bluuebunny/crossref_metadata_2025 huggingface dataset:
Social Class, Social Mobility and Delinquent Behavior
Authors: PINE GERALD J.
Published: December 2011

A study was conducted to determine the significance of the relationships between social class, social mobility, and delinquent behavior. Data was collected from a population of 683 pupils attending a 9–12 urban high school. Information regarding delinquency was gathered by using an anonymous 120 item “delinquency inventory.” The chi‐square technique was employed to analyze the data which showed that, in general, there is no significant relationship between social class status and delinquent behavior. A very strong relationship exists between social mobility status and delinquent behavior. Adolescents moving downwardly in the social structure are more heavily involved in delinquency; adolescents moving upwardly are least involved. The major conclusion is that juvenile delinquency is less a function of the class an individual is in and much more a function of the class to which he aspires or toward which he is moving.
Aptitude Levels in a Depressed Area
Authors: RUDE H. NEIL , KING DONALD C.
Published: December 2011

Using a factored aptitude test, the mean performance of approximately 300 young adults in a chronically depressed area was compared to general population norms. Special attention was given to the aptitudes of the emerging labor force in high school. Aptitudes of the average young adult in this area approximated those of the general population. High school student performance in general fell slightly below that of employed adults and above that of the unemployed. High school students appeared to be most deficient in communication skills and to excel in numerical abilities. No significant differences in average aptitude levels were found between male and female respondents.
ISSUES IN COUNSELING: ELUSIVE AND ILLUSIONAL
Authors: BLOCHER DONALD H.
Published: December 2011

Two sets of issues in counseling are discussed in this paper. The first set of issues are termed false or illusional. They are: (1) Should counseling be ‘“directive” or “non‐directive?” (2) Should counselors “diagnose?,” and (3) Should counseling be personal‐emotional or informational‐didactic? These issues are explored and the position taken is that they are not vital in the sense that they present important alternative consequences to counselors. The second set of issues discussed are termed elusive in that they are difficult to frame clearly, but are held to be highly important in terms of their consequences. These issues are: (1) Is counseling developmental‐educative and preventive in nature or is it remediating‐adjustive‐therapeutic? (2) Is counseling liberating or conditioning in nature? These issues are briefly explored and some of the alternative consequences entailed by them are suggested.
Student‐To‐Student Counseling for Academic Adjustment
Authors: BROWN WILLIAM F.
Published: December 2011

Two samples of 216 students, each containing 108 males and 108 females, were selected from the 670 full‐time freshmen entering the Southwest Texas State College in fall 1960. Students in the control (uncounseled) sample were individually matched with those in the experimental (counseled) sample on sex, high school quarter rank, high school size, scholastic ability, and study orientation. Experimental subjects were organized into 54 counselee groups, with the four freshmen in each group being carefully matched. Six upperclassmen, three males and three females, were randomly assigned as counselors to same‐sex counselee groups. The test‐retest differential for counseled freshmen was significantly higher on measures of study behavior. Counseled freshmen earned grades averaging one‐half letter grade and 8.3 quality points higher during the first semester.
Occupational Careers in Organizations: A Sociological Perspective
Authors: SLOCUM WALTER L.
Published: December 2011

An occupational career, ideally, consists of entry into a position at the lowest rung of a career ladder, followed by an orderly sequence of promotions to positions at successively higher status levels and finally to retirement. Approximately 85 per cent of American workers are employed by work organizations. These organizations create occupational career lines with graded steps in order to obtain and retain proficient and loyal officials and specialists. Research reveals that few American men outside the professions, management and the skilled crafts have had occupational careers. The work lives of others have been characterized by lack of commitment to any specific occupation. The pursuit of an occupational career involves a number of pivotal decisions, including early occupational choice and decisions at various occupational turning points. These decisions are not made in isolation. Others are almost always involved and frequently crucial decisions affecting one's career are made by others. Social science concepts, theories and empirical findings can be used to develop a relatively rational approach to career planning.
Framework for the Use of Clinical Techniques in Vocational Counseling
Authors: FORER BERTRAM R.
Published: December 2011

A psychological theory of work ought to account for a number of facets of work as related problems of psychological development and adaptation. Five phase or challenges in vocational development are discussed: (a) vocational choice as a complex evolutionary process of developing and modulating interests and aptitudes, (b) acquisition of vocational needs and skills as problems in integration and reality‐testing, (c) utilization of the vocational setting as an aspect of interpersonal attitudes and relationships, (d) performance dynamics as foci of attitudes toward productivity, creativity, gratification and guilt, and (e) vocational maturation as a crucial life process. Some aspects of psychoanalytic theory are suggested as guidelines for vocational assessment.
THE USE OF CLINICAL TECHNIQUES IN VOCATIONAL COUNSELING WITH HOSPITALIZED PATIENTS
Authors: KAVKEWITZ HENRY
Published: December 2011

