bluuebunny/crossref_metadata_2025 huggingface dataset:
MANPOWER OR PERSONS: A Critical Issue
Authors: MATHEWSON ROBERT H.
Published: December 2011

Guidance programs should focus on the development of human potentialities rather than directly on the utilization of manpower resources. This individual development will call for a changed educational program—one which will be more concerned with long‐term needs, one that is broader, more individualized and better coordinated. The counselor should give up his exclusive concern with direction pointing, interpreting, and trouble shooting and affirm his commitment to the individual. Social action is needed to produce desirable social consequences.
The Role of the Vocational Counselor as an Expert Witness
Authors: WIENER FREDERICK
Published: December 2011

Vocational counselors have recently been employed as expert witnesses in processing claims for disability insurance under Section 216 (I) and Section 223 of the Social Security Act. This article describes the hearings process and demonstrates how the vocational counselor prepares to express an opinion as to whether or not a claimant for disability insurance has shown a residual capacity to function satisfactorily on a sustained basis in our economy. The opinion of the consultant is based on the file of official exhibits and testimony. During the hearing, the consultant's opinion is supported by reference to the specific tools of his profession. The consultant may modify his opinions as a result of testimony elicited during the hearing. The counselor not only states that the claimant can function satisfactorily in competitve work but he also mentions specific jobs which are within the claimant's residual capacities. On the other hand, if it is his opinion that the claimant cannot work, he must support his opinion with a sound rationale.
A COMPARISON OF PLEDGES AND INDEPENDENTS
Authors: JACKSON RONALD , WINKLER RONALD C.
Published: December 2011

A systematic attempt to compare the characteristics of college freshmen who pledge and who do not pledge social fraternities. From freshmen entering the University of North Dakota in the fall of 1962 a random sample was drawn and divided into four groups of 46 Ss each: male pledges, male independents, female pledges and female independents.

The Ss' responses to several personality inventories and college ability test were analyzed by a 2 times 2 factorial analysis of variance; and to a biographical inventory by use of a 2 times 4 chi‐square The results (significant at the 0.05 level or beyond) suggested that (a) pledges are different from those students who do not pledge fraternities on a number of characteristics, values, and expectations, (b) potential pledges participate in more social activities in high school, and (c) pledges had unfulfilled expectation of the role fraternities would play in their academic lives.
Characteristics of Achievers and Under‐achievers of a Large Senior High School
Authors: CARMICAL LAVERNE
Published: December 2011

To identify scholastic aptitudes, vocational preferences, values, and temperament traits of junior and senior students in high school designated as achievers (A) and under‐achievers (U) within the Otis Intelligence Score range of 110–125, 132 A's within the scholastic rank of 5.0–4.5 and 76 U's within 2.9‐2.0 were selected. Results were: (a) Differential Aptitude Test scores were significantly higher in verbal and numerical for A's and in spatial and mechanical for U's; (b). Neither group could be characterized by a specific occupational interest based on the Kuder Preference Record‐Vocational; (c) Allport‐Vernon‐Lindzey Study of Values revealed higher theoretical, social, and religous scores for the A group; (d) Thurstone Temperament Schedule showed both groups had high reflective scores and low impulsive scores. Conclusions are (a) U's evidenced abilities to make higher grades; (b) 90 per cent of the A's and 70 per cent of the U's were potentially able to do college work; (c) A's and U's should be informed of their aptitudes; (d) Causes of under‐achievement were not directly related to characteristics studied.
Existentialism in Counseling: THE SCIENTIFIC VIEW
Authors: LANDSMAN TED
Published: December 2011

The behavioral scientist can readily agree that existentialism is a powerful and meaningful movement for the counseling profession. However, to achieve its fullest usefulness it must grow to meet the scrutiny characteristic of the behavioral scientists' methods. Its weakness from this point of view include the reluctance to formulate public definitions of its most prized concepts and its rejection of rigor in methodology. The possibilities of a scientific existentialism which by no means destroys the magnificence of its concepts are demonstrated in a number of available experiments. Counseling as a helping profession cannot responsibly accept existentialism wholly as it comes from contemporary philosophy but must extrapolate and develop it into an adequate science of man.
Occupational Preference and Social Orientation
Authors: JONES KENNETH J.
Published: December 2011

An occupational preference inventory was administered to 50 secondary school students. Each student received 8 scores indicating his preference for occupations falling in each of the 8 Roe categories. A principal components analysis was done on the scores, and it was found that 50% of the test variance could be explained if the 8 categories were arranged in a circular array in approximately the same order as indicated by Roe. Multiple and canonical regression techniques were utilized to show that relationships among category preferences could be explained in part by a social orientation measure derived from the Guilford‐Zimmerman Temperament Survey.
Student Failure and Social Maladjustment
Authors: GIBBS D. N.
Published: December 2011

