisons were made of the Interpersonal Check List, Level II conscious description profiles and vector diagrams. Analysis of the responses indicates that the child with diabetes presents self‐descriptions similar to his non‐diabetic counterpart. The implications of these findings with respect to the public school education of the child who has diabetes as a chronic condition are discussed.
A Sociological View of the Counselor's Role: A Dilemma and a Solution
Authors: Boy Angelo V. , Pine Gerald J.
Published: December 2011

The school counselors struggle for role identity still continues. The counselor's commitment to counseling pupils is being questioned by those with a sociological view of the counselor's role. Several writers suggest that the counselor's role be changed so that the counselor will function as a “cultural architect” or “social engineer.” The main thesis of this article is that the facilitation of human potentiality calls for a complementary approach to the resolution of school and pupil problems and not the diminution and prostitution of one role for another. It is proposed that a new position be created in our schools—that of a school sociologist.
Assessment of Accomplishments of College Students Four Years After High School Graduation
Authors: Lewis Charles A. , Bradley Richard L. , Rothney John W. M.
Published: December 2011

Procedures are described which are used in developing and testing a method for making global assessments of students' college accomplishments four years after high school graduation. The objectives of colleges as stated in their bulletins are usually classified into such categories as academic accomplishments, accomplishments other than academic, clarity and purpose‐fulness of educational‐vocational goals, and participation and leadership in extracurricular activities. Expected levels of student accomplishments are developed for each of the above categories, and hierarchies containing three levels above and three levels below the expected levels are defined. Methods for assessing and quantifying performances in each of the separate categories and combining them into a global assessment of accomplishments are described. Finally, the results of a trial of the procedure with 497 students is presented.
Game Theory and Short‐Term Group Counseling
Authors: Johnson Robert L. , Chatowsky Anthony P.
Published: December 2011

The search for effective approaches to short‐term group counseling in a Navy brig focused on Transactional Analysis and game theory, which seemed interesting to prisoners as well as readily comprehensible and productive of insight. Along with a summary of game theory, this discussion presents a description of some common games in their military forms as they appeared in the brig groups. Advantages and difficulties associated with using game theory with “unmotivated clients” are noted.
The Development of an SVIB Interest Scale for School Counselors
Authors: Engen Harold B. , Miller Leonard A.
Published: December 2011

A professional school counselor key was developed on the Strong Vocational Interest Blank using Campbell's revised procedures. Of the 403 counselors initially contacted, 340 responded. Of this number, 203 were identified as professional counselors and were included in the professional school counselor scale. Each of these individuals was fully certified, possessed three or more years' experience as a counselor, was a member of a professional guidance association, and was thoroughly satisfied with his job as a counselor. Differences between professional counselors and non‐professional counselors seemed to indicate a greater people‐orientation in the professional counselor group. This was further supported by relationships of the professional counselor key with other scales on the SVIB.
Career Saliency for Teachers and Other Occupational Groups
Authors: Masih Lalit K.
Published: December 2011

This study compared the Career Saliency ratings of students planning to enter teaching and those who were considering other occupations. The subjects (68 men and 118 women) were juniors and seniors in college. They were rated by three judges on the basis of information secured through a one‐hour structured interview. The ratings were high, medium, and low Career Saliency. Setting up 2 × 2 contingency tables for “high” (high saliency) and “not high” (medium and low saliency) individuals, chi‐ square values were obtained for teachers and other groups. The chi‐square value was not significant for the female sample, but a significant value was obtained for the male sample indicating a significantly lower number of high saliency individuals among prospective men teachers. Implications of the findings are discussed.
Need‐Reinforcer Correspondence As a Predictor of Job Satisfaction
Authors: Betz Ellen L.
Published: December 2011

The “good fit” principle was applied to the prediction of job satisfaction, based on a proposition of the theory of work adjustment that satisfaction is a function of “correspondence” between individual needs and job reinforcers. Measures of needs, job reinforcers, and job satisfaction were administered to three groups of store employees. Five indices of need‐reinforcer correspondence were calculated for each individual and applied as predictors of job satisfaction. For cashiers and sales clerks, correspondence measures correlated as high as .37 and .45, respectively, with job satisfaction; “hit rates” were as high as .68 and .73, respectively. Results for the checker‐markers were not significant.
Identity and Therapy in the Black Community
Authors: Kincaid Marylou
Published: December 2011

