bluuebunny/crossref_metadata_2025 huggingface dataset:
Education: An Exchange of Ideas Among Three Humanistic Psychologists
Authors: Ryan Ellen R. , Hawkins Michele J. , Russell Robert
Published: December 2011

The following dialogue is a fantasized version of a discussion among the participants of this study (C. Rogers, V. Frankl, A. Maslow), led by a philosopher from the field of health education, Delbert Obertueffer. Because three of these scholars are already deceased it was necessary to bring them together by way of the imagination. All of the statements made by characters in the dialogue are either direct quotes from their writings or phrases we wrote that express their basic philosophy. The direct quotes have citations, while the phrases we have created seem “on their own.” Furthermore, we have taken the liberty to impose nonsexist language where the meaning of original text is not altered. We hope that by reviewing the writings of these great leaders, we can emphasize aspects to be applied to education today.
Beyond 40: Past Presidents' Perceptions
Authors: Sheeley Vernon Lee
Published: December 2011

In recognition of the Association for Humanistic Education and Development's 40th anniversary as a division of ACA, 11 past presidents prepared vision statements to help the leaders and members decide future courses of action and direction.
Children's Rights in America: The Needs and the Actions
Authors: Turgi Paul A.
Published: December 2011

This article addresses children's rights issues and discusses a child's developmental needs, a child's status as property, a child's right to the fulfillment of those needs, national advocacy to establish those rights, a related body of international law, and the Association for Humanistic Education and Development (AHEAD) and the American Counseling Association (ACA) leadership involvement.
Children's Rights in a Pluralistic Society
Authors: Ibrahim Farah A.
Published: December 2011

The status of children's rights and the demographic changes occurring in the United States are explored. The article highlights how U.S. culture is becoming increasingly pluralistic and considers how service providers from school, health, social welfare agencies, and the courts can provide effective, ethical services and protect the rights of children.
Children's Rights Regarding Physical Abuse
Authors: Saidla Debie D.
Published: December 2011

Children's rights are an important arena in the struggle for human dignity. A flagrant violation of the rights of the child occurs when he or she is abused by a parent or caretaker. This article explains children's rights with regard to physical abuse, outlines various definitions of abuse, and discusses the incidence and consequences of child abuse. Prescriptions for action are offered.
The Right to Human Decency in Education
Authors: Aspy David
Published: December 2011

Every human being has a right to be treated decently. At present, students in America's schools are not given conditions that meet the criteria of human decency. This situation should be corrected immediately because it violates human rights and mitigates against human fulfillment.
A Developmental Concept of Dying in a Child's Life
Authors: Glazer Hilda R. , Landreth Garry L.
Published: December 2011

The concept of dying as a developmental stage in the life of terminally ill children is presented as a normal developmental process in which the child focuses on appreciating and prizing the moment, rather than preparing for something yet to come.
On the Death of a Father
Authors: Colley Sanford
Published: December 2011

The death of a parent can occur in many ways, and the reaction to that death can vary as much as the myriad relationships individuals have with their parents. The author describes a person's reaction to the death of a father.
Personal and Professional Endings
Authors: Hulse‐Killacky Diana
Published: December 2011

The author describes an event shared with her family prior to her father's death. Lessons learned, which have clarified her feelings about endings and which may be useful to counselors who grapple with the complexity of endings in their personal and professional lives are discussed.
An Investigation of At‐Risk Students' Reasons for Staying in School
Authors: Downing Hunter , LoVette Otis , Emerson Peter
Published: December 2011

High school seniors from 13 schools in a suburban Southern community responded to a questionnaire concerning reasons that they stayed in school, rather than dropping out. Results suggest that school personnel demonstrated specific behaviors that were condusive to keeping potential dropouts in school.
Being a Counselor
Authors: Stanard Rebecca , Conkey Valeria
Published: December 2011

This article is a reaction to the preceding article titled “Counseling Endorphins.” The authors explore the phenomenon of the counseling “high” from their experience and question the relevance of research into a biochemical basis for that “high.”
Implementing the Americans with Disabilities Act
Authors: Kalivoda Karen S. , Higbee Jeanne L.
Published: December 2011

The Americans with Disabilities Act (ADA; 1990) mandates equal access to individuals with disabilities in both public and private institutions of higher education. One result is that students with disabilities are pursuing higher levels of education in increasing numbers. The purpose of this article is to offer practical information to assist in implementing some of ADA's basic regulations.
Husbands' and Wives' Views of the Communication in Their Marriages
Authors: Houck Jean Wilson , Daniel Richard W.
Published: December 2011

The study compared the views of husbands and wives toward their day‐to‐day communication practices. Wives tended to report less communication or rate the communication lower than their husbands, but both husbands and wives were generally satisfied with the communication in their marriages.
A Matter of Choice: Families in the '90s
Authors: Thayer Louis
Published: December 2011

What are the choices that we, as individuals and as a society, have to consider in supporting and nurturing families? Based on a personal story, this and other questions are posed for individuals, families, and society.
Homeless Children in the Schools: Educational Considerations
Authors: Stormont‐Spurgin Melissa , de Reus Lee Ann
Published: December 2011

