bluuebunny/crossref_metadata_2025 huggingface dataset:
If Counseling is Psychotherapy—What Then?
Authors: Albert Gerald
Published: December 2011

No counseling, other than the strictly information‐giving forms of academic and vocational advisement, can actually be limited to the conscious, rational layers of personality. The deeper levels are reflected in all aspects of behavior, so that concepts of a dichotomy between “counseling” and “psychotherapy” have only the most restricted usefulness. If counseling is necessarily a form of psychotherapy, however specialized, present training methods for counselor candidates are seriously inadequate. Advanced psychological knowledge is needed by counselors, including study of abnormal psychology and diagnostics, as well as of the biological and sociological roots of behavior. Also needed are more rigorous selection methods for counselor candidates, inasmuch as their work unavoidably affects the deeper personality dynamics of their clients, as well as a requirement that those who will counsel others therapeutically should themselves have the experience of being counseled. In view of the increased rigor of this program, if it is undertaken the scale of compensation for counselors should also be considerably increased.
Guidance in a New Ancient Land
Authors: Chien‐pei Chiang , Pao‐chien Yang , Wrenn C. Gilbert , Brammer Lawrence M.
Published: December 2011

The Republic of China is developing its guidance programs energetically and rapidly. The Chinese Guidance Association, a young but vigorous professional association, is devoted to research and development of China's student and industrial personnel programs. This APGA sister association has taken long strides ahead in the past eight years through organization of experimental school and college guidance programs, counselor education, development of tests, and distribution of vocational information materials. It has an ambitious and promising “five‐year development plan” blocked out for the period 1966–71.
Vocational Guidance: After the Fall
Authors: Calia Vincent F.
Published: December 2011

Despite the recent condemnations of vocational guidance, the importance of Parson's contributions for current theory and practice remains unaltered. A number of commonly held assumptions regarding the use of tests as self‐appraisal devices, classification of the work environment, primary versus vicarious experiences, sequential study of self and work, dissemination of occupational information, and modern theories of vocational development, are considered and discussed.
Attitudes of American Secondary School Students Toward the Use of Intelligence Tests
Authors: Neulinger John
Published: December 2011

A national sample of about 5,000 public, 2,600 parochial, and 1,200 private secondary school students were asked whether they thought it fair to use intelligence tests to help make decisions in educational, occupational, and other areas. Results indicated that: (1) anti‐test sentiment is neither ubiquitous nor consistent. A considerable number of respondents were in favor of testing, the proportion of respondents favoring tests varied greatly as a function of test context, and some favored tests in one context but disapproved of them in another. (2) Social background and individual difference variables interacted with test contexts. Given two test contexts, these variables may have different effects for each in determining the respondent's approval or disapproval of test usage.
Out‐thinking about Not‐words
Authors: Dilley Josiah S.
Published: December 2011

Our key counseling words are ambiguous and misleading. There are a number of possible meanings that could be supplied for each. The words do not have identifiable agreed‐upon relationships to significant events in real life. The result is miscommunication and misunderstanding. The negative effects on counseling research and training are discussed. The points are illustrated by reference to “counseling.” Words should clearly symbolize or describe identifiable events in real life. Writers should try to use words the reality of which can be verified. Readers need to stay reality‐oriented instead of word‐oriented, especially when the relationship between words and reality is unclear.
Interactive versus Ipsative Measurement of Career Interest
Authors: Knapp Thomas R.
Published: December 2011

Measurement of interests via the self‐report type of inventory takes either of two forms—the interactive or “free‐response” variety, or the ipsative or “forced‐choice” variety. There are many differences between the two forms but little empirical evidence concerning the validity of one as compared to the other. This study is an investigation of the difference in concurrent validity between an interactive and an ipsative form of a short career preference inventory for college males, using several of the scales on the Strong Vocational Interest Blank as criteria. The results indicate that despite the theoretical and practical differences in the two forms, neither holds any substantial advantage in statistical validity.
National‐Level Projection for Elementary School Guidance
Authors: Cottingham Harold F.
Published: December 2011

This paper offers a series of proposals for furthering the development of elementary school guidance. Certain assumptions underlying future action were stated. In proposing a national‐level plan to determine the nature and characteristics of guidance in the elementary school, several possibilities were offered as to organizational plans and leadership responsibility. The main proposal offered in this paper discussed functional operations both in the area of research and experimentation as well as in theory construction. Specific areas of investigation were proposed. A position statement was recommended and several features of such a position statement were suggested.
Impact of Commitment Upon Performance of College Students
Authors: Thompson O. E.
Published: December 2011