Counselors working in the black community must understand the special problems of black people in discovering and affirming their identity. Black Power, proclaiming the integrity of the black community, has special relevance for black people in search of an identity. Counselors cannot ignore the new self‐awareness which many black clients bring to counseling. An approach to counseling black clients is suggested, and some techniques are reviewed that may facilitate their full freedom. The role of the white counselor may be one of supervisor of lay therapists in the black community or change‐agent and interpreter in the white community.
Toward Effective Evaluation Of the Culturally Deprived
Authors: Clements Hubert M. , Duncan Jack A. , Taylor Wallace M.
Published: December 2011

Attention is focused on some of the factors which may result in the invalidation or distortion of both objective and subjective evaluations of students from the lower socioeconomic strata of the population. These factors include: (a) counselor attitude in evaluation; (b) counselee attitude in evaluation; (c) counselor‐counselee value systems; (d) test weaknesses such as low reliability and/or validity and inadequate norms; and (e) a lack of understanding by the counselor and/or counselee of the purpose for testing. Evaluation is an integral part of the counseling process; however, the effectiveness of the evaluative process is dependent upon the counselor's knowledge and sense of responsibility as well as the validity and reliability of the tests.
The Black Quest for Higher Education: An Admissions Dilemma
Authors: Green Robert L.
Published: December 2011

During the past academic year, black students on major college campuses have demanded that institutions of higher learning admit greater numbers of minority youth. This demand has raised serious questions regarding the traditional admissions criteria established by these institutions. As a means of increasing the relevance of the university and of making higher education available to a larger and more representative portion of our society, admissions officers should assess admissions criteria which take into account motivational and attitudinal, as well as the usual intellectual, characteristics of the individual. Colleges and universities that have revised their admissions criteria have found that “high‐risk” students can achieve successfully with proper tutorial and counseling services.
Cultural barriers in the counseling relationship
Authors: VONTRESS CLEMMONT E.
Published: December 2011

Cultural barriers in the counseling relationship are the counselor's and client's reciprocal racial attitudes, counselor's ignorance of client's background, language barrier of poor people in general, client's lack of familiarity with counseling, the Negro's reservation about self‐disclosure, and the sex and race taboo. The article suggests in‐service and preservice training designed to help counselors examine their attitudes toward the culturally different and expose them directly to the culture of their clients.
The illusion of pre‐enrollment counseling
Authors: LYNCH THOMAS H. , MONTABA ROBERT P.
Published: December 2011

Concern about attrition of college students has often led to recommendations that more counseling be supplied to entering freshmen. In the present study, student response to pre‐enrollment counseling programs suggests that freshmen are able to consider only informational aspects of their entering status. The number of students requesting pre‐enrollment counseling varied inversely with the amount of such information available outside of counseling conferences. As long as universities make it incumbent upon the student to adjust to the institution, the student who is not emotionally “bound” to attending a particular college will be seen as needing counseling although the opportunity for such counseling will be illusory. Institutional changes, as well as student changes, must be encouraged if the opportunity for counseling is to become a reality.
Pupil personnel services in the automated school
Authors: PATTERSON C. H.
Published: December 2011

Two predictions are made regarding the nature of pupil personnel services in general and counseling in particular in the next 20 to 30 years. The first prediction is based upon the increasing automation of teaching and points out the importance of personalized pupil personnel services in the automated school. The second prediction anticipates a reaction against automated teaching, resulting in a revolution in education in which the major subject matter of the school will be a fourth R, human relations. The implications for pupil personnel services and counseling are considered.
The counseling service as a growth center
Authors: FOULDS MELVIN L. , GUINAN JAMES F.
Published: December 2011

A description of the traditional model of the role and function of college and university counseling centers is presented along with supporting research data. It is suggested that this model is inadequate, and a new one, the human development center or growth center, is proposed. This center would be a proactive agency concerned with educative and developmental as well as remedial aspects of human personality. The center would offer a triadic relationship among the three necessary functions of service, education, and research. Suggestions are then offered for implementing this model.
Family participation in the treatment of alcoholism
Authors: TROTTER ANN B. , GOZALI JOAV , CUNNINGHAM LILA JANE
Published: December 2011

The effect of family involvement on the efficacy of alcoholic treatment was investigated. Degree of family involvement, as measured by the participation of the wives of 60 alcoholics in a hospital family lecture series, was compared to recidivism rates and to completion of the in‐patient treatment program. The wives' participation was closely related to whether or not their husbands completed in‐patient treatment. Participation also appeared to be related to recidivism although additional services in the area of counseling for discharged alcoholic patients and their families are obviously needed.
Misapplication of therapy models to school counseling
Authors: AUBREYM ROGER F.
Published: December 2011