The educational needs of homeless children are important to address in the schools. This article provides a foundation for counselors to ensure that homeless children's needs are being attended to through (a) defining homelessness and the consequences of homelessness for children, and (b) describing pragmatic means for interventions.
Humanistic Interventions for Homeless Students: Identifying and Reducing Barriers to Their Personal Development
Authors: Daniels Judy
Published: December 2011

This article addresses the effect of homelessness on school‐age youngsters. A discussion of specific counseling intervention strategies are provided to help schools become more responsive to the needs of this at‐risk group of youngsters.
Shyness and Self‐Esteem in Early Childhood
Authors: Kemple Kristen M.
Published: December 2011

Relationships were examined between measures of shyness and self‐esteem for 53 preschool children. Shyness was negatively related to a self‐esteem rating and to a measure of the child's expectations of self‐efficacy in performing motor tasks. Continued attention to early shyness in empirical, theoretical, and practical work is suggested.
Humor in Counseling: Using a Natural Resource
Authors: Gladding Samuel T.
Published: December 2011

Humor naturally occurs in some counseling situations. The author discusses the rationale and advantages of using humor in counseling as well as cautions and limitations associated with it.
Vital Moments
Authors: Goud Nelson H.
Published: December 2011

Vital moments are brief, total absorption experiences that are life enhancing. These sudden and often unpredictable moments have great potential to be life validating, insight bearing, and therapeutic. This article discusses three kinds of vital moments: peak and ecstatic experiences, psychological epiphanies, and wonder.
Recognizing and Addressing Gender Issues in the Classroom
Authors: Cowher Salene J.
Published: December 2011

This article describes the impact of gender socialization on the classroom. Specific gender dynamics, such as class participation and expression of anxiety, are discussed, as well as methods for enhancing gender awareness in the classroom.
School Counselors, Teachers, and the Culturally Compatible Classroom: Partnerships in Multicultural Education
Authors: Herring Roger D. , White Leticia M.
Published: December 2011

School counselors need to advise their teaching colleagues on incorporating diversity within classrooms. This discussion includes various ways counselors can advise and introduce strategies to teachers that will avoid inappropriate pedagogical habits regarding ethnicity, class, gender, and disabling challenges. Such partnerships will ensure the reality of culturally compatible classrooms.
Expectations Revisited: Implications for Teachers and Counselors and Questions for Self‐Assessment
Authors: Hamachek Don
Published: December 2011

This article reviews research related to the psychodynamics of induced and natural expectations, how these expectations are communicated, their relationship to students' self‐concepts and subsequent achievement, and their implications for teachers and counselors. The research base is used to develop a set of questions that school personnel can use for reflection and self‐examination regarding the kind of expectations they communicate.
A Certain Peace
Authors: Mazza Nicholas
Published: December 2011

This story depicts a child's use of writing to cope with loss. This story can be used in educational and therapeutic capacities.
When a Colleague Is Impaired: The Individual Counselor's Response
Authors: Herlihy Barbara
Published: December 2011

Few situations are more distressing for professional counselors than to know or suspect that a colleague is practicing while being impaired. This article suggests appropriate steps that an individual counselor might take to help an impaired colleague, using as a guide, the ethical decision‐making model developed by the American Counseling Association Ethics Committee. Two scenarios are presented to illustrate how the model might be applied.
Programmatic Interventions and Treatment of Impaired Professionals
Authors: Olsheski Jerry , Leech Linda L.
Published: December 2011

This article explores programmatic approaches for identifying and treating impaired professional counselors through a review of models found in professional counseling, psychology, social work, and medical professions. The authors apply these models to a case study and suggest steps for a renewed effort to systemically address the issue of impairment.
Cultural Sensitivity for Counselors: Our Challenge for the Twenty‐First Century
Authors: Brinson Jesse Aaron
Published: December 2011

The author discusses the importance of cultural sensitivity when counseling members of racial and ethnic minorities, focusing primarily on racial identity development and worldviews. Questions are provided for consideration when examining one's degree of cultural sensitivity.
Reflection by the Riverside: The Traditional Education of Native American Children
Authors: Garrett Michael Tlanusta
Published: December 2011

This article explores Native American concepts and meanings surrounding the relationship between elders and children, leadership, the meaning of family, spirituality expressed through harmony and balance, the significance of animals, and the Eagle Feather as a sacred symbol in the traditional education of Native American children. The process of traditional education is presented as an alternative educational perspective and approach based on certain universal humanistic values and philosophies.
A Review of Multicultural Counseling
Authors: Morris Joseph R. , Robinson Dianne T.
Published: December 2011

This article explores the salient theoretical ideas and practical applications surrounding issues regarding diversity, including certain assumptions related to the Western worldview or the accepted frame of reference in American counseling. Western assumptions are contrasted with various divergent cultural perspectives, current training concerns are noted, and implications for counselor educators are provided.
The Humanism of Rational Emotive Behavior Therapy and Other Cognitive Behavior Therapies
Authors: Ellis Albert
Published: December 2011