The retention, academic achievement, and change in college plans of students committed to a field of study as freshmen are compared with those who were not sure of their interest. A survey form administered to all the freshmen in the class of 1964, College of Agriculture, was readministered to all those still enrolled seven semesters later. The original hypothesis that the committed student was different from the uncommitted tended to be upheld. The committed student who was dedicated to the study of agriculture was more persistent in his interest in his chosen field; fewer committed students changed majors; fewer withdrew from college.
Value Options and The Counseling Relationship
Authors: Williamson E. G.
Published: December 2011

The contemporary literature of counseling psychology gives some evidence of the abandonment of the “neutrality” of permissiveness concerning the outcomes of counseling in favor of the search for the “good” life of full humanity. But now, we are faced with the most complex query as to the nature of the “good.” And we open Pandora's box to face not one single criterion of the good life, but a diversity of options available, hopefully, for “rational” choice by each adolescent. Without assuming that each student does cognitively choose from the array of options, the reader is led to identify and appraise eight of the many alternative hierarchies or complexes of value systems that, in the past, human beings have forged and adopted as the source and rationale of their daily behavior.
Are Disciplinary Students Different?
Authors: Cummins Emery J.
Published: December 2011

This study was conducted in an attempt to identify affective characteristics which distinguish between disciplinary and nondisciplinary students. The measures employed were the Inventory of Beliefs, Rokeach's Dogmatism Scale, and the Differential Values Inventory. A control group, matched on the basis of college aptitude score and socio‐economic status, was selected with which to compare the disciplinary group. Male and female scores were analyzed separately. The writer hypothesized that disciplinary offenders would tend to be more flexible, less dogmatic, and hold more emergent value systems than non‐offenders. In each case except one the hypotheses were rejected. Female offenders differed significantly from non‐offenders with regard to value orientation in the direction predicted.
Predicting Rehabilitation Success with the MMPI and Demographic Data
Authors: Ayer M. Jane , Thoreson Richard W. , Butler Alfred J.
Published: December 2011

The purpose of this investigation was to assess the value of selected demographic and personality variables in the prediction of rehabilitation success of handicapped individuals. Demographic data and MMPI scores of 79 clients who had been served by a state Division of Vocational Rehabilitation (DVR) were used as predictor variables in a multiple‐regression analysis. An attempt was made to predict three criteria: occupational level, upward mobility, and closure status. The multiple correlations for each of the three regression equations approached significance at the .05 level. Correlations significant at the .05 level, were found between age at onset, age at time of application, type of disability, and education, for one or more of the criteria. Significant beta weights were obtained for age at time of application, IQ, and the Mf, K, and Pd scales from the MMPI.
The Self‐Concept of Welfare Recipients
Authors: Carson Gary L.
Published: December 2011

Do persons receiving welfare feel differently about themselves and others than persons who are not welfare recipients? Does duration of time on welfare have any bearing on these feelings? To answer these questions the writer compared 2 groups of clients who were receiving services from the Division of Vocational Rehabilitation, using a number of scales that reflected attitudes regarding self and others. One group consisted of clients who were on welfare at the time of application for rehabilitation services and the other group consisted of those who were not. The welfare group was further broken down into 3 groups on the basis of the duration of time that they had been on welfare. No differences were found between any of the groups on self‐concept, self‐acceptance, ideal‐self or concept of others. Some variables that might be masking the hypothesized differences, thus accounting for the present findings, are discussed.
Influence of Sex and Social Class on Occupational Preference and Perception
Authors: Clark Edward T.
Published: December 2011

Middle‐class boys and lower‐class girls expressed a significantly greater preference for white collar and professional occupations than lower‐class boys or middle‐class girls. Differences in occupational perception were found between middle‐ and lower‐class boys. Occupations perceived by middle‐and lower‐class girls did not differ significantly in status.
Interpersonal Relationship Preferences of Educators
Authors: Alcorn John D. , Erb Everett D.
Published: December 2011

The Interpersonal Orientation Scale (IOS) was developed from a theory of interpersonal relationships proposed by Erb and Hooker (in press). The IOS measures general posture toward interpersonal interactions on an altruistic‐manipulative axis and assesses preference levels for 5 categories of manipulative techniques. The completed instrument was administered to selected groups of school administrators, teachers, and counselors. All sub‐scales except one showed significant differences among the comparison groups. Counselors were most altruistic, then teachers, then administrators. Administrators and teachers indicated higher levels of preference for all manipulative techniques than did counselors. Significant sex differences were noted for teachers on three of the subscales while none were noted for counselors.
Group Counseling with Male Underachieving College Volunteers
Authors: Gilbreath Stuart H.
Published: December 2011