For a considerable time professionals engaged in school counseling have borrowed heavily from psychotherapeutic models in an attempt to find a theory and techniques viable in a school context. A number of factors, however, cast doubt on the applicability of any psychotherapeutic design to this setting. Among these factors are the structure of the school, training programs for school counselors, administrative attitudes, the involuntary nature of much school counseling, the limitations of time, educational objectives, the transitoriness of school counseling, and the irregularity of counseling contacts. Many psychotherapeutic models are at odds or even totally incongruent with educational objectives. Alternatives and options for generating theory and monitoring research are examined.
Predicting from expressed vocational choice: a review
Authors: WHITNEY DOUGLAS R.
Published: December 2011

Information on the predictive validity of expressed vocational choice was gathered in a review of large‐sample longitudinal studies. These results indicate that, in general, a person's expressed vocational choice predicts his future employment about as well as interest inventories or combinations of personality and background characteristics. Expressed vocational and educational field choices are moderately stable over one‐ to five‐year periods during and after college. Difficulties and shortcomings in past research are discussed, and recommendations are made for future research on the predictive validity of expressed choice. Implications of these results for the practicing counselor are also considered.
Undergraduates as campus mental health workers
Authors: WOLFF THOMAS
Published: December 2011

This study evaluated, first, the effectiveness of group experiences in improving the interpersonal functioning of college freshmen and, second, the difference in effectiveness of group discussions led by undergraduate dormitory advisers (with consultation) and by psychology graduate students. A variety of measures of interpersonal behavior was used. Results show that freshmen in group discussions improved in their interpersonal relationships, especially as measured by a sociometric form. Members of groups led by graduate students showed slightly more improvement than those in groups led by dormitory advisers. Differences in group process were also found. Results suggest that indigenous subprofessionals can promote growth on the campus.
Special Feature: Research, training, and demonstration funds for guidance and counseling
Authors: SCHWAAB NANCY C.
Published: December 2011

The support programs of federal, state, and private agencies are reviewed so that educators may know some of the sources of financial aid for all levels of education. Federal legislation provides the most funds whether the programs are administered by federal or state agencies. Several basic sources of additional information on available programs are also presented.
Some not‐so‐sacred cows
Authors: ROTHNEY JOHN W. M.
Published: December 2011

Many concepts in counseling and guidance that we tend to take for granted may be highly debatable rather than wholly acceptable. In particular, we need to take a fresh look at some popular ideas about objectivity, confidentiality, nonjudgmentalness, nonmanipulativeness, and computerization. This article suggests, not in protest nor in pique, that some reflection is in order.
The social utility of disability and rehabilitation
Authors: HERSHENSON DAVID B. , MUROV HERMAN
Published: December 2011

This article suggests that a disabled class is useful to society in maintaining certain social arrangements. Consequently, the rehabilitation counselor may unwittingly play unexpected roles that facilitate the social utility of the disabled. As totem, he wards off the evil associated with disability; as scapegoat, he assumes society's guilt unobtrusively; and as lightning rod, he draws off and grounds the anger of the disabled toward society. If the rehabilitation counselor persistently or willfully plays these roles, he risks being perceived as a “rat fink” who is unworthy of respect or rewards. The authors suggest possibilities for altering these roles.
Is empathy important in counseling?
Authors: GLADSTEIN GERALD A.
Published: December 2011

Empirical evidence supports the commonly held belief that empathy facilitates psychotherapy outcomes. Complete analysis of the literature identified only six studies of empathy and counseling outcomes. Contrary to expectations, empathy does not appear important in counseling. This article discusses reasons for this finding as well as implications for counseling practice, theory, and research.
The counselor and exceptional pupils: a critical review
Authors: WYNE MARVIN D. , SKJEI PRISCILLA
Published: December 2011

Elementary and secondary school counselors seem to neglect certain students while providing services to others, without knowing the results. This article suggests that school counselors do not deal systematically and consistently with exceptional children's needs. It appraises counselors' work with mentally retarded, emotionally disturbed, and gifted students.
Reducing disruptive behavior through consultation
Authors: WHITLEY A. DAN , SULZER BETH
Published: December 2011

A university laboratory school counselor was consulted by a fourth grade teacher in order to resolve disruptive classroom behaviors of one student who did not stay seated and frequently spoke without permission. A behavioral approach in the classroom enabled the counselor to help. The teacher was instructed to pay attention to the child only when he remained seated or raised his hand for recognition. The student's behavior improved substantially. This study illustrates how the counselor can be effective as a consultant.
Guidance counseling from the right
Authors: STYLES F. R.
Published: December 2011

An objectivistic philosophical conviction has prompted the author to abandon the “uh‐huh” response of existentialist counseling, and to do many things popularly considered forbidden to counselors. The search for possible solutions, given as alternatives without advising or choosing, is a source of great satisfaction and pleasure to this counselor. He is minding his own business—which is not to serve the needs of students, but to enjoy himself!
Role conflict for school counselors: training versus job demands
Authors: HART DARRELL H. , PRINCE DONALD J.
Published: December 2011

