bluuebunny/crossref_metadata_2025 huggingface dataset:
A Content Analysis Technique for Evaluating Outcomes in Counseling
Authors: Schwartz Richard K. , Ohlsen Merle M.
Published: December 2011

This study involved the content analysis of tape‐recorded interviews in an attempt to validate criteria used for evaluating outcomes of counseling. A reputation (sociometric) inventory was used to select three types of students: socially effective, aggressive, and withdrawn. Each student was interviewed by a trained interviewer, and the content of interviews was analyzed according to topics discussed and affect associated with the topics. In general, socially effective students discussed a significantly greater number of topics than either the aggressive or withdrawn students. Few significant differences were found in positive‐ to negative‐affect ratios but the socially effective did generally display more positive affect than the other groups. Though this study failed to validate this technique for appraising outcomes of counseling, the investigators believe that it has promise sufficient for further research.
Changes in Accuracy of Self‐Estimates
Authors: Barrett Roger L.
Published: December 2011

Subjects in this study were 100 ninth‐grade students who expressed an interest in receiving test results. Subjects were assigned to one of four groups on the basis of self‐regard measures. Treatment consisted of reporting standardized test results to the experimental groups but not to the control groups. Immediately following test reporting and two weeks afterward, students characterized by high self‐regard made significantly more accurate self‐estimates of interests, aptitudes, and achievements than did low self‐regard students. In addition, accuracy of self‐estimates was significantly greater for students receiving reports of test results than for students not receiving test results.
Counseling Status and Academic Achievement of College Freshmen
Authors: Elliott Earl S. , Lindsay Carl A. , Shockley Vernon L.
Published: December 2011

Baccalaureate‐ (four‐year) and associate‐ (two‐year) degree students counseled prior to registration and after registration, and those not counseled were compared on the basis of ability and first‐term grade point average. The time of counseling was not significantly related to the achievement of baccalaureate students with high ability or those with low ability. However, significant differences were found between high and low ability associate students in favor of high ability associate students who were counseled during the summer over those who were counseled during the fall, or who were not counseled. Both baccalaureate‐ and associate‐degree students with low ability more frequently earned lower grades and were more concerned about academic probation than students with high ability.
Stability and Change in the Career Plans of Ninth Grade Girls
Authors: Astin Helen S.
Published: December 2011

Changes in career plans occurring between the ninth grade and one year after high school were examined in a sample of 7,061 girls from the Project talent Data Bank. Longitudinal changes for five career groups (Natural Sciences, Professions, Teaching, Office Work, and Housewife) were examined as a function of selected aptitude and interest measures. Girls who change differ from girls who maintain the same plans over time in each career group on most of the measures employed. There is a tendency for the brighter girls to change from initial careers in Office Work and Housewife more frequently than the less able girls, whereas those who shift out of the career‐oriented groups, Sciences, Professions, and Teaching, are scholastically less capable than those who maintain these same plans over time.
Personality Characteristics of Achieving and Underachieving High Ability Senior Women
Authors: Norfleet Mary Ann Warburton
Published: December 2011

This study utilized the California Psychological Inventory (CPI) and the Gough Adjective Check List (ACL) in an investigation of the relationship between personality characteristics and academic achievement in gifted university women. Several scales of the CPI differentiated achievers from underachievers. In addition, achieving and underachieving women described themselves differently on the ACL. As defined in this study, the achieving women were more highly socialized than the underachieving women.
Team Counseling in Counselor Education
Authors: Mallars Patricia Baker
Published: December 2011

This research compares effectiveness of interaction between student counselors and clients in the counseling practicum utilizing two approaches. One approach involves two student counselors working together simultaneously as a team; the other is the standard counseling approach. Significant differences in satisfaction were found in favor of the team approach. Results suggested that counselor security was enhanced in the team situation, thereby facilitating communication.
Disciplinary Counseling: A Contradiction?
Authors: Gometz Lynn , Parker Clyde A.
Published: December 2011

Many counselors appear to be operating on false assumptions (shibboleths) regarding counseling. The removal of these shibboleths leaves one more receptive to examining the basic assumptions underlying the linkage of discipline and counseling. Discipline and counseling may be seen as similar in terms of their educational goals, and counseling is used as a tool for the disciplinary counselor to implement the attainment of these common goals. Unresolved problems remain, however. Counseling is used during only a portion of disciplinary activities; thus there seems to be a misplaced emphasis on counseling in the title of the disciplinary counselor. Such inaccuracy may have unfortunate implications. Because of the usually accepted meaning of “discipline,” the title of disciplinary counselor is confusing and possibly damaging to both the profession and the students it intends to serve.
Self‐Concept and School Adjustment
Authors: Williams Robert L. , Cole Spurgeon
Published: December 2011