The effects of two different methods of group counseling on those personality characteristics that typify the male academic underachiever and on grade‐point average (GPA) were studied. Eight groups (N = 81) of male underachievers who volunteered for counseling were equally divided between two counselors who each led two groups in the leader‐structured (LS) method and two in the group‐structured (GS) method. A like group served as a control. Men in the LS groups increased in ego strength when compared with those in the control group and had a significantly greater rate of positive change in GPA than men in either the GS or control groups. The GS groups' rate of change in GPA was also greater than the controls' after counseling. Counseled men were more able to overtly express hostile feelings than controls. Three months following counseling the LS groups' rate of positive change in GPA was significantly greater than the controls' but not greater than the GS groups'. The results indicated that the LS method of group counseling does significantly affect both the personality characteristics and academic achievement of male college underachievers who volunteer for counseling.
The Effect of Client Demeanor Upon the Verbal Responses of School Counselors
Authors: Gamsky Neal Richard , Farwell Gail F.
Published: December 2011

In a study of counselor verbal behavior as a function of client stimulus input, a counseling paradigm was employed using 4 client‐actors and 30 counselors. Independent variables were hostile or friendly client behavior, amount of counseling experience, counselor sex and client sex. The dependent variable of counselor verbal behavior was measured by a revision of the Bales Interaction Process Analysis Categories. Analysis of variance led to the finding that all of the independent variables had a statistically significant effect upon the counselors' verbal responses, but the number of response categories affected varied from 1 to 7 depending on the variable involved. Significant interaction effects were also found. From the data, it was concluded that client demeanor and client sex significantly influenced counselors' verbal responses, but counselor experience and counselor sex were relatively unimportant in their effect upon the counselors' behavior.
Significant Content of Group Counseling Sessions with Culturally Deprived Ninth Grade Students
Authors: Duncan Jack A. , Gazda George M.
Published: December 2011

Some examples are presented of the problems and concerns that were verbalized and discussed during group counseling sessions with 4 groups (36 students) of culturally deprived white ninth grade boys and girls. The examples cited indicate that among these culturally deprived students there is a general lack of identification with school, a pattern of employing inappropriate means to gain acceptance and recognition, a philosophy of life geared toward immediate material gratification, and parental models that do not result in positive parental identification. There seems to be little hope for these students in their present situation unless they receive some help and support from interested others outside their group. It is suggested that group counseling, for considerably more than the 15 sessions given these students, may afford a means by which the school and the counselor can help the culturally deprived find an effective way to deal with the dilemma in which they find themselves.
Seven‐Year Follow‐up Validities of Readiness for Vocational Planning Scales
Authors: Gribbons Warren D. , Lohnes Paul R.
Published: December 2011

From interviews with 110 boys and girls in the 8th grade (1958) and again in the 10th grade (1961), 8 Readiness for Vocational Planning (RVP) scales were derived. Multivariate analysis of variance studies of the hypothesized dependence of vocational adjustment criteria collected 2 years out of high school (1965) on the RVP scores are reported. Most of the criteria are statistically dependent on the 8th grade RVP scores, and none on the 10th grade RVP scores, suggesting that (1) vocational maturity is a measurable syndrome as early as the 8th grade, and (2) the RVP traits for the 10th grade are of unsatisfactory validity.
Information and Counseling: A Dilemma
Authors: Goldman Leo
Published: December 2011

The revolutionary changes in data processing, and the resulting increases in the quantity and quality of information about counselees and their prospective environments, will make the work of the counselor more difficult in several ways. The one problem that is highlighted is the difficulty of maintaining a true counseling process and relationship while at the same time collecting necessary information about the client and about the environments regarding which he must make decisions. 2 solutions and their relative merits are discussed, one involving separation of the information and counseling functions, and the other requiring an integration of the functions by a single counselor.
Existentialism, Self Theory and the Existential Self
Authors: Johnson Ernest L.
Published: December 2011

Self theory is reductionistic: it brackets off “real” reality and leaves it in metaphysical realms. Existentialism views both subjective and external reality as contained in existence. Rogers' theory is deterministic to the extent that it is built on causal constructs. The non‐deterministic, holistic, and teleological assumptions of the existentialists may help strengthen self theories. For example the term existential self would combine self‐as‐doer and self‐as‐object, making such constructs as self‐concept, self structure, individual, and organism unnecessary. The individual's experience or perception would not have to be caused by a self‐definition, but would be for the purpose of something, i.e., his intentions or goals.
An Experimental Study of Faculty Advising
Authors: Rossmann Jack E.
Published: December 2011

This study examined the effect on a group of college freshmen of releasing faculty members from part of their teaching assignment to devote more time to academic advising. 60 men and 60 women were randomly selected from the Macalester College freshman class and were randomly assigned to 6 faculty members, each of whom was released from 1 of the 3 courses he would ordinarily have taught. The remaining 400 freshmen, whose faculty advisers had a full teaching load, were the control group. Data indicated that the students in the experimental group were more likely to discuss course planning, career planning, and study problems with their advisers. There was a slightly higher retention rate among women in the experimental group, and there were significant differences on two scales of the College and University Environment Scales between experimental and control group women. No differences were found between the 2 groups in grade‐point average.
Youth's Dilemma: To Be or To Become
Authors: Williamson E. G.
Published: December 2011