Rational emotive behavior therapy (REBT) is one of the main humanistic psychotherapies. It shows how people, in an all‐too‐human manner, create a large part of their emotional disturbances and also have the ability to uncreate them. It is a theory of personality and of therapy that emphasizes emotional health and self‐actualization for individuals and for the social group in which they choose to live. It avoids devotion to any kind of magic and supernaturalism. It especially emphasizes unconditional self‐acceptance (USA), antiabsolutism, uncertainty, and human fallibility, and tries to combine scientific flexibility and rigor with an existentialist‐humanist approach. This article is adapted from Ellis (1994b), and Ellis (1972a).
How to Think About the “Deadbeat Dad” Problem
Authors: Presbury Jack H. , Benson A. Jerry , McKee John E. , Fitch Jon , Fitch Sherri
Published: December 2011

The term “deadbeat dads” has become a pejorative description for separated and divorced fathers who withdraw emotional and financial support from their children. The problem is epidemic. Solutions such as “Wanted” posters and other coercive tactics designed to get fathers to pay up have focused on first‐order change of “deadbeat” behavior. This article investigates the second‐order operational rules that seem to maintain deadbeat behavior: those assumptions and laws which disenfranchise fathers and which appear to exacerbate the problem of father‐absence. Counselors must understand all levels of operational rules and change to effectively intervene with families.
Identity Formation and Self‐Esteem Issues in the Male Transvestite: A Humanistic Perspective
Authors: Bordan Terry , De Ricco Marc
Published: December 2011

This article explores identity formation issues associated with low self‐esteem in the transvestite population. The Coopersmith Self‐Esteem Inventory (SEI) showed significantly higher self‐esteem for non‐cross‐dressers than for cross‐dressers. This probative study focuses on relevant counseling issues when working with the transvestite population, and proposes a more humanistic and non‐pathological perspective on cross‐dressing.
Using Metaphors to Soften Resistance in Chemically Dependent Clients
Authors: James Michael D. , Hazler Richard J.
Published: December 2011

The purpose and practical use of metaphors for bypassing client resistance and presenting new ways to visualize problems in twelve step recovery models are presented. Metaphors for substance abuse examples are presented to encourage and assist counselors in the development of their own creative use of metaphors with these and other clients.

“A spoon full of sugar helps the medicine go down, in a most delightful way.” (Mary Poppins, 1964)
A Multicultural Study of University Students' Knowledge of and Attitudes Toward Homosexuality
Authors: Kim Bryan S. K. , D'Andrea Michael J. , Sahu Poonam K. , Gaughen Kiaka J. S.
Published: December 2011

This study investigated whether or not a relationship exists between university students' knowledge of and attitudes toward homosexuality. The researchers report significant results and discuss the implications of their findings for educational and counseling practice.
Developing New University Faculty Through Mentoring
Authors: Pierce Gloria
Published: December 2011

This article describes the humanistically oriented faculty development program at a public teaching university that introduces new faculty to the principles of a democratic, nurturing pedagogy. The major components—a group experience and a mentor relationship with a senior professor—benefit faculty who participate directly and the university community as a whole.
Three Variations on a Theme: The Power of Pure Empathy
Authors: Kottler Jeffrey A. , Montgomery Marilyn J. , Marbley Aretha Faye
Published: December 2011

With the counseling profession's increased emphasis on developing brief therapies, applying innovative techniques, and measuring outcomes, helping someone feel understood is sometimes neglected. Three narratives by humanistic practitioners illustrate the value of pure empathy in our work with clients, students, and others in our diverse communities.
Toward Effective Advocacy for Humanistic Values
Authors: Aspy David N. , Aspy Cheryl B.
Published: December 2011

There is a vigorous, national values debate in America today because of the general sense that the nation's moral standards are in decline. Historically, humanistically oriented counselors such as Abraham Maslow and Carl Rogers have contributed to the values discussions. This article provides a conceptual framework for humanistic counselors of today who wish to enter the values dialogue.
The Media and Megan's Law: Is Community Notification the Answer?
Authors: Jones Karyn Dayle
Published: December 2011

The media's focus on sexual abuse and Megan's Law, formally known as “Violent Crime Control and Law Enforcement, Crimes Against Children” (1996) has influenced public opinion, policy, and legislation and has implications for counselors' basic philosophical stance of humanism as it relates to sex offenders. The purpose of this article is to address the implications of the media and Megan's Law on humanistic counselors.
Ericksonian Approaches to Counseling: Toward an Assimilated Paradigm of Practice for the Twenty‐First Century
Authors: Jenkins Todd D. , Forrest Alan W.
Published: December 2011

A rationale for integrating Ericksonian therapy into mental health counseling is introduced. A framework for including such Ericksonian interventions as multilevel communication, refraining resistance, and use of flow and transformation of perceptions in mental health counseling is presented.
Rites and Rituals in Counselor Education
Authors: McKee J. Edson , Smith Laura Williams , Hayes B. Grant , Stewart Anne , Echterling Lennis G.
Published: December 2011