This study attempted to relate self‐concept to several dimensions of the child's experience that are deemed fundamental to effective academic adjustment. It was hypothesized that a child's conception of school would be related to his conception of himself, and thus might be construed as an extension of his self‐concept. 80 6th‐grade students were used as subjects for all phases of the investigation. Significantly positive correlations were obtained between self‐concept measures and the following variables: conception of school, social status at school, emotional adjustment, mental ability, reading achievement, and mathematical achievement.
The Conciliator in College Counseling
Authors: Kaiser Richard
Published: December 2011

The conciliative techniques for assisting in the management of dissonance conditions are suggested for counseling the troubled student. Ecologically induced problems are cited for the typical student Conciliative modes are then proposed as ways of construing the counseling relationship. Thus, conciliating means reinforcing desires for relief, assisting in more carefully discriminated definitions, creating a sense of sharing in the counselee, and modifying crucial self‐images. The conciliator is identified as the counselor who interacts with the motive‐dissonant student in promoting more peaceful interpretations of frustration and intra‐personal conflict.
College Deans of Women: A Synthesis of the Literature
Authors: Dunn Charleta J.
Published: December 2011

A review of the descriptive accounts of the position of women deans in higher education contributes to an understanding of the changes and problems in the office presently. Publications and research for the extent of the office (1890–1966) were analyzed and synthesized for the purpose of tracing developments and recognizing the alterations of the roles and responsibilities of the college dean of women in this country.
Rehabilitation Counseling: A Profession or a Trade?
Authors: Patterson C. H.
Published: December 2011

The problem of the shortage of counselors is examined and the various possible solutions considered. A solution that appears to be developing in many state rehabilitation agencies is the employment of college graduates with no preparation in counseling. These employees are designated as counselors, counselor aides, or counselor trainees, and given in‐service training. Such persons, it appears, will eventually be considered counselors without any further educational preparation. It is questioned whether they are, in fact, counselors, but if they are able to perform all the functions of those designated as counselors (excluding professional counseling), then counseling is not a profession, but a trade, for which adequate preparation can be obtained through on‐the‐job training.
Peer Evaluation and Academic Achievement in Performance Classes
Authors: Muma John R.
Published: December 2011

The investigator previously reported (Muma, 1965) that academic achievement was related to extremes in peer evaluation (high acceptance, high rejection, and neglect). The present study supplements the previous one in that it deals with the same hypothesis and the same student population (3,917 students from 7 junior and senior high schools) but differs in that the previous study was based on achievement in academic classes, whereas the present study deals with achievement in performance classes. The present findings support the hypothesis that achievement in performance classes is related to extremes in peer choice but not in the same manner as was previously reported for achievement in academic classes.
Group Dynamics—Boon or Bane?
Authors: Ingils C. R.
Published: December 2011

In our society an increasingly greater emphasis is being placed on group interaction and decision‐making. Persons participating in such a process often use the term “group dynamics” to describe what is thought to be a social‐psychological phenomenon. This article discusses some of the elements of “true” group characteristics and effects, and their possible existence in “group dynamic” situations. The article also deals with the implications of the effects of these elements in “group dynamic” environments on educational and administrative leadership and decision‐making.
Stability and Change in the Social Status of Occupations Over 21 and 42 Year Periods
Authors: Hakel Milton D. , Hollmann Thomas D. , Dunnette Marvin D.
Published: December 2011

Forty‐two years ago, Counts (1925) surveyed the social status of occupations and found a well‐defined prestige order, with banker at the top and ditch digger at the bottom. Because of changes wrought by the depression and World War II, Deeg and Paterson (1947) repeated Counts' study and found only minor relative changes in social status. Because of the extensive social and cultural changes since World War II, Counts' study was repeated again, and again only minor relative changes in the social status of occupations were found. The prestige order of the occupations surveyed is remarkably stable.
The Relationship of Sex to Occupational Prestige
Authors: Stefflre Buford , Resnikoff Arthur , Lezotte Lawrence
Published: December 2011

This study asked the question, Does the prestige of an occupation vary with the sex of the worker? For example, do male and female vocational counselors have the same occupational prestige? An equisection scaling procedure was used to develop an instrument to measure occupational prestige. When this instrument was administered to a sample of graduate students in guidance, some significant results were found but none of them held up on cross‐validation. Neither was the differential allocation of prestige a function of the sex of the judge nor the form of the instrument
Human Freedom and The Counselor
Authors: Maes Wayne R.
Published: December 2011