The literature suggests that among the complex factors differentiating academically failing from succeeding university students are those of unsatisfactory social habits. The hypotheses that unsuccessful students show an inadequate personal‐social orientation and that the underlying dimensions may be identified by factor analysis were tested using 2 criterion groups, each of 64 full‐time Australian university students. The California Test of Personality, with additional biographical items, was administered. The hypotheses were confirmed. Empirical analysis of results showed that Failing students may be classified in overlapping sub‐groups demonstrating heterogeneous characteristics summarized as (a) extraverted over‐reactivity, (b) low study motivation, and (c) social maladjustment; i.e., inadequate social habits rather than neurotic symptoms. Factor analysis points to a “failing orientation” which may be attributed to a sub‐cultural clash between social skills, habits and attitudes learned in the home, and those appropriate in the academic environment.
Sources of Student Perceptions of the Role of the Counselor
Authors: BROUGH JAMES R.
Published: December 2011

631 eighth grade students in one junior high school completed a questionnaire regrading the origin of their views of the counselor and his function. Responses were tallied and percentages calculated for boys and girls individually and as a total group. Results indicated: (a) Students' perceptions developed from multiple and diverse sources. (b) Three most frequent sources were the counselor's discussion of his role with students, actual interviews, and the description of the counselor in the student handbook. (c) The single, most important source was actually talking with the counselor. Knowledge of the origins of students' perceptions of the counselor makes possible the development of a program to reduce the gap between the student's and counselor's expectations of the counseling function.
Affective Differences: Between Successful and Non‐Successful Bright Ninth Grade Boys
Authors: RINGNESS THOMAS A.
Published: December 2011

A field study to determine whether academically successful bright boys differ from non‐successful counterparts in motive to affiliate with peers, to conform, and to achieve academically, and in patterns of environmental reinforcement for academic success. Matched groups were employed, in which 30 boys of IQ 120 or above with grade‐point averages of 3.00 or above were paired with boys of GPA 2.00 or below on IQ, sex, age, school, and academic load. A paired‐comparison test, a card sort, and an interview were used. Results showed all instruments in general accord; there were no group differences in conformity, but non‐successful Ss had greater motive to affiliate (p < .0005 on card sort) and less motive to achieve (p < .0005). It was concluded that non‐successful Ss were not “rebels,” but failed to accept school and parental norms for academic achievement; popularity with peers was important to them. Non‐successful Ss received less positive and more negative reinforcement at home and school for their attainment.
Pressures Toward Conformity In Group Counseling
Authors: BONNEY WARREN C.
Published: December 2011

An exploration of the applicability of principles of group dynamics to counseling groups. Principles developed out of research on conforming behavior in small groups are used to interpret some of the common phenomena occurring in counseling groups as illustrative of the significance of group dynamics for the counselor and psychotherapist. The need is stressed for greater coordination and communication between the two disciplines‐ counseling and group dynamics.
PHENOMENOLOGICAL PSYCHOLOGY
Authors: PATTERSON C. H.
Published: December 2011

The phenomenological approach to the study of human behavior, while not new, is receiving increasing attention in psychology. Perceptual psychology especially has been influenced by phenomenology. Snygg and Combs have been the leading exponents of phenomenology in other fields of psychology. The present paper attempts to present the basic aspects of the phenomenological approach to human behavior. While the approach is perhaps close to the common sense approach to the study of behavior, and is essentially the method adopted by literary writers, it is nevertheless capable of being applied in the scientific study of behavior.
Counselor Experience and Accuracy of Prediction of Client Behavior: College
Authors: FRETZ BRUCE R.
Published: December 2011

Three groups of counselors, with varying levels of experience, predicted educational and vocational outcomes at better than chance levels. Variation within groups was nearly as great as that between groups; therefore, no significant differences between groups were found. Analysis of the rankings of importance of information revealed high agreement; the only variation attaining significance was the inexperienced counselors' higher ranking of a problem checklist. Inspection of the data revealed counselors in training increasingly approximate the predictive performance of experienced counselors.
Career Assistance for Returning Peace Corps Volunteers
Authors: CALVERT ROBERT , KENNEDY PADRAIC M.
Published: December 2011