Principals' expectations on six counselor role dimensions were compared with ideal counselor roles as seen by counselor educators. The relationship of principals' training and practice in counseling to appropriate counselor role perceptions was also studied. Disagreement was found between principals and counselor educators on the role of the counselor in situations involving clerical tasks, confidentiality, personal‐emotional counseling, and non‐related counseling functions. Principals with some counseling training or experience were more similar to counselor educators in expectations concerning discipline, confidentiality, and clerical activity than those principals without counseling training experience. Yet all principals differed markedly from the ideal role as viewed by counselor educators.
The Law, the Counselor, and Student Records
Authors: KILLIAN JOHN D.
Published: December 2011

The counselor's legal responsibilities in the release of information about students involve matters of parental rights to information; possible defamation, libel, and slander; and privileged communication. The counselor, however, has little to fear from legal actions, provided that he performs in a professional and ethical manner and follows certain basic principles. When in doubt, he should feel free to consult with the judge in the case, and even at times with the attorneys involved. Relevant statutes and judicial rulings are cited to illustrate these various points.
Ethics and Counseling Decisions
Authors: DAUBNER EDWARD V. , DAUBNER EDITH SCHELL
Published: December 2011

Although some behavioral scientists and practitioners contend that man has no genuine moral choices to make, common sense and philosophical reflection ineluctably affirm the moral nature of man. When young people are faced with moral decisions, they often seek the assistance of a counselor. Although such counselors are routinely expected to aid clients in making decisions about their education and their careers, there is considerably less agreement about their responsibility for helping students to make moral choices. The central thesis of this article is that a knowledge of ethical theories, the practical principles which flow from them, and the method of decision‐making which they indicate will enable the counselor to assist his clients with their moral problems.
Situational group counseling with disadvantaged youth
Authors: HOFFNUNG ROBERT J. , MILLS ROBERT B.
Published: December 2011

Male adolescents in a job training program for culturally disadvantaged youngsters were provided with 14 weeks of on‐the‐job situational group counseling (SGC) to supplement more conventional casework approaches. Interdisciplinary teams of group leaders met with work‐training crews for discussions designed to facilitate exploration of issues relevant to the present life situations of the trainees. Trainees who met twice weekly showed greater improvement in job performance and in overall adjustment than did those meeting once per week, while control subjects who did not receive counseling showed less gain than either of the counseled groups.
The Association for Human Development: a revitalized APGA
Authors: IVEY ALLEN E.
Published: December 2011

The American Personnel and Guidance Association faces a time of challenge as it moves increasingly to a world of change and innovation. Unfortunately, the divisional structure and emphasis of the Association as presently conceived builds for divisiveness, and little organizational unity is evident. However, all members in APGA are concerned with human development, maximizing individual potential, and helping individuals profit from developmental tasks involved in living. The Association for Human Development is suggested as a new name for APGA. Conceptual models for the divisions of the Association are suggested which imply the unity of the developmental process.
When is a counselor …?
Authors: FAUNCE R. W.
Published: December 2011

A work experience project for low income adults is described. “Counselors” in this project were found to have little experience; little training in interviewing, statistics, psychological analysis, or other guidance and counseling techniques; and inadequate supervision. Results on aptitude tests were reported on the average 26 days after test administration. Occupational information was sadly lacking. The question is raised: When is a counselor… ?
Evaluating educational—vocational counseling: a model for change
Authors: GRAFF ROBERT W. , MACLEAN G. DONALD
Published: December 2011

This study sought to assess students' reactions toward their vocational and educational counseling at a university counseling center. Students receiving educational‐vocational counseling during the 1968‐69 academic year served as subjects whose responses to a 29‐item questionnaire were used to determine their reactions to counseling. The majority of clients who were counseled by advanced trainees or doctorate level staff viewed their counseling experience positively. A large percentage of the clients of beginning practicum students viewed their counseling negatively. The findings suggested weaknesses in vocational counseling facilities, in counselors' skills, and in training of beginning practicum students. Implications for change are suggested and the need for assessment in counseling agencies is emphasized.
The politics of counseling
Authors: STUBBINS JOSEPH
Published: December 2011

The career of the counselor is influenced by the bureaucratic structure of his institution, whether secondary school, university, or public agency. Important elements in the client‐counselor interaction are found in the limitations imposed upon the counselor by the values and modus operandi of the institution and its preconceptions of the client's problem. To cope effectively with such matters, counselors should be trained as social critics and develop a greater awareness of how their professional roles are shaped by institutional power structures.