The nature and the source of human freedom have prompted considerable discourse and controversy among behavioral scientists and practitioners. Some believe that man's behavior results from a series of free choices while others contend that all behavior is determined and is therefore not free. This apparent dilemma often leads to the erroneous conclusion that we must either see man as determined and treat personal experiences of freedom as illusory, or preserve the existential experience of being free by denying prior causes for behavior. But there is no essential inconsistency in viewing all behavior as caused while also accepting and valuing the existential experience of being free. Counselors who acknowledge the causes of free experiences are in a position to establish the conditions necessary for such experiences for their clients.
Influencing College Attendance Plans
Authors: Birnbaum Robert
Published: December 2011

This study compared the effectiveness of a filmstrip with that of a filmstrip‐ and‐counseling program in influencing the college attendance plans of high school juniors. Students in a “typical” New York City high school were matched on certain variables and randomly assigned to a filmstrip group which viewed a 15‐minute filmstrip about community colleges, a counseling group which saw the filmstrip and had a 15‐minute personal interview with a community college counselor, and a control group. Students then completed a post‐secondary school plans questionnaire. Analysis of their responses indicated that the combination of the filmstrip and the counseling significantly increased the number of students considering community college attendance compared with the control group, but that the filmstrip alone had no effect. The results indicate the importance of personal counseling compared with the sole use of mass media in efforts to influence post‐high school plans.
Effect of Client Expectations on the Counseling Relationship
Authors: Grosz Richard D.
Published: December 2011

The purpose of this study was to investigate the effect upon an initial interview of positive and negative client expectations for counseling. 30 subjects or clients were randomly assigned to 3 groups (1 positive expectation group, 1 negative expectation group, and a control group). Following a 30‐minute counseling session, the counselors and clients were asked to evaluate the relationship that had been established. Despite pre‐counseling differences in client expectations, no significant differences were found in the relationships established.
Success Rates in the Vocational Rehabilitation Of Mental Patients
Authors: Miskimins R. W. , Cole C. W. , Oetting E. R.
Published: December 2011

The post‐treatment work adjustment of mental patients receiving rehabilitation services is extremely difficult to evaluate. A follow‐up study of 223 patients referred for vocational rehabilitation to the Mental Health and Manpower project from the Fort Logan Health Center revealed percentages of patients successfully employed or in training which appear to be slightly higher than those usually reported. There were marked differences in post‐rehabilitation adjustment between alcoholic and psychiatric referrals. These differences in success rates appeared to be partly a function of type of placement (i.e., direct job placement, on‐the‐job placement, or institutional training placement).
Sociological Explanations for Student Problems
Authors: Weinberg Carl
Published: December 2011

This research describes the conceptual orientation of a sample of practicing school counselors and counselors in training. It looks specifically and comparatively at a set of competing approaches drawn from neo‐Freudian and sociological thinking. The data suggest that counselors are influenced by both sets of ideas, but certain notions appear to predominate in specific hypothetical situations.
Job Satisfaction and Effective Performance of School Counselors
Authors: Hansen James C.
Published: December 2011

This study examines the relationships between job satisfaction and the effectiveness of the performance of first‐year school counselors. Co‐workers and administrators rated the counselors' effectiveness in 6 job activities, and clients rated the counselors in 3 aspects of the counseling interview. The performance ratings were correlated with the counselors' job satisfaction in 8 areas. Several job satisfaction dimensions were related to effective performance of selected activities by the co‐workers, administrators, and clients. Satisfaction with their future and security in the job, relations with associates, involvement in the job, and training for the job were the dimensions most frequently related to job satisfaction. The nature of the relationships among the criteria of effective performance indicated that 3 groups had different perceptions of the counselor.
The Desk or the Bed?
Authors: Gifford Robert , Sommer Robert
Published: December 2011

Assertions that studying is done best at a desk rather than on a bed are largely untested. In the present study the GPA of students working at their desks was compared with that of students studying on their beds. There was no difference in the GPA's of the two groups. The assumption that there is a single type of study environment optimal for all students appears unwarranted. Since a sizable number of college students use their beds and even the floor for studying, the use of softer and more comfortable furniture in libraries and study halls deserves consideration.
The Valuable Allies
Authors: Spithill Alma C.
Published: December 2011