In their quest to upgrade technologies, improve training techniques, and pursue innovations, counselor educators may be ignoring the power of traditions. This article illustrates how 5 rites and rituals enrich the training experience, strengthen the sense of continuity and community, support diversity, and offer affirmation of growth.
Male Archetypes as Resources for Homosexual Identity Development in Gay Men
Authors: McFarland William P. , McMahon Timothy R.
Published: December 2011

The male archetypes of King, Lover, Magician, and Warrior provide important and timeless insights into mature masculine qualities. Homosexual identity development models describe tasks that confront gay men as they move through the identity development process. In this article, the authors propose that by understanding the metaphor of male archetypes, gay men will discover internal resources that they can use to achieve a positive gay identity.
Jung and Theories of Gender Development
Authors: Rybak Christopher J. , Russell‐Chapin Lori A. , Moser Mildred E.
Published: December 2011

Jungian gender development theory affords a flexible lens through which to view the individuation process as it is influenced by gender issues. Variations of this gender‐influenced individuation process are described. Counseling implications and applications are discussed.
Dynamics of Self‐Understanding and Self‐Knowledge: Acquisition, Advantages, and Relation to Emotional Intelligence
Authors: Hamachek Don
Published: December 2011

The author examines what it means to have self‐knowledge and self‐understanding, explores ways to acquire this intrapsychic intelligence, considers personal growth gains that may accrue from its acquisition, and explores relationships between intellectual intelligence and the emotional intelligence that can grow from increased self‐knowledge and self‐understanding.
A Case for Character Education
Authors: Hayes B. Grant , Hagedorn W. Bryce
Published: December 2011

It is not the brains that matter most, hut that which guides them—character, the heart, generous qualities, progressive ideas.
Protecting and Counseling Gay and Lesbian Students
Authors: CALLAHAN CONNIE J.
Published: December 2011

Gay and lesbian youth are at risk of school failure, suicide, and serious life problems. They are harassed at school and need counselors who will understand and work with them. Court cases demonstrate the liability of schools to protect gay and lesbian students from harassment. Practical counseling strategies for gay and lesbian students are recommended.
Teaching “Outside the Box”: Incorporating Queer Theory in Counselor Education
Authors: CARROLL LYNNE , GILROY PAULA J.
Published: December 2011

In response to the documented incidences of homophobia in practitioners, the authors advocate a more radicalized approach to counselor training titled Queer Theory. This approach forces individuals to rethink binary categories of “heterosexual,” “homosexual,” “male,” and “female,” and to accommodate the view of sexual orientation as multidetermined with diverse manifestations.
Adapting the Ethnocultural Assessment to Gay and Lesbian Clients: The Sexual Orientation Enculturation Assessment
Authors: MATTHEWS CONNIE R. , BIESCHKE KATHLEEN J.
Published: December 2011

This article applies the concept of the Ethnocultural Assessment (L. Comas‐Diaz & F. M. Jacobsen, 1987; F. M. Jacobsen, 1988) to the area of sexual orientation. It offers a model for assessing how gay and lesbian clients have integrated their sexual orientation into their lives, a means for counselors to assess their own status with respect to working with this population, and a useful tool for training graduate students.
Penelope's Loom: A Metaphor of Women's Development at Midlife
Authors: CLARK SUSAN H. , SCHWIEBERT VALERIE L.
Published: December 2011

Literature concerning women's development at midlife is reviewed. Attention is given to the tendency to focus on women's reproductive roles and to frame psychosocial development in relationship to reproductive status. Such deterministic approaches are entwined with heterosexist bias. The loom of Penelope is proposed as a metaphor of women's development at midlife.
White Mothers of Non‐White Children
Authors: ROBINSON TRACY L.
Published: December 2011

Results of 9 qualitative interviews with White (Pakeha) mothers of non‐White children in New Zealand are provided as are excerpts from personal narratives of biracial persons. J. E. Helms's (1995) White Racial Identity and W. S. C. Poston's (1990) Biracial Identity models are presented for theoretical insight. Implications for counseling are provided.
Debunking the Pocahontas Paradox: The Need for a Humanistic Perspective
Authors: PORTMAN TARRELL AWE AGAHE , HERRING ROGER D.
Published: December 2011

Historical and contemporary stereotypes of Native American Indian women have resulted in inaccurate and insensitive images. Mass media, movies, and printed materials continue to portray Native American Indian women as either princesses or savages. The purpose of this article is to provide a more humanistic perspective of this population.
A Visual Encapsulation of Adlerian Theory: A Tool for Teaching and Learning
Authors: OSBORN CYNTHIA J.
Published: December 2011

A visual diagram is presented in this article to illustrate 6 key concepts of Adlerian theory discussed in corresponding narrative format. It is proposed that in an age of multimedia learning, a pictorial reference can enhance the teaching and learning of Adlerian theory, representing a commitment to humanistic education.
The Impact of Learning About Child Abuse Trauma
Authors: JONES KARYN DAYLE
Published: December 2011