Youth should be engaged in three basic intellectual and moral activities: (a) selecting life purposes, (b) limiting their concern for immediate satisfaction, and (c) striving to become their highest and best potentiality. Teachers and counselors have a responsibility to aid growth in confronting the dilemmas inherent in these problems.
The Counselor and the School as a Social Organization
Authors: Willower Donald J. , Hoy Wayne K. , Eidell Terry L.
Published: December 2011

Role relations in the public school are viewed within the perspective of organization theory; the public school is like the prison and the public mental hospital in that neither client nor organization exercises choice concerning client participation in the organization. Based on previous studies of prisons and mental hospitals and on clues provided in a case study of a junior high school, it was predicted that counselors and principals would be less “custodial” in pupil control ideology than teachers. An instrument that measured pupil control ideology along a custodial‐humanistic continuum was administered to 945 teachers, 181 principals, and 180 counselors. Results confirmed the predictions. Counselor adaptations to ideological conflict concerning pupil control in both the secondary and the elementary school are discussed. It was speculated that adaptations would function to reduce overt conflict and contribute to organizational equilibrium.
Fear of Paternal Competition: A Factor in Vocational Choice
Authors: Malnig Lawrence R.
Published: December 2011

Pressures for achievement begin very early in a child's education. One pressure that can lead to poor vocational choices or even failure is the expectation that the child will surpass his parents. In college this pressure may cause a fear of parental competition which can interfere with academic progress and distort vocational planning. The forms in which this fear may manifest itself are described and illustrated through case histories, and some group procedures that may serve as a partial remedy are discussed.
Factors Associated with the Participation of Women Doctorates in the Labor Force
Authors: Astin Helen S.
Published: December 2011

Participation in the labor force by 1,547 women doctorates of 1957 and 1958 and the factors associated with their career development and commitment were examined. 91 per cent of the women doctorates of 1957 and 1958 are in the labor force at present, and of those, 81 per cent work full time. When a woman doctorate's family responsibilities are greatest, i.e., during the rearing of her pre‐school children, she is not as likely to participate fully in the labor force. However, if the married woman doctorate has demonstrated an early career commitment, she persists likewise later on.
Do We Have a Theory of Vocational Choice?
Authors: Carkhuff Robert R. , Alexik Mae , Anderson Susan
Published: December 2011

A schema for the inductive and deductive functions of theory‐building is imposed upon the formulations and research of Roe, the Michigan group, Tiedeman and O'Hara, Super, and Holland, with these results: none of the dominant approaches satisfy the established criteria of theory‐building. Many of the efforts suffer from their authors' need to continually relate their data to pre‐conceived formulations which do not change with the acquisition of data. For the present, the continuing empirical and longitudinal efforts and the lower‐level generalizations that they produce seem to offer the greatest promise for a comprehensive model of vocational development and choice.
Elementary School Counseling and Peer Relations
Authors: Mayer G. Roy , Kranzler Gerald D. , Matthes William A.
Published: December 2011

It was the purpose of this study to compare the effects of counseling and selected guidance techniques upon 5th and 6th grade elementary school students' peer relationships. Sociometric status and teacher ratings of their students' social skills were selected as criteria. Subjects were selected from students who were in the lower half of their classes in sociometric status and who indicated that they wanted to get along better with their peers. From each of 7 classrooms an equal number of subjects was randomly assigned to each of 3 treatment conditions: (1) counseling, (2) teacher‐guidance, and (3) control. When the treatment conditions were compared, no statistically significant differences were found among them.
Use of Reinforcement Technique with a First Grade Boy
Authors: Kennedy Daniel A. , Thompson Ina
Published: December 2011

A reinforcement technique in counseling was used to modify a first grader's attending behavior. Pre‐ and post‐counseling measurements were made and cumulative records were kept of attending time in counseling sessions and in arithmetic lessons, and a record was kept of completion vs. noncompletion of arithmetic assignments. The assessments made in regard to the arithmetic lessons enabled an investigation of transfer effects from counseling to the academic area. An investigation of transfer effects was also informally made relative to other school situations. Results showed increased attending behavior in counseling and in the classroom, and a marked improvement in completion of assignments, and were interpreted as supporting the use of a behavioral approach in elementary school counseling.
Ranking and Factorial Structure of Occupational Stereotypes Among Jewish Pupils in South Africa
Authors: Morsbach Helmut
Published: December 2011