The primary reason for a counselor's existence is to foster, through understanding and acceptance, the development of individuals. When the individuals are adolescents the task is trying, because most adults have difficulty identifying with the “real irks” of the adolescent's existence. The personal, educational, and historical reasons for this difficulty are examined. A suggestion, originally made by Freud, is reiterated to help the counselor explore the worlds of youth. The important point is that, for those who would truly know adolescents, psychology and literature ought to be fellow disciplines. The psychologist discovered the adolescent, but it is the novelist who defines him. A bibliography of “proper information” (fictional sources) is included.
Attitudes of Counselors and Disadvantaged Students Toward School Guidance
Authors: Grande Peter P.
Published: December 2011

This study of attitudes toward school guidance indicated that a differential pattern of endorsement of attitude items exists between experienced counselors and Upward Bound participants. A statistically significant difference was discovered between counselors and Upward Bound participants in terms of median attitude endorsement. While this difference did not appear to be seriously discrepant in a qualitative sense, at least one‐third of the Upward Bound participants held somewhat negative attitudes.
Does Teaching Experience Matter?
Authors: Peterson Bettie H. , Brown Duane
Published: December 2011

49 pairs of counselors with and without teaching experience were asked to rate their relationships with others and their ability to perform certain school‐related and guidance tasks. The pairs were obtained from throughout the United States. Counselor educators were asked to identify pairs who had graduated from their institution, were of the same sex, and were working in approximately the same situation. Ratings were then obtained using a mailed questionnaire. The major findings were: (1) After counselors had been on the job for 8 weeks or more they perceived no difference in their relationships with others in the school. (a) Counselors with teaching experience had significantly higher ratings of their ability to perform 4 of the 6 routine school tasks listed. (3) No significant differences were found in ratings of their ability to perform guidance tasks with the exception of providing vocational information. Counselors with teaching experience had higher ratings in this area.
Contributions of Teleoanalytic Theory and Techniques to School Counseling
Authors: Dinkmeyer Don
Published: December 2011

Counselor educators should be concerned with presenting varied theoretical approaches to school counseling. This article develops the teleoanalytic position and acquaints the reader with Adlerian concepts and procedures. 10 assumptions for understanding personality are set forth. Unique counseling procedures that develop from this rationale, such as Early Recollections, Family Constellation, and “The Hidden Reason,” are described.
Four Worlds: An Approach to Occupational Guidance
Authors: Lockwood Ozelma , Smith David B. , Trezise Robert
Published: December 2011

Because existing career patterns are changing so rapidly and radically, new approaches to vocational guidance are needed. One approach, used by a team of teachers instructing a vocational guidance course in a junior high school, was to broaden students' overall understanding and awareness of the world, rather than to focus on specific career areas. The rationale for this approach was that if students are even to begin making meaningful vocational investigations they must first become more aware of the almost infinite possibilities that are open to them—their worlds must be enlarged. Students were, therefore, introduced to four worlds: the Natural, the Technological, the Aesthetic, and the Human World. Students seemed to become not only more aware of new worlds, but also more cognizant of the problems and challenges confronting man today.
GATB Aptitude Intercorrelations of Ninth and Twelfth Graders—A Study in Organization of Mental Abilities
Authors: Droege Robert C.
Published: December 2011

This study was conducted to investigate the stability of interrelationships of the aptitudes of the General Aptitude Test Battery (GATB) during high school. GATB intercorrelations were obtained for comparable samples of 7,078 ninth graders and 6,167 twelfth graders from 168 schools. The matrices were significantly different, but the differences in individual correlations were small in size.
On Becoming A Counselor
Authors: Malcolm David Donald
Published: December 2011

Counselor education theory requires a broad‐spectrum model that makes room for a wide diversity of orientations. This paper presents several broad‐spectrum formulations about the nature of counselor behavior. Counselor behavior is described in terms of three elements (introgression, intervention, implementation), two simultaneous levels, and the principal domain of counseling. Together, these constructs become a theoretical framework with potential for facilitating cognitive communication between counselor educator and counselor trainee. The framework presented here is admittedly in tentative form. It is presented not solely for whatever inherent merit it may have but also to suggest how counselor education theory can help to give direction and meaning to the process of becoming a counselor.
The College Pushout
Authors: Schoemer James R.
Published: December 2011

In a study designed to discover whether suspended students are characterized by common factors in their backgrounds and college records that tend to distinguish them from other students, a comparison of SAT scores, grade‐point averages, and selected demographic data indicated that the suspended student: (a) had, in terms of family background and intellectual aptitude, the same opportunity for success in college as did other students; (b) was far below other college‐bound students in high school academic achievement; (c) was likely to be in scholastic difficulty for the duration of his pre‐suspension days; and (d) tended to be a rather passive, apathetic individual.
Analysis of College Dropouts—Some Manifest and Covert Reasons
Authors: Demos George D.
Published: December 2011