Many counselors attend graduate courses and seminars on the treatment of child abuse and neglect. Educators and trainers need to focus on the feelings and reactions elicited from exposure to the content of these courses. This article provides information on the impact of learning about the trauma of child abuse.
The Engagement Model for Effective Academic Advising With Undergraduate College Students and Student Organizations
Authors: DYARBROUGH DAVI
Published: December 2011

This article introduces and discusses the efficacy of an engagement approach to undergraduate college student academic advising. The Engagement Model for Academic Advising involves relationship building between the student‐advisee and the professor‐mentor to enhance student self‐efficacy for completing the degree requirements.
Empowering Peers to Prevent Youth Violence
Authors: HAZLER RICHARD J. , CARNEY JOLYNN V.
Published: December 2011

An examination of peer‐on‐peer abuse (e.g., bullying, harassment) and peer‐on‐self abuse (e.g., suicide, self‐mutilation) prevention programs identified more effective ways to involve youth in similar programs. Stronger programs emphasized youth empowerment through active roles in program development and reaching out with understanding and support to peers and adults.
The Occurrence of Behaviors Associated With Sixteen Character Values
Authors: BULACH CLETUS R. , BUTLER JUDY D.
Published: December 2011

The authors describe a process for measuring behaviors associated with 16 character values. Using the process described in the article, school officials and counselors can determine character values to target and can determine from scores generated by the instrument if their efforts have resulted in improved behaviors associated with the targeted character values.
An Assessment of Resources for Counselor Coping and Recovery in the Aftermath of Client Suicide
Authors: McADAMS CHARLES R. , FOSTER VICTORIA A.
Published: December 2011

The authors report on interviews with counselors who had faced the crisis of client suicide about accessibility and utility of resources for coping and recovery. All identified resources were rated as potentially useful, but their utility was sometimes impaired by limited access. Recommendations for promoting recovery from client suicide are presented.
REACH Beyond Tolerance: A Framework for Teaching Children Empathy and Responsibility
Authors: HOLLINGSWORTH LISA A. , DIDELOT MARY J. , SMITH JUDITH O.
Published: December 2011

The authors describe the REACH Beyond Tolerance program, a schoolwide model for teaching children tolerance, and they argue that most current school curricula do not prepare students to operate effectively within an ethnically and culturally diverse world (J. A. Banks, 1997; D. Gollnick & P. Chinn, 1998).
Enhancing Development in 1st‐Year College Student Success Courses: A Holistic Approach
Authors: CHOATE LAURA HENSLEY , SMITH SONDRA L.
Published: December 2011

The authors present a rationale for infusing a wellness model into the curriculum design of 1st‐year college student success courses. The Wheel of Wellness model (J. E. Myers, T. J. Sweeney, & J. M. Witmer, 2000) is proposed as a framework for addressing student needs in a holistic manner.
Exploring the Process of Creative Supervision: Initial Findings Regarding the Regenerative Model
Authors: NESWALD‐McCALIP RHONDA , SATHER JEROME , STRATI JENNIFER VIGIL , DINEEN JULIA
Published: December 2011

This study explored “creative supervision” using qualitative methods of data collection and analysis. Findings include a new model of counselor supervision. Rather than resting on a developmental notion of supervision goals, the Regenerative model empowers students to identify their own learning needs by integrating expressive arts activities within the supervision process.
Reconceptualizing Self‐Esteem: Implications of Kegan's Constructive‐Developmental Model for School Counselors
Authors: DUYS DAVID K. , HOBSON SUZANNE M.
Published: December 2011

This article introduces school counselors to a developmental theory that may assist them in their conceptualization of students' self‐esteem. Components of R. Kegan's (1982) constructive‐developmental model that are relevant for K‐12 school counselors are reviewed. Case studies of and implications for counseling interventions are presented.
Creating and Teaching a Course in Ecotherapy: We Went to the Woods
Authors: DAVIS KEITH M. , ATKINS SALLY S.
Published: December 2011

The authors describe the creation and implementation of a graduate‐level counseling course in ecotherapy. Specifically, the rationale for the course, the selection of students, and course content and activities are outlined.
Facilitating the Identity Development of Counseling Graduate Students as Researchers
Authors: BENISHEK LOIS A. , CHESSLER MARCY
Published: December 2011

Despite concerted efforts to modify research training environments to facilitate interest in research, graduate students in applied areas of counseling publish at low rates. This article discusses 2 identity development theories and provides suggestions for how these theories can be used by counseling‐related programs to foster students' development as potential researchers.
The Use of Multifactor Test Batteries in Guidance
Authors: SUPER DONALD E.
Published: December 2011

Following Dr. Super's discussion of the nature and purposes of multifactor tests, we will publish in subsequent issues articles on each of the following multifactor tests: Differential Aptitude Tests by George K. Bennett, Alexander G. Wesman, and Harold Seashore; General Aptitude Test Battery by Beatrice J. Dvorak; Guilford‐Zimmerman Aptitude Survey by James P. Guilford; Unifactor Tests by Norman A. Crowder; Primary Mental Ability Tests by Thelma Gwynn Thurstone; Factored Aptitude Series by Joseph E. King; Multiple Aptitude Test by David Segel; and the Flanagan Aptitude Classification Test by John C. Flanagan.—Ed.
THE FACULTY IS HUMAN, TOO
Authors: DARLEY JOHN G.
Published: December 2011