By the end of 1964, over 3,800 Volunteers will have returned from Peace Corps service. As Volunteers usually serve only two years in the Peace Corps and are far removed from guidance assistance, they have a special need for career counseling. A Peace Corps Volunteer Career Information Service has been established to help returning Volunteers with educational and career planning, to help insure maximum use of this valuable manpower resource, and to provide a means through which interested organizations can contact returning Volunteers. Among special programs attracting returning Volunteers are the Eleanor Roosevelt Memorial Foundation Internship program in human rights, the Washington Action for Youth teaching project at Cardozo High School (Washington, D. C.), and the Ford Foundation Study Development Fellowship program. Among the first Volunteers to return, 49 per cent are continuing their education, 12 per cent are working for the Peace Corps and other Federal agencies, 15 per cent are employed in private industry, 13 per cent are serving as teachers, and the remaining 11 per cent have not returned to this country or are non‐employed housewives.
PROFESSIONAL ISOLATION AND COUNSELOR ROLE
Authors: WASSON ROBERT M. , STROWIG R. WRAY
Published: December 2011

The relationship of counselor opinion to conditions of professional isolation and non‐isolation was investigated through tests of 9 hypotheses derived from social psychological literature concerned with conformity processes, reference group theory, and cognitive dissonance. Data analyzed were obtained from personal interviews conducted with 20 Wisconsin counselors in both conditions. 5 hypotheses were statistically supported at or beyond the .05 level by chi‐square. Isolated counselors reported higher satisfaction with their positions, perceived both their administrators and faculties as more supportive of the guidance program in their schools, read the professional guidance literature less often, and looked to fellow professionals in the guidance field for leadership less frequently than did non‐isolated counselors. Analyses of descriptive variables characteristic of the subjects studied failed to discriminate between the groups with the exception of sex. Implications for future research were given.
Vocational Rehabilitation of Institutionalized Delinquent Male Adolescents
Authors: ZIVAN MORTON , JONES NATHANIEL A. , DIAMOND M. DAVID
Published: December 2011

Theories regarding cause and treatment of juvenile delinquency are examined. The emotional disturbance underlying delinquency is suggested as the treatment target rather than the acting out behavior per se. The treatment approach to adolescents is placed in historical perspective, reflecting relative neglect of vocational service. Vocational development of “normal” and “disturbed” adolescents is contrasted and offered as a phase of personal development and a separate area of growth. Those features that characterize vocational development are highlighted and related to the growth pattern of disturbed adolescents. A theoretical structure is offered for understanding this population and designing a vocational treatment approach. A pilot project is described for integrating vocational rehabilitation, as a treatment discipline, with other forms of treatment in a psychiatrically oriented program. The special vocational rehabilitation needs, and consequent problems, of this population are recognized and accepted as a challenge and an opportunity for greater professional service.
Personality Characteristics of Diverse Occupational Groups
Authors: THUMIN FREDERICK J.
Published: December 2011

MMPI results of 54 advertising men and 44 engineers were compared. Overall, the personality profiles of the groups were surprisingly similar, with marked elevations on K and Ma, lesser elevations on Hy and Pd, and a depression on Si. These patterns were believed to reflect self‐confidence, enthusiasm, ability to present oneself in a favorable light, use of repression and denial in handling psychological stresses, and an inclination to solicit social intercourse. The two groups differed significantly on seven of the scales. Advertising men showed a pronounced peak on Mf (believed related to uncommon freedom of expression and strong aesthetic interests), greater sociability, and desire for social contact.
CONFIDENTIALITY and the School Counselor
Authors: CLARK CHARLES M.
Published: December 2011

Several positions were presented regarding the confidentiality of information received by a school counselor in a counseling interview with a pupil who is a minor. The position that such information may enjoy only limited confidentiality was taken, either directly or indirectly, by 3 of the 4 positions presented. The thesis was developed that a satisfactory counseling relationship may be established with such clients under the condition of limited confidentiality of communication.
When the Counselor Is o Disciplinarian
Authors: GILBERT NORMAN S.
Published: December 2011

An experiment to determine the extent and direction of effect of counselor assumption of responsibility for discipline on counseling relationships. Responses of 1,013 students, grouped on the basis of year in high school (sophomore versus senior), and extent of responsibility for discipline assigned their counselors, were compared. Analysis of variance tests indicated differences significant at the 0.01 level among groups with regard to certain characteristics of counseling relationships. Major conclusions include: (a) Good communication, student and counselor security, and student responsibility for directing counseling are characteristic of counseling relationships with counselors who have no responsibility for discipline more so than with counselors who have assigned responsibility for discipline; and (b) Counseling relationships with counselors who have no responsibility for discipline are more in keeping with students' descriptions of ideal counseling relationships than are counseling relationships with counselors who have assigned responsibility for discipline.
Publications … in brief
Authors: MAGOON THOMAS M.
Published: December 2011

Race and Intelligence: A Scientific Evaluation, edited by Melvin M. Tumin

The Next Step: A Guide to Part Time Opportunities in Greater Boston for the Educated Woman, edited by Martha White

The University and Its Foreign Alumni: Maintaining Overseas Contacts by Forrest G. Moore & Robert E. Forman