The importance of identifying the real reasons why students withdraw from colleges and universities is substantiated by citing studies that have been underway at California State College at Long Beach. One very important aspect of these studies indicates that the reasons given by the withdrawing students are not, many times, the true reasons as seen by trained counselors.
Audio‐Visual Counseling Scale
Authors: Griffin Gerald G.
Published: December 2011

The responses of Ph.D. candidates were compared with those of M.A. candidates on an Audio‐Visual Counselor Scale. The responses of the Ph.D. candidates were found to be significantly more affective, understanding, specific, and exploratory.
Employment and Compensation Practices For Counselors
Authors: Dunlop Richard S.
Published: December 2011

A study was conducted concerning counselor employment and compensation practices in 115 public school districts, selected by criteria of relatively high salaries offered at various stages of education and experience. It was found that counselors had high levels of training in the districts investigated; that the bulk of districts offering relatively superior salaries sought and obtained the services of highly qualified persons; that inbreeding of counselors in such districts is rare; that the services of experienced counselors are sought by approximately half of the systems sampled; and that teacher training and/or experience are not necessarily prerequisite to employment in some one third of better paying districts. Involvement of practicing counselors in the screening of applicants for counseling positions was found to be uncommon.
Student Personnel Work: A Profession Stillborn
Authors: Penney James F.
Published: December 2011

In half a century, student personnel work has not achieved professional recognition on campuses. As evidence, basic literature is cited both quantitatively and qualitatively. Preoccupation with housekeeping functions remains a major reason for the field's low esteem. The personnel point of view provides an inadequate base for professional organization. Fragmentation into a growing number of specialties characterizes current developments. The early dreams of a profession of student personnel work cannot be realized.
Predicting the Success of Freshman Engineers
Authors: Dickason Donald G.
Published: December 2011

An awareness and commitment rating was assessed for a freshman engineering class to determine whether this type of non‐intellective measure could help improve the predictability of academic success. The total sample was broken into subsamples based on the interview condition of the student: staff interview; alumni interview; or no interview. The existence of a factor defined as awareness/commitment was supported. For the total sample a significant correlation was found, but at a very low level. For the subsample interviewed by staff, a correlation of .31 was determined. This relationship suggests the possibility of real usefulness for the admissions interview in identifying the factor of awareness and commitment, and thereby improving the prediction of academic success in a professional curriculum such as engineering.
The Effects of College Residence Groups On Students' Self‐Concepts, Goals, and Achievements
Authors: Baird Leonard L.
Published: December 2011

This study compared the traits and achievements of students in various living groups. Students in fraternities and sororities were found to be more socially oriented, and students in off‐campus rooms or at home were less socially oriented on a wide variety of measures. When students' pre‐college scores were controlled, there were few differences among the groups on self‐ratings or life goals. Fraternity and sorority students had more college social achievements but were not superior in other areas of non‐academic achievement or in grades. These results were interpreted as showing that the effects of living groups are small.
The Vocational Interests of Dartmouth College Freshmen: 1947‐67
Authors: Campbell David P.
Published: December 2011

Almost every freshman entering Dartmouth College in the last 20 years has completed the SVIB; this is a report of the trends in their measured interests over this period. Briefly, interest in scientific occupations has been increasing, interest in business occupations decreasing. Mean scores on the CEEB and high school rank information are included here, and may show substantial increases among the more recent classes. Selection with these variables may have created the trends in measured interests. Because selection of a student, or of his peer group, is probably the most important influence an institution has on a student, we should know more about the indirect effects of our current selection techniques.
The Vocational Rehabilitation Counselor on Mental Patient Treatment Teams
Authors: Keil E. C. , Berry K. L.
Published: December 2011

This study asked the question: What are the role expectancies of treatment personnel in the treatment community and are they consistent across patients' emotional condition? An 83‐item inventory was developed and administered under three different sets of instructions, each characterizing a different patient condition. Treatment staff and administrators were asked to rate items on the basis of the level of expectancy they held for their team vocational rehabilitation counselor. The analyses suggest that treatment staff and counselors do not agree on role expectations and that patient condition is a significant mediating variable.
Vocational Development of Student Personnel Workers
Authors: Frantz Thomas T.
Published: December 2011