This study investigated the hierarchical order of occupations by means of 10 evaluative criteria, and established the factorial structure of occupational stereotypes in a group of 82 Jewish pupils in South Africa, who rated 20 occupations on the Semantic Differential. Conclusions are: (a) the rank orders of occupations are highly similar irrespective of ranking criterion; (b) on the whole, professions tended to be ranked most favorably, and manual and unskilled jobs least favorably; and (c) occupational stereotypes were found to fall into four different categories, labeled (1) practical occupations with relatively high status; (2) unattractive occupations (semiskilled); (3) female occupations; and (4) occupations possessing power and influence.
School Counselor Problems: Colorado and Massachusetts
Authors: Nelson Randolph J. , Fredrickson Ronald H.
Published: December 2011

600 randomly selected school counselors in Colorado and Massachusetts were asked to specify questions they would like research to “answer” for them. Questions submitted by the counselors were categorized into the three general headings of role, skill, and information. Questions were also categorized into more specific areas to identify needed research. Differences were noted between Colorado and Massachusetts counselors and implications were made for counselor education programs.
School Counseling—An Outside View
Authors: Lytton Hugh
Published: December 2011

A visitor from England shares his impressions of school counseling in the United States.
Philosophy of Guidance: View from the East
Authors: Dewal Onkar Singh
Published: December 2011

Guidance and counseling have drawn heavily from psychological theories; however, psychological bases alone can not adequately explain the guidance point of view. There is a need for some philosophic bases of guidance. The present paper attempts to review guidance principles and appraisal techniques from a philosophical angle. Metaphysics of guidance reviews the nature of the individual. Epistemology of guidance classifies various appraisal techniques based on the pattern of nyāaya, one of the systems of Indian philosophy.
Negro Self‐Esteem in a Transitional Society
Authors: Williams Robert L. , Byars Harry
Published: December 2011

The focus of the study was on the self‐esteem of Negro adolescents in Southern communities where desegregation of public facilities and schools is occurring. The major emphasis was Negro self‐evaluation in a period of increasing social and academic integration. The Tennessee Self Concept Scale, a standardized Likert‐type instrument, was administered to 134 Negro and 176 Caucasian senior high school students. On 12 of 17 self‐evaluation dimensions the Negro subjects obtained scores significantly below those of whites and on all 17 scales obtained mean scores below the corresponding normative means. Generally, the findings indicated that the Negro students were low in self‐confidence, defensive in their self‐descriptions, confused concerning their self‐identity, and similar in their performance to neurotic and psychotic individuals. Negro students attending integrated schools did not differ significantly from those in segregated settings.
Predictors of Success in High School Level Vocational Education Programs: A Review, 1954–1967
Authors: Prediger Dale J. , Waple Charles C. , Nusbaum Gerald R.
Published: December 2011

Over 1,200 correlations reported in 38 studies appearing in the period 1954–1967 are summarized for 10 predictor categories and 11 vocational program areas. For each predictor‐program combination the distribution of correlations is given along with median correlation (r), total number of students involved, number of correlations located, and an index to the relevant studies. Main trends include (a) substantial variation in results from study to study; (b) differences in level of predictor‐criterion r among vocational areas and between males and females; (c) evidence of differential predictability; and (d) poor performance of dexterity tests.
Selection, Function, and Assessment of Residence Hall Counselors
Authors: Schroeder Pearl , Dowse Eunice
Published: December 2011

Two studies are reported which are concerned with the program of counseling in the women's residence halls of the University of Illinois. The first study demonstrated the inadequacy of the MMPI as a selection instrument for graduate assistants (G.A.'s) serving as residence hall counselors. The second study demonstrated: that students, G.A.'s, head residents, deans, and professional psychologists differ significantly in their definition of the G.A.'s function; that they differ less in defining the attributes of an ideal G.A.; that head residents and students do not differ significantly in their rating of a real G.A.; that the less experienced and the less able students ask more of a G.A. and value her more highly; that the program is functioning well as judged by student endorsement; and that neither the Strong, the Edwards, nor the CPI discriminate between the better and poorer G.A.'s. The data also suggest caution in generalizing results from one institution to another.
A Follow‐Up Study of Spring, 1966, High School Graduates in the State of Utah
Authors: Grant Claude W.
Published: December 2011

This study presents some of the results of a study of youth potential and youth opportunity in the State of Utah. The findings suggest that the immediate post high school plans of high school seniors, when stated during the spring prior to graduation, are relatively accurate indicators of actual post high school activities, but plans stated during the preceding fall are relatively unrealistic; also unrealistic are estimates of years of college attendance by first‐quarter freshmen. The findings also reveal that while practical considerations weigh most heavily in the choice of a college, colleges in Utah have images which likely influence prospective students' choices.
Biographical Items and Factors That Differentiate Rehabilitation Counselor Performance
Authors: Bozarth Jerold D. , Muthard John E. , Miller Leonard A.
Published: December 2011