Hospital‐counselees, unlike student‐counselees, are generally more proximal to entry into an occupation, usually older, and have patterns of reaction more deeply engrained. They also have more family responsibilities, greater economic problems, more work experience, and are potentially qualified for a wider range of occupational choices. Under this set of circumstances, the selective use of projective techniques expands the clinical method so requisite for the critical vocational counseling process with hospitalized individuals to make their post‐hospital adjustment durable. The focus on the intimate, complicated relationship between personality functioning and the occupational role of the patient is sharpened by these techniques. They stroke in the many interiorities of the patient's portrait, and in conjunction with other appraisal methods, permits the achievement of more valid vocational plans and outcomes. Some brief indications of the use of clinical techniques in the vocational counseling of hospital patients are indicated.
Perceptions of Appropriateness of Counselor Behavior: A Comparison of Counselors and Principals
Authors: FILBECK ROBERT W.
Published: December 2011

A number of studies employing standardized personality measures show that school principals and counselors tend to differ in their personality structures. Does this difference lead to differing perceptions of what counselors should do in specific kinds of problem situations? The answer to this question was sought by factor analyzing the responses of groups of counselors and principals to a critical incident questionnaire. The indications are from this study that, for most situations, counselors and principals are in general agreement as to the approach the counselor should employ. Where differences do occur, they appear to be related to differential sources of anxiety with resultant increases in controlling, authoritarian approaches being advocated as a means to reduce anxiety, rather than being related to any variations in personality structure.
Research and the Monolithic Tradition
Authors: Chenault Joann
Published: December 2011

The monolithic nature of our research tradition is described by contrasting assumptions basic to our methodolgy with those found in the literature of the physical sciences. It is proposed that pluralistic views will provide a badly needed professional dialectic in the area of research. The open questioning of value assumptions is basic to professional growth.
Research on Group Procedures in Schools: A Review of the Literature
Authors: Shaw Mervuxe C. , Wursten Rosemary
Published: December 2011

An examination of the published research on group procedures in schools from 1953 through 1963. Such research is categorized as relating to (a) group procedures with students, (b) group procedures with parents, and (c) group procedures with teachers. A rather liberal definition of the term “research” was necessary in order to develop this review. The problems of carrying out this kind of research and possible future directions for such research are explored.
A Decision‐Making Paradigm for Local Guidance Research
Authors: Clarke Robert , Gelatt H. B. , Levine Louis
Published: December 2011

The function of high school guidance services in facilitating educational‐vocational decision‐making is twofold; it involves helping students make “good” educational‐vocational decisions and also helping them develop effective decision‐making skills. This paper presents a paradigm dealing with certain aspects of the decision‐making function and illustrates how the paradigm can be utilized in research to improve guidance services. The paradigm suggests that the greater the knowledge a student has concerning the possible sequences of experiences that lead from his present situation, the more likely he will be able to direct his development toward the outcomes he desires. Local guidance research, conducted in two secondary schools, which utilized this paradigm is discussed. A research strategy is developed and some research examples are reported.
The Character Assassin As a Student Leader
Authors: Ganzhorn Betty
Published: December 2011

Pathological motives for power over peers wear many masks. The power‐oriented personality with a conflicting dependency need attempts to secure and maintain leadership status as an ego‐defensive measure. However, his exaggerated love‐dependent need conflicts with his need to be so powerful that none dare attack him. Etiological factors include early experiences of fear and humiliation, repressed hostility, and a determination to dominate others. When he is opposed by his followers, such a student leader resorts to character assassin techniques among others. Counseling procedures are suggested that seem to help this personality type resolve its adjustment difficulties.
Occupational Choices In Selected Health Professions
Authors: Anderson Harry E. , Barry John R.
Published: December 2011

This paper presents the results of five studies with four groups of female students, those intending to enter occupational therapy, physical therapy, medical technology, and “others” who were interested generally in health and rehabilitation professions. No discrimination could be made among the four groups on the basis of personality, attitudinal, and basic abilities variables. Significant differences were observed, however, on the Florida Placement Examination with prospective physical therapy students somewhat low on the natural and social science scales. Significant differences were determined, also, with the Strong Vocational Interest Blank. Medical technologists were low on factors that contained nontechnical vocations requiring a good deal of interaction with people; physical therapists were low on the artist‐author‐librarian factor but high on the physical education teacher scales. Optimizing discriminant equations are presented where findings were significant, and the results are discussed in terms of educational and professional implications as well as future research.
The Effect of Special Advising on Achievement of Freshmen With Low Predicted Grades
Authors: Hendrix Oscar R.
Published: December 2011