The vocational development of Student Personnel Workers (SPW) was examined by collecting data on sex, age, present position, degrees held, college major, reason for and age on entering student personnel work, and persons influencing subjects to enter such work. Data were collected on 131 SPW from a diverse group of 10 institutions. Analysis and extrapolation of the data indicated 5 hypotheses: (a) many female SPW bypass or delay marriage in favor of union with an occupation; (b) prior to entering the field, SPW exhibit considerable vocational indecision; (c) persons entering student personnel work do so primarily under the influence of normative social pressures and through the process of identification; (d) most SPW enter the field by accident or because of a desire to nestle in a nurturant environment; and (e) SPW tend to have a non‐intellectual orientation.
Accepting the Challenge of John Finley Scott
Authors: Gutsch Kenneth Urial , Milner Louella G.
Published: December 2011

Although high school counselors are frequently confronted with challenging situations, there are perhaps few researchers, if any, who have been more direct in their attack on high school counselors than John Finley Scott. In his 1966 publication “So You're Going to College!,” he reports findings which indicate that approximately two‐thirds of those college students he researched found their high school counselors among the persons who gave them the worst advice about going to college. This study is an attempt to explore the consistency of such findings, by attempting a similar study at a different university located in a different section of the United States.
Increased Stability of Self‐Concept in Students Served by a College Counseling Center
Authors: Guller Irving B.
Published: December 2011

Subjects were 18 undergraduates who were clients of a college counseling service and 25 controls matched for age, IQ, and honesty of self‐report. Hypotheses tested were: (a) that at the beginning of treatment experimental clients (group E) would show more variability of self‐concept on a test‐retest questionnaire (with a week intervening between testing) than would controls (group C); and (b) that eight weeks after the second testing group E would show significantly increased stability on test‐retest with an alternate form questionnaire while group C would not show similar changes. Both hypotheses were confirmed beyond the .05 level of confidence. Increased stability of self‐concept should follow psychotherapy because of increased self‐understanding and abandonment of unrealistic self‐referrent ideas. Results were interpreted as supporting Rogers' concept of essential changes in psychotherapy and offering a promising method for assessing effects of therapy. Suggestions for further research are made.
Effects of Supervisor Style and Empathy on Counselor Perceptions in Simulated Counseling
Authors: Payne Paul A. , Gralinski Dennis M.
Published: December 2011

Effects of supervisor style (techniques type and counseling type) and supervisor empathy upon counselor perceptions in a supervision analogue were examined. Three groups of 14 students heard two sets of recorded client statements and responded as counselors. The two experimental (E) groups had 20‐minute conferences with supervisors between the first and second sets. Controls (C) received no supervision. Counselor perceptions were measured by questionnaire responses. Although subjects supervised by an emphasis on techniques rated themselves less relaxed and less confident about the meaning of empathy than those with an emphasis on counseling, their performance on the criterion of empathy was higher. Both E groups perceived themselves as higher than C's in amount learned, but they were no higher on the performance measure. No differences were found for reactions to supervision (items given E's only) or reactions to participation in the experiment. Empathy of supervisors did not appreciably affect counselor perceptions.
An Experimental Computer‐Based Educational and Career Exploration System
Authors: Minor Frank J. , Myers Roger A. , Super Donald E.
Published: December 2011

A major objective of the student guidance and counseling centers in high schools, junior colleges, and universities is to provide individualized aid to each student to help him reduce the uncertainty of his educational and vocational plans. Frequently, this objective is not fully satisfied because of information‐handling problems. Two such problems are: (a) the fallibility of both counselor and student in memorizing, associating, and selectively recalling educational and vocational facts; and (b) the inability of the counselor and the student to devote sufficient time, patience, and energy to performing the enormous number of clerical steps involved in relating educational and occupational facts to pertinent information about the student. Computer‐based information systems may be able to reduce these deficiencies considerably. This paper describes an experimental information system designed to be used by students as part of the total guidance services offered in schools. Such systems may aid both the student and the counselor.
Adolescents: A Suppressed Minority Group
Authors: Kelly Harry
Published: December 2011

The recent antagonistic but equally meritorious arguments concerning the nature of the adolescent necessitates a new framework of analysis which would incorporate these apparent antagonisms. Cursory observations indicate that more fruitful results may be obtained if the adolescent is equated to a member of a suppressed minority group. A comparison of the characteristics of the adolescent peer group to those of a suppressed minority group reveals some striking similarities.
Socioeconomic Status and Perceived Expectations As Measures of Family Influence
Authors: Joiner Lee M. , Erickson Edsel L. , Brookover Wilbur B.
Published: December 2011

This is a study of changes in the educational plans of a longitudinal group of 255 males over grades 8, 9, 10, and 11. Subjected to testing and confirmed is the hypothesis that the student's perceived interaction with parents, regardless of socioeconomic status, is more directly associated with his educational plans than is socioeconomic status itself. The results also suggest that peers do not exceed parents in their influence upon adolescent plans when both sources of possible influence are measured by the same method.
Toward a Theory of Career Development for Women
Authors: Zytowski Donald G.
Published: December 2011