The points made in the following address concerning the relationship between student personnel workers and faculty at the university level are of pertinence also in the secondary school. Dean Darley agreed with this suggestion and regretted lack of time to develop this issue in the body of the article. ‐Ed.
Job Satisfaction Researches of 1955
Authors: ROBINSON H. ALAN
Published: December 2011

This is the fourteenth in a series. It covers reports published in 1955, plus earlier reports which have just come to the attention of the author. Earlier summaries will be found in Job Satisfaction by Robert Hoppock (Harper & Bros., 1935) and in the following issues of Occupations: April, 1938; October, 1940; February, 1943; April, 1945; April, 1948; December, 1948; December, 1949; October, 1950; May, 1951; May, 1952. The most recent summaries will be found in the September, 1953, September, 1954, and May, 1955 issues of The Personnel and Guidance Journal. Readers are invited to notify the author of researches appropriate for review in future articles.
BASIC APPROACHES TO MENTAL HEALTH: AN INTRODUCTION
Authors: SAMLER JOSEPH
Published: December 2011

This is the first in a series of articles on “Basic Approaches to Mental Health,” which will appear in successive issues of the Journal. Following this article, each contribution will present a particular program designed to foster positive menial health through the schools. Scheduled for publication are articles on the programs at the Institute for Child Study, University of Maryland, by Drs. Bernard Peck and Daniel A. Prescott; at the Iowa Child Welfare Research Station, State University of Iowa, by Dr. Ralph H. Ojemann; at the Nebraska Human Resources Research Foundation, University of Nebraska, by Dr. William E. Hall; at Forest Hills, Ontario, by Drs. John R. Seeley and Thomas Mallinson; and at The Merrill‐Palmer School, Detroit, Michigan, by Dr. Clark E. Moustakas.—Ed.
Job Satisfaction Researches of 1957
Authors: ROBINSON H. ALAN
Published: December 2011

This is the sixteenth in a series. It covers reports published in 1957, plus earlier reports which have just come to the attention of the author. Earlier summaries will be found in Job Satisfaction by Robert Hoppock (Harper & Bros., 1935) and in the following issues of Occupations: April, 1938; October, 1940; February, 1943; April, 1945; April, 1948; December, 1948; December, 1949; October, 1950; May, 1951; May, 1952. The most recent summaries will be found in the following issues of the Personnel and Guidance Journal: September, 1953; September, 1954; May, 1955; May, 1956; September, 1957. Readers are invited to notify the author of researches appropriate for review in future articles.—Ed.
PROSPECTUS FOR THE TALENT SEARCH
Authors: FLANAGAN JOHN C. , DAILEY JOHN T.
Published: December 2011

These pages represent a description of a most important project with great implications for testing, guidance, and counseling in this country. We have asked Drs. Flanagan and Dailey to keep our readers informed of project progress.—Ed.
Client Satisfaction, Counselors, and the Counseling Process
Authors: GOODSTEIN LEONARD D. , GRIGG AUSTIN E.
Published: December 2011

Ever since the publication of Carl Rogers' first book in 1942 on client‐centered therapy, Counseling and Psychotherapy, there has been continual and marked disputation between proponents of the Rogerian position and counselors of other persuasions. These disputes have been concerned with the role of the counselor, including the specifics of the counselor's behavior in the counseling situation, and, probably more importantly, the place of values in counseling and psychotherapy. One of the more articulate adherents of the client‐centered school has been C. H. Patterson, who has written extensively on the issues involved, including articles in the Journal of Counseling Psychology, the American Psychologist, Educational and Psychological Measurements, and in this Journal. His article in the October, 1958, issue of this Journal has impelled two of our readers to submit the following paper in reply to some of Dr. Patterson's arguments. We have asked Dr. Patterson for his comments, which also follow. There is irritability by all parties concerned, by no means excluding the editor, who is impelled to note that ALL counseling is client‐centered by definition and without Rogerian capitals or quotation marks! —J. S.
The Foreign Scene in Guidance: I. GUIDANCE PRACTICES IN THE SOVIET UNION
Authors: HEISLER FLORENCE
Published: December 2011

The Soviet Comparative Education Field Study Group visited Russia in August and September of 1958 as guests of the Pedagogical Union. The 71 members of this group were educators from England, Puerto Rico, and public and private schools in various parts of the United States. The aim of this study was to gather information on current practices and trends in Soviet education. We were fortunate to receive manuscripts on guidance in the Soviet schools independently from two members of this Field Study Group. The articles complement each other in a number of ways and we are glad, therefore, to present both.—Ed.
Disability, Rehabilitation, and Existentialism
Authors: EASTON HARRY , KRIPPNER STANLEY
Published: December 2011