This article presents the results of an investigation of the relationship of biographical information to the performance of counselors in state rehabilitation (DVR) agencies. The specific purposes of this study were to examine (1) what biographical data items differentiate more successful DVR counselors from less successful DVR counselors, and (2) if factors across biographical items could be found that relate to more successful performance. A series of statistical steps were involved in the analyses including chi‐square, reciprocal average weighting technique, factor analysis, and a multiple regression model. No significant relationship to the criterion of supervisor ratings on overall effectiveness was found using either of two weighting procedures, nor were the responses to items composing the factors associated with the criterion variable. Some implications and limitations of the study were discussed.
Perceptions of a University Environment by Social‐Political Action Leaders
Authors: Jansen David G. , Winborn Bob B.
Published: December 2011

Leaders of campus social‐political action groups were compared with the leaders of four other categories of student leaders on the basis of perceptions of the prevailing campus environmental press as measured by the College and University Environment Scales. Significant differences among the five categories of group leaders were observed on four scales of the inventory. Three of the scales, Community, Awareness, and Scholarship, appeared to differentiate social‐political activists from leaders of other types of campus groups. Significant differences between liberal and conservative leaders of social‐political action groups were also observed on three scales of the CUES and between male and female leaders across all group categories on four scales.
Festinger's Theory of Cognitive Dissonance Applied to School Counseling
Authors: Mayer G. Roy , Cody John J.
Published: December 2011

Aspects of Festinger's theory of cognitive dissonance were partially integrated with a Rogerian type of orientation to school counseling. Festinger's term “dissonance” was presented as complementary to Rogers' term “incongruence.” A number of counselor activities were derived from the two complementary orientations which, if employed, would seem to enhance the probability of a self‐directed change occurring within the student. These included such activities as the school counselor attempting to: (a) provide an accepting non‐threatening atmosphere; (b) assist students or counselees in developing sufficient dissonance; (c) have his counselees inform significant others (teachers, parents, or peers) of the outcomes or decisions they arrived at during the counseling process (public commitment).
Adolescent Social Structure and Drinking Behavior
Authors: Riester Albert E. , Zucker Robert A.
Published: December 2011

The study examines adolescent drinking customs in the context of the informal social structure of the high school. Teenage drinking behavior was also examined in relationship to demographic variables and parental use of alcoholic beverages. The study identified a mosaic adolescent society consisting of eight informal social status subgroups with contrasting and often hostile values, attitudes, and leisure‐time patterns. A highly significant (p < .001) relationship was found between the students' subgroup membership and drinking category. Parental alcohol use also was related to teenagers' use (p < .001), and interesting variations were identified when teenage drinking behavior was studied in relationship to demographic factors.
Interaction Effect of Extrinsic Rewards and Socioeconomic Strata
Authors: Higgins Martin J. , Archer N. Sidney
Published: December 2011

In an attempt to account for the poor test performance of lower‐SES children, two conflicting theories were examined: (a) the early damage theory holds that lower‐SES children have undergone such early and intensive deprivation that they cannot perform in testing situations; (b) the alienation theory contends that the public schools are middle‐class institutions with middle‐class intrinsic rewards which do not motivate lower‐SES children. When faced with the testing situation the children choose not to perform. In order to test these theories, upper‐ and lower‐SES students (N = 250) were randomly assigned to extrinsic and conventional reward conditions. The multivariate analysis of co‐variance techniques indicated a significant (.01 level) improvement in the test performance of lower‐SES children when extrinsic (money, food) rewards, as well as conventional rewards, are offered. Extrinsic rewards did not significantly improve the test performance of upper‐SES children.
Differences Between Adolescents Who Seek Counseling and Those Who Do Not
Authors: Tseng Michael , Thompson Donald L.
Published: December 2011

It was hypothesized that students who seek counseling for occupational and educational planning would differ from those who do not seek counseling in terms of socioeconomic background, certain personality variables, vocational development, and relations with parents. A battery of tests and a questionnaire were given to 245 male students from McDowell County, West Virginia. Of this group, 93 had received counseling (designated as group C) and 152 had not received counseling (designated as group NC). Group C showed a higher socioeconomic background, more n Achievement, and more certainty in vocational planning. The two groups did not differ significantly in occupational aspiration, perception of occupational prestige, self‐esteem, fear of failure, relations with parents, and certainty in educational planning.
A Question of Counselor Function and Responsibility
Authors: Arbuckle Dugald S.
Published: December 2011