Occupational Information in Counseling

Occupational Information in Counseling, by Barbara Kirk and Marjorie Michels
BRINGING ORDER INTO THE SELECTION OF A COLLEGE
Authors: HAMMOND JOHN S.
Published: December 2011

An approach designed to bring order into the college selection process is presented. It takes individual needs and requirements into consideration by providing a framework in which each person can make his decision based on criteria which he alone has established. First the factors are listed that affect the decision and weights are assigned to each according to their relative importance. The process is further qualified by choosing measures pertaining to each factor and sources of information about each. A number of subdecisions are then made by rating each of the possible colleges with respect to each of the factors. The results of these subdecisions are combined to arrive at a major decision, the choice of the best college. When followed to its conclusion, the method should result in the optimal utilization of available information and as a result in the choice of a college that is best for each individual. Following a step‐by‐step introduction of the process including some examples, suggestions are offered on ways to introduce the approach to students.
The Counselor and Preventive Psychiatry
Authors: REAVES GAYLE CLARK , REAVES LEONARD E.
Published: December 2011

The counselor, in addition to his other important functions, is a prominent member in the front line of defense in the program of preventive medicine directed against the major problem of emotional illness. He may have the opportunity and important responsibility of initially evaluating the individual and problem posed. The counselor is not trained to be an expert diagnostician or to provide intensive psychotherapy. He should, however, be able to assess the degree of psychological impairment present or have a suspicion that a disease of organic etiology may underlie the behavioral disturbance manifested by the client. If indicated, he should initiate referral to appropriate other professional persons and/or agencies to allow prompt diagnosis, therapy, and, hopefully, early rehabilitation.
S.V.I.B. Machine Scoring Provided by a Test Scoring Agency
Authors: MERWIN JACK C. , BRADLEY ARTHUR D. , JOHNSON RALPH H. , JOHN ELMER R.
Published: December 2011

25 sets of answers to the SVIB were each marked on 10 different Testscor answer sheets and submitted for scoring by a variety of SVIB users. A high degree of consistency was found between multiple scorings of the same set of answers on different answer sheets, machine scores and corresponding independently established scores, and printed and profiled scores. It was concluded that the probability of Testscor scoring variations large enough to affect profile interpretation is very low.
TEST TRANSPARENCY as Related to TEST RESPONSE
Authors: KING PAUL T. , ROSS DONALD R.
Published: December 2011

The California Test of Personality was given to two 10th grade groups. One group took the test under normal conditions; the other group took the test: first while pretending to be a “happy” frame of mind, and later while pretending to be in a “bad” frame of mind. It was hypothesized that there would be no differences in the scores of persons taking the test under normal conditions and while “faking happy.” This hypothesis grew out of the belief that the items are transparent and that students customarily try to put “their best foot forward.” The hypothesis was confirmed. In addition the split half reliabilities reported in the manual were compared to test‐retest reliabilities calculated in this study. The retest reliabilities were found to be lower in several instances. Admonitions for test users were included in the discussion section.
Student Perceptions of the Environment in Guidance and Non‐Guidance Schools
Authors: KASPER EUGENE C. , MUNGER PAUL F. , MYERS ROGER A.
Published: December 2011

This study attempted to discern differences in student perceptions of the environment in North Dakota Schools with guidance programs and similar schools without guidance programs. The 30 scales of Stern's High School Characteristics Index describing attitudes and impressions of students was used to detect differences. Each scale was analyzed for statistical significance by analysis of variance. Students in guidance schools scored significantly higher on adaptability, aggression, change, counteraction, dominance, scientism, sexuality, and succorance scales. Non‐guidance school students scored significantly higher on affiliation, deference, and humanism scales. A description of the two groups using the scale definitions is included in this study.
FRESHMAN REACTIONS TO PARENTS‘ SEMINARS ON A COMMUTER CAMPUS
Authors: KRONOVET ESTHER
Published: December 2011

Parents' seminars were developed at Hofstra University in order to improve communication between parents and freshmen and to help parents become more aware of the nature of the college experience and student concerns. This paper determined from the students' point of view the ways in which the seminars had influenced student‐parent relationships. Evaluations of the program were obtained from the parents through anonymous questionnaires during the last in a series of seminars. In addition, their sons and daughters were sent anonymous questionnaires, so that an index of freshmen reactions could be obtained. The reactions from both parents and students were extremely favorable. Furthermore, students were able to identify the specific changes in their parents' attitudes that brought about a more satisfactory relationship at home. 94 per cent of those freshmen who responded favored continuing the parents' seminars.
Prejudice and Counseling Effectiveness
Authors: MILLIKEN ROBERT L.
Published: December 2011