Nine postulates are presented in an attempt to characterize the distinctive differences in the work life of men and women, the developmental stages unique to women, their patterns of vocational participation, and the determinants of the patterns. Implications for practicing counselors and additional needed research are noted.
Comparison of Life Styles of Honors, Non‐Honors Women
Authors: Metzger Sherrill M. , Bollman Stephan R. , Hoeflin Ruth M. , Schmalzried Beverly L.
Published: December 2011

This study compares the after‐college life styles of participants in a college honors program with a control group of women who were not college honors students in order to determine the effects of a college honors program on life roles after college. The 81 participants of this study represent 93 percent of women who participated as college freshmen and during their ensuing college years in a study to determine the effects of an honors program on students while still in college. The results of the current study—the first contact with the women since they left college—illustrates the differences between the present life roles of these two groups of women in the areas of family involvement, careers, education, and community participation. The results show significant differences between honors and non‐honors subjects in career‐orientation and in commitment to their field of study and to the university at which they studied.
College Major Choice and Personal Adjustment
Authors: Walsh W. Bruce , Russel John H.
Published: December 2011

This investigation focused on the differences in reported personal adjustment problems between freshmen students who made a congruent college major choice and students who made an incongruent choice. Personal adjustment was defined operationally with the Mooney Problem Checklist. Congruent and incongruent college major choice groups were defined operationally using the Vocational Preference Inventory. In the analysis of variance of the adjustment scores, the interaction term involving congruence of major choice and sex and the test for the main effect of sex were not significant. The test for the main effect of congruence was found to be significant. Subjects who had made a congruent college major choice reported fewer personal adjustment problems when compared to subjects in the incongruent group.
Human Nature and Authoritarianism in Seminary Students and Counselor Trainees
Authors: Mason Robert , Holt Fred D. , Newsome George
Published: December 2011

Since it appears that a wide divergence of opinion has existed between ministers and counselors in regard to such issues as a basic doctrine of man and the concept of permissiveness in interpersonal relationships, an attempt was made to compare seminary students and counselor trainees on their perceptions of human nature and tendencies toward authoritarianism.
The Use of Preliminary Information in Vocational Counseling
Authors: Norman Russell P.
Published: December 2011

One hundred twenty‐one clients seeking vocational counseling were assigned to three experimental groups representing audio, visual, and audiovisual methods of information presentation, or to a control group. After exposure to information relevant to their concerns, they were given an opportunity to return for a regular appointment. The audio and visual methods differed significantly in terms of percent of those who returned (audio = 69 percent, visual = 39 percent). Returnees in the visual group averaged fewer counseling sessions although the differences were not statistically significant. In general, returnees had indicated a somewhat greater number of problem areas and more frequently were sophomores and seniors. Results suggest that tape recordings (audio method) tend to induce clients to return for further counseling more readily than does the same information in mimeographed form (visual method). The likelihood of a client returning is seen as a function of the type and urgency of the problem as well as the preliminary information he receives.
Model Reinforcement in Group Counseling with Elementary School Children
Authors: Hansen James C. , Niland Thomas M. , Zani Leonard P.
Published: December 2011

This study investigated the effectiveness of model reinforcement and reinforcement group counseling with elementary school children using sociometric status as a criterion. Eighteen low sociometric students experienced group counseling with sociometric stars included as models (six groups); 18 others experienced group counseling with all low sociometric students (three groups); and a control group met for an activity period. An analysis of co‐variance was computed to measure the difference of change in social acceptance among the three treatments. The findings indicated that low sociometric students in the model reinforcement groups made significantly more gain in social acceptance than either those receiving counseling without models or the control group. A two‐month follow‐up showed the sociometric gains were retained.
Techniques for Assisting Life‐Stage Vocational Development
Authors: Hershenson David B.
Published: December 2011

Since vocational development processes are not synonymous with psycho‐pathology, the techniques for assisting vocational development must be conceptualized as distinct from psychotherapy. Two levels of assistance are suggested: facilitation (promoting normal development) and remediation (actively removing serious blocks to development). Utilizing the author's earlier formulation of five vocational development life stages, four transitions exist: (a) social amniotic to self‐differentiation; (b) self‐differentiation to competence; (c) competence to independence; and (d) independence to commitment. Procedures required for making these transitions involve, respectively: (a) determining the program; (b) information in‐put; (c) information processing; and (d) information utilization. Techniques for assisting these procedures involve, respectively: (a) facilitation—life style analysis, remediation—environmental manipulation and psychotherapy; (b) facilitation—guidance, remediation—skill training; (c) for content—client‐centered approach, for process—training in decision‐making; and (d) for intrapsychic difficulties—existential approaches, for situational difficulties—job matching. For c and d, facilitation and remediation differ in degree, not in kind.
A Maximizing Model of Occupational Decision‐Making
Authors: Kaldor Donald R. , Zytowski Donald G.
Published: December 2011