This paper examines the concepts and attitudes of school administrators regarding the functions and responsibilities of school counselors. The implications of the differences in attitudes between counselors and administrators are discussed. Evidence is presented which suggests the possibility that differences may be due to counselor and administrator personalities. The need for the school administrators to be educated by counselors is stressed, and an example is given of a current concept of counselor responsibility.
Released Time for Faculty Advising: The Impact upon Freshmen
Authors: Rossmann Jack E.
Published: December 2011

During the academic years 1964‐65 and 1965‐66, six Macalester College faculty members were given released time to devote to academic advising. One hundred‐twenty “experimental group” freshmen were randomly selected from the classes entering Macalester in the fall of 1964 and 1965 and were assigned (10 men and 10 women) to each adviser. The remaining freshmen in each class comprised the “control group” and were assigned to advisers with full teaching loads. Data collected in the spring of 1966 indicated that the students in the experimental group were more satisfied with their faculty advisers, but there were no significant differences between the two groups on: (a) rate of retention; (b) grade point average; (c) level of aspiration; (d) satisfaction with college; (e) perception of the campus.
The Authority Controversy and Today's Student
Authors: Wrenn Robert L.
Published: December 2011

College and high school personnel workers sometimes nurture irrational thoughts concerning the motives of students, particularly those motives that appear to question the authority of the establishment Student‐administration conflicts noted in history indicate close resemblance in kind to the Berkeley riots. Empirical descriptions of student activists and of the expectations of “normal” students reveal that there are conditions within the college experience that deserve closer scrutiny. Parents and college officials are often concerned about different moral issues than are the students. The student, in turn, often feels more a means in the educational process than an end. Future trends in personnel administration are suggested as a partial remedy.
Measuring the Mystique
Authors: Bott Margaret M.
Published: December 2011

A sample of 517 freshman women at a large state university was studied in order to learn whether differences might be discerned on the basis of rank on the SVIB Masculinity‐Femininity (MF) Scale. This scale divided the sample so that 30 per cent ranked high, 55 per cent average, and 15 per cent low in MF. No differences were found among the three groups in college of enrollment, reason for finishing college, most important factor in choosing an occupation, or parental expectation of educational level. On the California Psychological Inventory scores, subjects in the high MF group scored high in Dominance, Capacity for Status, Sociability, and Femininity. The average MF group, as compared with the low MF group, tested high in Good Impression and Femininity and low in Psychological Mindedness and Responsibility. The high MF group scored higher on the CPI Femininity scale than did the low MF group.
The Woman Veterinarian
Authors: Giuliani Betty , Centra John A.
Published: December 2011

This study was undertaken to determine the professional practice patterns of Michigan State University graduates in Veterinary Medicine and the factors that influenced their choice of profession and satisfaction with the field, so that similarities and differences of men and women practitioners could be compared. None of the 21 accredited schools of veterinary medicine has conducted a study of this kind. The career patterns of women were characterized by interruptions, lower salaries, and participation in only a few of the specialties within the profession, the latter interpreted as an attempt to reduce professional role‐sex role conflict. In spite of the limitations and conflicts encountered by women, they are deeply committed to the profession and claim a great deal of satisfaction from their work.
Validity of USES Aptitude Test Batteries for Predicting MDTA Training Success
Authors: Droege Robert C.
Published: December 2011

As a result of the continuing Federal‐State cooperative test research program in the Employment Service, aptitude test batteries for a large number of specific occupations have been developed. These test batteries are in daily use by Employment Service counselors of candidates for training programs established under the Manpower Development and Training Act (MDTA) of 1962. To what extent are these test batteries predictive of success of enrollees in MDTA courses? This article summarizes the available evidence on this question, based on data for 875 MDTA trainees in 12 courses. In 10 of the 12 samples the operational test norms showed significant cross validity.
Case Study: A Research Approach to Establishing Pupil Services
Authors: Perrone Philip A. , Gilbertson Carlyle W.
Published: December 2011

This study was conducted to determine the pupil personnel and related services for 60,000 pupils in 17 public school districts and 13 private school systems in a 500 square mile area in west central Wisconsin. 87 per cent of the teachers in these school districts identified pupils who would have a better learning experience within the classroom if the pupil were better understood. A description of behavior which puzzled the teacher plus the pupil's anecdotal record for a stratified, by grade level, random sample of 10 per cent of the pupils identified were reviewed by 10 pupil personnel, educational, and health specialists for their diagnosis and recommendations. These recommendations were in turn reviewed by 5 specialists in pupil personnel services and administrative procedure who recommended a prototype model of services. The major recommendation was a team approach essentially utilizing case study methodology.
Description and Prediction of Diversity Among Junior Colleges
Authors: Hoyt Donald P.
Published: December 2011