Differences in prejudice between “effective” and “ineffective” counselors who were male students in the 1962–1963 NDEA Counseling and Guidance Institute at Purdue University were investigated. Two separate analyses were conducted dichotomizing counselors into “effective” and “ineffective” groups. The first dichotomized group was derived from counseling practicum grades and the second from couselor supervisor rankings. Prejudicial attitudes were measured by the Bogardus Ethnic Distance Scale. The Mann‐Whitney U was employed for the statistical analyses. The findings supported the hypothesis that prejudice is related to counseling effectiveness (practicum grades) at the .05 level of significance. Supervisor rankings and prejudices were not significantly related, although the results were in the anticipated direction.
Are Tests Fair to College Students from Homes with Low Socio‐economic Status?
Authors: HEWER VIVIAN H.
Published: December 2011

Efficiency of prediction of college grades when students are grouped by social origin was studied by evaluating: (a) Differences between achieved and predicted grade‐point averages when a verbal scholastic aptitude test is the predictor; (b) Differences between achieved and predicted grade‐point averages when a mathematics achievement test is the predictor; (c) Correlations between grade‐point average and a verbal scholastic aptitude test and grade‐point average and a mathematics achievement test. Nine social groups identified by father's occupation and parental education were chosen from 4,283 entering university freshmen. Conclusions are: (a) College grades can probably be predicted more efficiently by social group than for the total group; (b) Grades for students from homes of superior cultural advantage are not over‐predicted nor under‐predicted for those of lesser cultural advantage; (c) There is no consistent relationship between social origin and achievement of college grades.
Family Financial Power And College Attendance
Authors: HENRY JOE B.
Published: December 2011

This is an investigation of the role of family financial ability as a factor in the college attendance of a sample of Missouri high school graduates, who were in the upper one‐third with respect to college ability. Questionnaires were mailed to parents of the subjects to learn the amount of federal income tax paid by the parents which was then used as an index of financial ability. Family financial power appeared to be a significant factor in college attendance when only sex and ability were controlled. However, when other factors related to college attendance and associated with financial ability were controlled, the impact of family financial power was substantially reduced.
The Use of Clinical Techniques for Structuring Feedback in Vocational Counseling
Authors: SEGAL STANLEY J.
Published: December 2011

Clinical techniques permit complex interpretations. The desirability of the latter is predicated upon the assumption that both conscious and unconscious conflicts interfere with decisions regarding vocational choice. Studies cited demonstrate personality differences between occupational groups within a psychoanalytic framework. Clients are helped to take their own feelings into account in making decisions by discussing their projective productions with them. Whereas Rorschach responses can only be introduced indirectly, Thematic Apperception Test responses are taken up directly with the client to lead him into new insights.
Hazards in the Use of Clinical Techniques in Vocational Counseling
Authors: McCABE SHERIDAN P.
Published: December 2011

Two approaches to vocational counseling, the trait‐factor model and the dynamic model are contrasted. The failure to obtain positive results in several now classic investigations involving the use of clinical techniques to predict occupational success and adjustment compared with the success of more traditional predictors suggests that uncritical utilization of the dynamic model is ill advised at the present time. Until some convincing evidence of the validity of the application of clinical techniques is available, it is recommended that the more economical and empirically validated techniques of the trait‐factor approach be relied upon.
Personality Differences Between Selected Counselors and Effective Teachers
Authors: WHETSTONE BOBBY D.
Published: December 2011

2 groups of 25 subjects each were measured with the Gordon Survey of Interpersonal Values (S.I.V.), the Rosenzweig Picture‐Frustration Study (P‐F Study), and an Ideal Student Description Q‐Sort (ISD). 7 variables of the P‐F Study and the 6 scales of the S.I.V. were tested for significance by the t‐test. Chisquare and product‐moment correlation were used to analyze I.S.D. differences. Counselors and teachers showed significant differences beyond the .05 level of confidence on 5 of the 15 personality variables measured. Conclusions are: Counselors are (a) less conforming in behavior than teachers, (b) less ego‐defensive than teachers, (c) more benevolent than teachers, and (d) focus on sources of frustration more often than teachers.
The American College Test (ACT) Tested Three Ways
Authors: FOSTER JAMES M. , DANSKIN DAVID G.
Published: December 2011

Three studies investigate the relationships between: (1) first semester grades and the American College Test (ACT) alone and in combination with high school rank (HSR); (2) estimated grades and obtained grades; and (3) the ACT and grades in nine courses. The results of the first study indicate that the ACT alone predicts about 35 to 50 per cent of the variation in obtained grades and in combination with HSR predicts about 45 to 65 per cent. The results of the second study reflect a remarkably small shrinkage on cross‐ validation. The third study indicates that the ACT does only a moderately good job of predicting specific course grades and the addition of high school grades in similar courses does not raise the correlation markedly, though they do decrease the error somewhat.
A Study of the Inter‐Form Reliability of DAT Tests over a Four‐Month Period
Authors: MERWIN JACK C.
Published: December 2011