This paper proposes a theory of occupational choice derived from the tenets of economic decision‐making. It asserts that the determinants of occupational choice are: (a) the chooser's occupational utility functions (preference system); (b) the resources or inputs at the disposal of the individual; and (c) the anticipated consequences of employing given resources in various occupations with differing potential for gratification. The strategy employed in the resolution of choice is maximization of net gain. The concept of substitutability of occupational utility functions is introduced, and the genesis of utility is discussed.
Education and Mental Health: New Directions for Interaction
Authors: Macht Lee B.
Published: December 2011

Traditionally, mental health workers (psychiatrists, psychologists, and social workers) provide diagnostic evaluations and individual or group psychotherapeutic or casework treatment. With the advent of the community mental health movement, a new role model, that of “mental health consultant,” has emerged. This paper outlines the functions of the “mental health consultant” in the Job Corps program as a way of highlighting the functions of the mental health professional working in this new way. Educational, training, and work programs may be enriched by mental health consultation, and the new directions for interaction between education and mental health are described in this paper.
School Climates and Student Behavior: Implications for Counselor Role
Authors: Walz Gabby , Miller Juliet
Published: December 2011

The current research on the study of school climates is described, and implications of this research for counselor role are indicated. This research has examined the nature of educational climates and environments, as well as the relationship of various environments to student achievement, attitudes, and behaviors. The research provides information about the nature of school environments as they are affected by staff characteristics and behaviors and student peer group characteristics. This research indicates that schools do have quite different climates which are supportive of diverse types of student and staff behavior. It appears that the adjustment and success of an individual student may well be a function of (a) the type of climate of the school he attends, and (b) the extent to which the school climate is supportive of his individual needs. After an extensive review of nine methodologies for studying school climate, possible applications of these research findings by the counselor are described.
Publishing Patterns in the Personnel and Guidance Journal
Authors: Walsh W. Bruce , Osipow S. H. , Babbs J. H. , Fredricks J. , Armstrong H.
Published: December 2011

This reviews the leading institutional and individual producers of articles in the Personnel and Guidance Journal. The review covers the past 16 volumes of the Journal.
Confidentiality in College Counseling Centers
Authors: Nugent Frank A.
Published: December 2011

In a national survey of college counseling centers, 40 percent of the responding counseling center directors indicated that information about counselees was given out without the students' permission. Information was available to administrative heads for use in recommendations and disciplinary action, 21 percent; deans of students, 10 percent; faculty in general, 5 percent; and prospective employers, 2 percent. This practice is in violation of the ethical codes of APGA and APA except in those relatively rare instances where there is clear and imminent danger to society. In this paper some speculation about the cause of breakdown in confidentiality is discussed, and some suggestions for correcting the situation are offered.
High‐Performing Inner‐City Adolescents Assist Low‐Performing Peers in Counseling Groups
Authors: Vriend Thelma J.
Published: December 2011

Operating from the theoretical base that the adolescent social system and group procedures could be incorporated into strategies for improving the school performance of disadvantaged students, a supervised program of peer leadership in counseling and study groups was developed for a group of inner‐city high school students. A method of training students to be peer leaders in the groups was developed, and the effects of the program on the academic performance of the selected students were evaluated. In the demonstration program, the example of achieving peers and the support and reinforcement of a group with similar goals provided the impetus for inner‐city high school juniors to develop better classroom skills, higher grades, and higher levels of vocational and educational aspirations and expectations.
Non‐directive moments in a directive world
Authors: SANFORD ALPHEUS
Published: December 2011

This article considers how a counselor can best serve his clients in the world as it is, where each human being is exposed to an enormous amount of data he must process. The author has, for some years, struggled with this problem and suggests here an answer that seems most comfortable for him and most useful to his clients. Non‐directive moments are recommended for the very reason that the world is predominantly directive.
Useful predictors of counseling effectiveness
Authors: WALTON FRANCIS X. , SWEENEY THOMAS J.
Published: December 2011

A summary is given of research on characteristics of effective counselors in terms of indicators that show promise as predictors of counselor effectiveness as well as indicators that appear to possess little or no such promise. Recommendations are made for the use of these findings in research and practice.