Existential thought can be applied to many of the problems faced by rehabilitation psychologists working with disabled patients. The existentially oriented psychologist would encourage his patient to reject societal interpretations of his disability. This psychologist would not hesitate to involve himself personally in the patient's struggle for self‐direction, fostering an “I‐Thou” relationship with the patient. This psychologist also would encourage the patient to transcend his personal suffering and to find meaning in his anxiety and anguish. The rehabilitation program is seen as being most effective when the emphasis is placed upon the patient's “existence” rather than his “essence.” Examples are given for each of these basic principles.
Personality Characteristics of Embalmers
Authors: WINICK CHARLES
Published: December 2011

76 male embalmers in the New York area with a mean age of 27.12 and who had been working in their field for at least 3 years, along with a control group of butchers, were administered the MMPI, Kuder, Allport‐Vernon‐Lindzey, Otis, A‐S Reaction Study, and the M‐F Masculinity‐Femininity tests. In spite of several similarities between the career lines and job requirements of the two groups, the embalmers' personality characteristics differed significantly, at the 0.01 level or better, from the control group's. The embalmers had considerable feminine identification and many characteristics of neuroticism. Some speculations on the relationship of neuroticism and femininity to occupational success, and on the functions of some relatively unusual occupations like embalming in our society, are suggested.
Study Habits and Attitudes, College Experience, and College Success
Authors: BROWN FREDERICK G.
Published: December 2011

Two studies related aptitude, achievement, and study variables to college grade‐point average (GPA). Study variables were measured by the Brown‐Holtzman Survey of Study Habits and Attitudes (SSHA). Study I involved 640 freshmen divided into 3 groups by curriculum and sex. SSHA scores correlated 0.18 to 0.29 with GPA. Multiple correlational analyses showed High School Rank and aptitude measures to be better predictors of GPA than SSHA scores. SSHA scales added 0.005 to R at a maximum. Study II used 187 freshmen in a pre‐post design with a 7–9 month interval between testings. The results of the correlational analyses were similar to those in Study I and indicated that the pre‐ and post‐tests were about equally valid. Results also indicated that the students had poorer study habits and more negative attitudes toward school and studying after college experience than before (18 of the 21 t's significant at the 0.05 level).
A Comparison of Four High School Guidance Programs in Terms of Four Criteria
Authors: SANBORN MARSHALL P.
Published: December 2011

Problem: To compare the effectiveness of four guidance programs, using criteria of student satisfaction, appropriateness of level of post‐high‐school educational goals, progress toward goals, and self‐knowledge of academic abilities. High schools selected for study were similar with respect to non‐guidance factors related to criteria, but variable with respect to minimum amount of counseling provided, use of teachers in the guidance program, and use of group procedures. 1,193 seniors enrolled in the schools during 1960–1961 provided original and two‐year follow‐up questionnaire data regarding attitudes toward guidance, use of counseling, educational plans, and self‐knowledge of academic abilities. On the satisfaction criterion, results favored schools which provided (1) regularly‐scheduled group activities, (2) full‐time counselors, and (3) differential group activities for students with differing academic abilities (p ≤ .05). On other criteria, trends rather consistently favored the same schools.
THE ATTACK ON TESTING AND COUNSELING
Authors: BARCLAY JAMES R.
Published: December 2011

An examination of various kinds and levels of criticisms enunciated against counseling and testing procedures. Five articles and a book criticizing counseling or testing were reviewed. The analysis of the articles and the book indicates that some charges do represent deficiencies in present professional conduct or training programs. Nonetheless, the critics of counseling and testing procedures often show a personal bias and use faulty logic. The conclusions of the article suggest that these criticisms identify some real weaknesses in testing and counseling. A psychoanalytic bias in test construction and failure to recognize the philosophical postures involved in counseling practice are cited. Membership in professional organizations, a clearer understanding of test construction, and some new considerations in counselor‐training are suggested as professional means to counter some of these charges.
The Selection of High Aptitude High School Graduates for Maximum Achievement in College
Authors: NICHOLS ROBERT C. , HOLLAND JOHN L.
Published: December 2011

Nine alternative methods were used to select National Merit Finalists for maximum achievement during the first year in college. Conclusions were: (a) Additional selection on aptitude using either the same or a different test does not appreciably improve selection for high‐level college performance. (b) Selection on the basis of high school rank produces students who demonstrate superior academic performance, but not necessarily other kinds of achievement. (c) Selection on the basis of a broad range of high school achievements results in a broad range of achievement in college without lowering the level of academic performance. (d) The addition to the high school achievement measures of personality and interest variables tends to decrease selection efficiency. (e) Committees analyzing all available measures may select students for academic achievement better than the best available objective method, but the evidence on this is not conclusive because of a difference in selection ratios. The selection committee, however, appears to be less effective than the best objective methods in identifying students with potential for extracurricular achievement in college.
CLIENT NEEDS IN CITIES AND SUBURBS
Authors: ZYTOWSKI DONALD G. , MASON MARY , ROCHE WILLIAM , WEISSMAN ALFRED
Published: December 2011