Form B of six of the DAT tests was administered to eighth grade students in the spring. The following fall the same students completed Form A. The correlation between the two sets of scores ranged from .69 for Clerical Speed and Accuracy to .88 for Verbal Reasoning.
Logic, Research and the Married College Student
Authors: DRESSEL FRED B.
Published: December 2011

What is the relationship between the campus activity program and the married college student? Research and logic were the tools used to conduct the review and to formulate the conclusions and recommendations presented. Research indicated that married students participate in college activities at a minimal level; however, the needs of the country, the goals of higher education, and the philosophy of student personnel work dictate the desirability of increasing their social and cultural maturity. Student personnel workers must, then, find the necessary time, effort, and money needed to obviate the problem. Suggested guidelines include: (a) surveying of the situation on a given campus; (b) allocating necessary funds and staff for a separate activity program for married students; (c) initiating social programs at grass‐roots level; and (d) identifying the most likely source of participants and workers.
The Helping Relationship in College Reading Clinics
Authors: MELTON CULBRETH
Published: December 2011

It is proposed that college reading programs are established to help students adapt to college living. Following this premise, the relation of college reading programs to student personnel services is evident. Therefore, clinicians in college reading programs should use appropriate psychological and counseling techniques. The effective helping relationship in a college reading clinic involves initial and continuing diagnosis since the characteristics of the helping relationship in this setting are different in certain respects from those in psychotherapy or certain other counseling situations. Nevertheless, the learning environment should be characterized by effective interpersonal relations between student and tutor. The effective student‐tutor encounter will meet some of the criteria proposed by Carl Rogers and Eugene Gendlin for other helping interpersonal relationships.
A Two‐Phase Analysis of THE SUMMER ON TRIAL PROGRAM at the University of Georgia
Authors: CHILDERS PERRY R.
Published: December 2011

The problem of the study was to evaluate the success of borderline inadmissible students to the University of Georgia who elected to attend the Summer On Trial Program. The method consisted of statistical comparisons of males and females according to predicted success and actual success in terms of grade‐point averages and three academic statuses. The S's were 58 boys and 30 girls. At the end of 3 quarters of academic work 80 per cent of the 88 original S's had either withdrawn or were ineligible to continue their university studies. Reliable sex differences were not found. It was concluded that the odds were heavily against eventual college success for the type S studied.
“Educational Growth” and the Iowa Tests of Educational Development
Authors: Joselyn Edwin Gary
Published: December 2011

The Manual for the Iowa Tests of Educational Development (ITED) suggests that student “growth” of two standard score points per year is a good rule of thumb to use in interpreting change scores on ITED. This article argues that this rule can be misleading, and shows that, in fact, the amount of change to be expected from one year to another is quite variable, and depends upon the particular sub‐test in question, the grade levels under consideration, and the achievement level at which the scores happen to fall. Graphs are presented that show the amount of standard score change from grade to grade for each test on the national norms at the median and at the 25th and 75th percentiles.
A Counselor Education Pilot Project in “Guided” Group Interaction
Authors: Rousseve Ronald J.
Published: December 2011

This descriptive account examines the background, structure, techniques, results, and implications of a project in group guidance that was executed by the counselor preparation section of the School of Education at Seattle University during the summer of 1964. As the project unfolded, four counselors‐in‐training, under the supervision of a university mentor, met jointly with a group of high school youths from one of Seattle's public schools during a series of largely non‐structured, non‐adult‐dominated, free discussions. The dual purpose of this venture was (a) to determine “experientially” the worth of permissive group interaction procedures as a means of promoting more objective self‐awareness and a greater sense of social identity among discussants within a school setting, and (b) to ascertain the feasibility of utilizing a learning activity such as this as part of the practicum phase of a program of counselor education. The kinds of growth which were experienced by those who participated are described with a view toward helping guidance‐oriented educators to better recognize the guidance possibilities inherent in dynamic group techniques.
Parents' and Adolescents' Perceptions of Each Other and the Adolescents' Self‐Perception
Authors: Kemp C. Gratton
Published: December 2011

The study examines relationships between adolescents' self‐perception, their perception of parents, and parents' perception of them. 45 junior high school students took the Mooney Problem Check List and the California Test of Personality, first as they perceived themselves and again as they perceived their parents. They responded to “What sort of person is your mother (father)?” Parents completed the personality test as they perceived their adolescents. “Low,” “Medium,” and “High” problem groups were formed on the basis of number of problems indicated on the check list. “Low” and “High” groups perceived themselves to be better adjusted than their parents. Parents of the “Low” group perceived them to be poorly adjusted in such areas as self‐reliance, social skills and personal worth, while parents of the “High” group perceived them to have better adjustment in these areas. “Medium” and “High” groups indicated most problems concerning money, work, and the future.
Guidance: The Ecology of Students
Authors: Danskin David G. , Kennedy Carroll E. , Friesen Walter S.
Published: December 2011