Diversity in student characteristics at 79 junior colleges was examined. An attempt was made to predict each of 22 student characteristics on the basis of factor scores developed by Richards, Rand, and Rand from published information. Freshmen at the 79 junior colleges were shown to differ widely from each other in level of academic input, major goals in attending college, plans and aspirations, features that made the college attractive to them, degree of influence exerted by others, and significant out‐of‐class achievements. Most of these differences were related to one or more of the factor scores, but the multiple correlations were too low to permit the substitution of one set of data for the other without a significant loss in accuracy. Implications for characterizing junior colleges, for the naming of factor scores, and for junior college research are discussed.
Social Status and Prestige in the Selection of a Program of Study in the Community‐Junior College
Authors: Blocker Clyde E. , Anthony Donald M.
Published: December 2011

This study examines the relative emphasis placed upon social status and prestige in the selection of an occupation and program of study by students in the community‐junior college. The following results were noted: (1) Students enrolled in college transfer programs stressed prestige in the selection of an occupation to a greater extent than did those in technical and semi‐professional programs. (2) When the students in the sample were grouped according to occupational aspiration level, a positive correlation was found to exist between occupational aspiration level and prestige emphasis. (3) No significant relationship was found to exist between the social status of students and prestige emphasis in the selection of an occupation.
The Predictive Value of a Student's Choice of Vocation
Authors: Holland John L. , Lutz Sandra W.
Published: December 2011

Using large samples of college students, this study compares the forecasting value of a student's initial report of his vocational choice with the Vocational Preference Inventory. Student vocational choices were categorized according to a 6‐category classification scheme for men and an 8‐category scheme for women. The relationships between initial and final vocational choices, and between VPI high‐point codes and final vocational choices over 8‐ and 12‐month intervals, were examined. The results indicate that the predictive efficiency of a student's expressed choice is about twice that of the Vocational Preference Inventory. The results suggest that researchers and counselors should make greater use of a person's expressed choices and that interest inventories should be used with more discrimination. Implications for future research and practice are discussed.
Is the Counselor a Woman?
Authors: McClain Edwin W.
Published: December 2011

The 16 PF was administered to 75 male and 43 female high school counselors to determine whether they manifested the femininity (loving receptivity) and the masculinity (potency) that have been said to be important to the counseling role. The men differed significantly from male norms in the feminine direction on warmth, tender‐mindedness, and trust. They deviated significantly in the direction of potency on brightness, ego strength, adequacy, and tranquility, but away from potency on caution and group‐dependency. The women differed significantly from female norms in the feminine direction only on trust, but in the masculine direction on assertiveness, venturesomeness, and practicality. They deviated significantly in the direction of personal strength on brightness, ego strength, superego strength, adequacy, experimentation, and tranquility.
Semantic Barriers in Counseling
Authors: Johnson Richard W. , Cade Eldon M.
Published: December 2011

The interpretations of certain critical terms or concepts frequently occurring in counseling interviews were compared by means of the semantic differential technique for NDEA Counseling and Guidance Institute members and high school boys and girls. 11 of 30 F tests were significant. Counselors generally rated those concepts reflecting adult values or planning for the future (e.g., parents, counseling, studying, aptitude test) as more valuable and more active than did students. The activity dimension proved to be most sensitive in differentiating between the “sets” of the counselors and students. Counselors, possibly because of greater involvement, consistently perceived more activity in the various concepts than did students. Limitations of the study and suggestions for future research are noted.
Content Analysis of Counselor and Teacher Responses
Authors: Zimmer Jules M.
Published: December 2011

The findings of this report were based on content analysis of written responses made by experienced and inexperienced counselors, and experienced and inexperienced teachers. Responses of the 4 groups were elicited with an instrument containing 4 open‐end questions, administered after viewing a film. The written responses were coded in 8 categories. An estimate of reliability was determined for the coding in 5 of the categories and found to be uniformly high. Ratios were computed for the written responses of each respondent in the eight categories. The data were treated to determine the significance of differences between the four groups. Counselors were found to use a style that is ambiguous and characterized by more sophisticated vocabulary.
Aspirations for College
Authors: Sandeen C. Arthur
Published: December 2011

This study was conducted in an attempt to assess accurately the aspirations for college among a sample of male secondary school students over a 4‐year period. 3 groups were identified—one composed of students who aspired to college and to occupations typically requiring a college degree, one composed of those not aspiring to college, and the other composed of students who indicated a disparity between their educational and occupational aspirations. These groups were investigated for differences in self‐concept of ability, perceived parental evaluation, social class, and grade‐point average. It was hypothesized that the college aspirers would be significantly higher than those not aspiring to college and the disparity group on each of the four variables. The results indicated that the hypotheses were tenable at each grade level from 7 to 10.