A validation of Conant's proposition that “in the city slum … the problems are almost the reverse of those facing … the guidance officer of the rich suburban school.” Guidance personnel from schools typical of each category were asked to report the frequency with which clients presented a number of types of problems. In both city and suburb the preponderant client need was in the area of educational and vocational choice, and relationships with teachers, with no significant differences between the distributions. Distinct differences in frequency were found in problems less frequently presented. It was proposed that these differences could be understood within the framework of urban and suburban sociology, and suggestions were made for the training of guidance personnel dealing with these problems.
Admission of the Transfer Student
Authors: YOUNG WILLIAM
Published: December 2011

Criteria for admission to college with advanced standing have not been subjected to study as have those in the case of freshman applicants. Transfer students at Pennsylvania State University were grouped according to the type of college from which they came. The change in the prior grade‐point average was investigated. In general, the transfer group performed as well as the native Penn State student body. The average of most transfers decreased after one term at Penn State. The mean loss in average was approximately 0.3 of a grade point. Junior college transfers made poorer academic adjustments. The aptitude examination, not normally given, but administered for this study, appears to have merit as an admissions criterion.
THE FEMALE REHABILITANT
Authors: MAGLEBY F. L. , AMERMAN DALE , BATAINAH SAAD , HEARD CATHERINE , HUGHES MARYLOU
Published: December 2011

Do females who successfully complete rehabilitation services do as well vocationally as males? To answer this question, and others pertinent to this problem, comparisons were made in the vocational adjustments of 138 females and 571 males three to ten years after the successful completion of rehabilitation services. The following differences were significant at the 5 per cent level of confidence: (a) more of the males were fully employed; (b) more of the females were in part‐time employment, (c) more of the fully employed males, when compared with the fully employed females, were earning more than $75 per week. Conclusions: (1) many of the females preferred part‐time employment because of household responsibilities and less financial need. (2) With some exceptions the males employed on skilled and semi‐skilled jobs were paid higher wages than the women who were employed in clerical and sales. (3) A major factor in the failure of 22 females to remain employed after job placement was their poor vocational potential.
Parable of the Good Counselor
Authors: KRUMBOLTZ JOHN D.
Published: December 2011

Merely responding to client feelings may be a grossly inadequate counselor response with many clients' problems. The counselor has available a variety of techniques by which he can help his client learn to consider all relevant facts before making a crucial decision. In a behavioral approach to counseling, the counselor would (a) help each client define his goals in specific terms, (b) provide resources and encouragement in helping the client move toward his goals, and (c) experiment with a variety of techniques for helping clients with different problems.
Some Effects of A Faculty Advising Program
Authors: MOREHEAD CHARLES G. , JOHNSON J. CLYDE
Published: December 2011

Two groups of male electrical engineering freshmen, 178 Control (C) and 48 Experimental (E), were exposed to different faculty advising programs to determine the effect on academic achievement. C's had the regular advisement program which was less systematic than the E program; either program was one that any interested faculty member could conduct, and was neither intensive advising nor professional counseling. Results: E's had a significantly higher grade‐point average for the spring semester (P > 0.01) and for the full year (P > 0.01) but a less significant difference for the fall semester (0.10 > P > 0.05). A significantly greater proportion of E's than C's were high achievers (P > 0.01), while C's had a significantly greater proportion achieving at the average level. E's had an insignificantly smaller proportion of dropouts (8 vs. 11 per cent). C dropouts had a significantly higher predicted grade‐point average than E dropouts. Findings indicated that the experimental advising program achieved significant results in a year's time.
The Role of Consistency in Identifying Characteristics of Three Levels of Achievement
Authors: DE SENA PAUL A.
Published: December 2011

Non‐intellectual factors were identified which characterized consistent over‐, under‐, and normal‐achievers as individual groups and which significantly distinguished them from each other.

From a total of 1,061 freshman male students enrolled in science curriculums at The Pennsylvania State University, three groups of 42 consistent over‐, under‐, and normal‐achievers were matched with a high degree of accuracy on such variables as predicted grade‐point average, minimum deviation from predicted average, and consistency of over‐, under‐, and normal‐achievement over a three‐term period. The eight instruments utilized were completed by the population several days prior to their first term as sophomore students.

It is concluded that: (a) Common non‐intellectual factors in the areas of interests, personality, problems, values, personal background, and academic and social adjustment to college can be identified which characterize over‐, under‐, and normal‐achievers as individual groups and which significantly distinguish them from each other; (b) Neglect of the consistency factor may have been responsible for the failure of standardized instruments in previous studies to discriminate among achievement groups.
CLIENT RECALL OF TEST SCORES1
Authors: FERNALD L. DODGE
Published: December 2011

Client distortion of test scores was investigated under conditions of immediate and delayed recall. The subjects were 59 college students. Procedures included test administrations, individual test‐interpretation interviews, recall of scores, and several methods of profile analysis. Results indicated a high degree of accuracy on all measures of immediate recall; marked variability and significant distortions (p < 0.001) appeared on delayed recall. The chief characteristics of distortion for delayed recall were overestimation (p < 0.03) and leveling (p < 0.01). Owing to the nature of distortion on delayed recall, the use of several methods of profile analysis was supported in individual cases.