This article, concerning school guidance theory and practice, has as its central theme the idea that school counselors may be able greatly to enrich their services to students by investing themselves in a study of the interactions between a student and his learning environments. Evidence is reviewed concerning the relative influences upon educational outcomes of (1) the individual's characteristics, (2) the home and family circumstances, (3) school characteristics, and (4) peer relationships. Guidance practice is examined within their context and implications are suggested.
New Directions In U.S. Employment Service Aptitude Test Research
Authors: Dvorak Beatrice J. , Droege Robert C. , Seiler Joseph
Published: December 2011

Recent legislation in the manpower area provides programs to increase employability of unemployed and underemployed workers through training. The U.S. Employment Service has important responsibilities with regard to counseling and selection of candidates for training. To help meet these responsibilities, a program of research is under way to develop aptitude measures for use with such candidates. There are several projects in this research program, including (1) determination of ability to take the tests in the USES General Aptitude Test Battery, (2) development of a non‐reading edition of the GATB and (3) validation of tests against training and job success.
The Effectiveness of Parent‐Counselor Conferences
Authors: Jessell John C. , Rothney John W. M.
Published: December 2011

Reports of action taken by 95 sets of parents of high school seniors to assist their childrens' development that resulted directly from parent‐counselor conferences were obtained and examined. The conferences had been held annually over the three‐year period of the students' attendance at high school. Parents' reports were compared with those obtained from the students by use of parallel report forms in a manner that prevented previous discussion of the questions. The evidence from parents' and students' reports suggested that when counselors knew the students well enough to offer specific recommendations for parental consideration (especially about reading habits and planning for further education, and particularly to college‐educated parents) they were most effective in stimulating action.
Career Choices of Successful Business Executives
Authors: Hubbard Harold C.
Published: December 2011

Five potential determinants of career selection were investigated for vice‐presidential level business executives: time of decision to enter a business career; significance of personal influences in career choice; importance of family socio‐economic status; role of personal values; and effect of long‐range goals as they relate to choice of career. Personal interviews were conducted with 102 executives meeting four selection criteria. The total sample was divided into three subgroups based on each respondent's function in the company to reveal intra‐occupational differences in career selection. It was concluded that there is a definite pattern of background characteristics related to executive competence. The findings of this research may be used to identify and direct potential executive manpower into business.
Sex and Age Differences in Occupational Values
Authors: Wagman Morton
Published: December 2011

Centers' Job Values and Desires questionnaire was used to study the occupational value preferences of university students. Singer and Stefflre had previously used the same instrument to study the job values of high school senior boys and girls. Centers studied the job values of a sample of adult men. In the present study, the job value preferences of University of Illinois sophomore men (122) and women (137) were systematically compared with the findings of Centers and Singer and Stefflre. Many significant differences in occupational values among the various sex and age samples were found. The limitations and findings of the study are discussed.
Socio‐economic Status and Navy Occupations
Authors: Gunderson E. K. Eric , Nelson Paul D.
Published: December 2011

The relationship of parents' socio‐economic status to Navy occupation was determined for 1,060 naval personnel in 16 occupational categories. Officers were significantly higher on the socio‐economic index than enlisted men, and when Navy enlisted rates (jobs) were grouped into 2 broad categories, white‐collar and blue‐collar, the white‐collar group scored significantly higher on the index than the blue‐collar. The observed differences in socioeconomic background among Navy occupational groups suggests possible concomitant variations in value systems, achievement strivings, and personality disorders.
Development and Evaluation of an Inventory for Rating Counseling
Authors: Linden James D. , Stone Shelley C. , Shertzer Bruce
Published: December 2011

Client ratings of counselors seldom have been investigated as a source of criteria for evaluating the effectiveness of counseling. This research was designed to produce a brief but reliable and valid scale for client use. A 68‐item Counseling Evaluation Inventory was developed and studied for item social favorability and was factor analyzed. Three factor scales were identified, refined by item analysis and, for each of 21 critical items retained, scoring weights for all responses were determined. All three factor scales and the Inventory total score demonstrated significant test‐retest stability, and discriminative and/or congruent validity for a selected provisional criterion.
A Look at Student Achievement in Different Types of Colleges
Authors: Hood Albert B. , Swanson Edward O.
Published: December 2011

Differences in the distributions of academic grades achieved by students at a number of Minnesota colleges were studied for a state‐wide population of entering college freshmen. The mean grade‐point averages for freshmen in different colleges in this state ranged from 1.9 to 2.8 and there was little relationship among the colleges between the ability level of their freshman classes and the mean grade‐point average achieved by their freshman classes. Since there are large differences in college grading practices and because of the great effect they have on student success, this type of information would be very useful to counselors in helping students to make wise choices of college.
The Counselor and The Unmotivated Client
Authors: Pine Gerald J. , Boy Angelo V.
Published: December 2011

Much counseling practice is based on the concept of motivation as being a matter of client response to stimulus external to himself. Motivation is seen as a process of structuring external events to assist clients to arrive at prior and “proper” ends. The student is viewed as an organism to be made into something. Such a view does not take into account that man is always internally motivated. In the zeal to motivate students through the use of external stimuli there is a danger that we communicate to the student that he is not acceptable as he is. Before a client can become he must be. To motivate students, counseling must be a process which enables the student to unlock internal stimuli. Clients move toward more adequate and personally satisfying behavior when their attitudinal structure is not externally challenged by the counselor, but is internally challenged by the client.
Some Ethical, Professional, and Legal Considerations for School Counselors
Authors: Schmidt Lyle D.
Published: December 2011

Most of what clients discuss about themselves in counseling is personal in nature although not necessarily secretive. Its being so arouses interest or concern over the activities and behavior of counselors in their professional work, among persons both directly and indirectly involved. Considerations of three sources of such interest or concern are presented: the community at large; the counselor's colleagues; and the counselor himself. These sources were termed legal, professional, and ethical, respectively.
Underachievement Related to Interests, Attitudes and Values
Authors: Hummel Raymond , Sprinthall Norman
Published: December 2011

Holding mental ability and certain social status variables constant, a sample of bright adolescent boys from a suburban high school was divided according to academic grade average into three groups: underachievers, par achievers, and superior achievers. Mean scores were compared across these groups on scales from instruments designed as measures of interests, attitudes, or values. Significant differences between underachievers and superior achievers were found mainly on those scales postulated to measure adaptive aspects of ego functioning.
Four Methods of Interpreting Test Scores Compared
Authors: Walker Joseph L.
Published: December 2011

8 high school counselors used 4 methods of interpreting test scores to 305 high school students—2 group techniques and 2 individual procedures—and results were compared with those for a control group. One of the individual techniques was a verbal report of the scores while the other used printed materials as a visual learning aid. An audio‐visual aid was used for one group technique while the second group procedure was a verbal discussion of aptitude test profiles. The dependent variables consisted of recall of obtained scores and personal acceptance of the several aptitude test scores. Analysis of variance applied to the sets of scores showed no significant differences in ability to recall scores. Personal acceptance of test scores was found to be significantly higher as a result of individual procedures.
Decision‐Making Ability And Vocational Maturity
Authors: Dilley Josiah S.
Published: December 2011

This study is concerned with the development of an instrument measuring decision‐making ability (DMI) and the relationship of scores on this instrument to intelligence, achievement, and participation in extracurricular activities, three variables known to be related to vocational maturity. The DMI was administered to 174 high school seniors, randomly selected from four metropolitan high schools in the Midwest. Chi‐square and analysis of variance were used to test the relationship of levels of DMI scores to each of the other variables. It was found that high DMI scores were associated with: (a) high intelligence, (b) high achievement, (c) high frequency of participation in extracurricular activities. It is concluded that decision‐making ability is related to vocational maturity.
Autocoun: A Computer‐Based Automated Counseling Simulation System
Authors: Loughary John W. , Friesen Deloss , Hurst Robert
Published: December 2011

This paper describes the development and initial testing of a computer‐based counseling system which attempted to simulate certain counseling behavior of one counselor. Forty junior high school students experienced counseling (educational planning) with the system, and with either the counselor after whom the system was modeled (N = 20) or another counselor (N = 20). Subjects interacted with a time‐sharing computer using TWX input. The basic objective was to determine the similarity of outcomes between the system, model counselor, and second counselor. Criteria included similarity of pupil appraisal statements and course selections. The machine system agreed with both human counselors on approximately 75 per cent of the appraisal statements and about 65 per cent of the course selections. Some data regarding pupil attitudes toward the system are also reported.
Guidance of the College‐Bound
Authors: Herr Edwin L.
Published: December 2011

This paper discusses the paradox which exists between counselor education and counselor practice as related to counseling and guidance of the college‐bound. Theory and research about higher education, the school counselor mandate concept, and implications for strengthening counselor education are explored. The position is taken that the gap between counselor education and counselor practice in guidance services for the college‐bound is too great but that correctives exist which must be examined and implemented.