The achievement of 20 college freshman students with low predicted grade‐averages who received special advising was significantly better than that of 60 freshman students with low predicted grade‐averages who were advised by regular faculty advisers. The better achievement of the experimental group was not attributable to disproportionate inclusion of less difficult courses in their schedules. The experiment provided no basis for judging which aspect or aspects of the advising pattern employed were responsible for the results obtained.
The Counseling Experience as Personal Development
Authors: Shoben Edward Joseph
Published: December 2011

Much counseling theory insists on the counselor's playing an essentially non‐evaluative role in which he keeps himself personally aloof from his client. This article suggests that an active position with relatively high personal involvement is more appropriate in the light of counseling's most desirable goal. That goal is neither insight in the usual sense nor problem‐solving. Rather, it is personal development or what may be called the cultivation of the examined life. Such an objective is facilitated by the clinician's using himself in his professional role as a kind of model, much as a good parent serves as a profitable object of identification for his children. Some attributes of the counselor's professional role, so conceived, are discussed, and the function of counseling as a stimulus to personal development is analyzed.
Expressed Interests and Worker Satisfaction
Authors: Thorpe Robert P. , Campbell David P.
Published: December 2011

The subjects in this study all had been students at the University of Minnesota during the 1930's. In a current study they were asked, “Are your interests typical of others in your field?” 212 said Yes, 102 said No. The “Yes” group scored higher on the Hoppock Job Satisfaction Blank, but there were no differences between the groups in general satisfaction with life. Data from several sources suggested that the “No” group was more avocationally oriented; the “Yes” group more vocationally oriented.
Shifts in Adolescents' Vocational Values
Authors: Gribbons Warren D. , Lohnes Paul R.
Published: December 2011

Inferred value hierarchies were judged from the protocols of interviews conducted with 111 boys and girls in 8th, 10th, and 12th grade. The changes observed in these value hierarchies were analyzed over the 5 years of development. Enough early maturity and constancy in the typal hierarchies of vocational values over 5 years of adolescence has been shown to warrant further investigation of Ginzberg's theoretical position that values do not play an important role in early vocational development. The authors contend that the constancy indicates a maturity of self‐concepts early in the 8th grade sufficient enough to justify close attention for counselors at that time, while shifts in values of some students testify to a healthy maturation during adolescence. Although some sex differentiation occurred in the typical hierarchies, it is contended that similarities in the data outweigh differences, and the boys and girls appear to be rather alike in their employment of vocational value categories.
Commuter and Residence Hall Students Compared
Authors: Stark Matthew
Published: December 2011

Male and female residence‐hall and commuter freshman students were compared on the basis of their expressed personal problems, study habits, and reading skills. The two groups of commuters had a significantly greater number of problems than the two groups of residence‐hall students on the Mooney Problem Check Lists sub‐areas: Finances, Living Conditions, and Employment; and Home and Family. The two groups of commuters had significantly lower scores than the residence‐hall students on the Cooperative English Test—Reading Comprehension (Coop): Vocabulary. There were no significant differences between the commuter and the residence‐hall students in regard to (a) their Cooperative sub‐scores: Level of Comprehension and Speed of Comprehension, (b) their scores on the Brown‐Holtzman Survey of Study Habits and Attitudes, (c) the number of students who worked for pay or participated in extracurricular activities, and (d) the number of students who desired to talk with a counselor about a personal, educational, or vocational problem.
Source of Referral and Perception of the Counselor
Authors: Pratte Harold E. , Cole Charles
Published: December 2011

A comparison of referred and self‐referred students in their perceptions of counselor role behavior. A 50‐item questionnaire which consisted of items describing functions of the counselor was administered to 240 randomly selected students from four comparable schools. Ss from each school were divided equally into four groups according to sex and type of referral. Significant differences were found between school, sex, and type of referral. Interaction effects were not significant. Suggestions were made for future research on counselor role behavior.
Developmental Tasks: Implications for the Goals of Guidance
Authors: Zaccaria Joseph S.
Published: December 2011

A review of the literature and research in the behavioral sciences reveals three unique but related concepts: (a) developmental tasks, (b) vocational developmental tasks, and (c) psychosocial crises. Although these formulations are derived from three different disciplines and three different modes of thought, there is a great deal of similarity among them. The three formulations for the developmental stage of adolescence are amalgamated into a master synthetic construct and implications are drawn in terms of the short‐range goals, intermediate‐range goals, long‐range goals, and ultimate goals of guidance.
Interpersonal Relationship And Pupil Progress
Authors: Lewis William A. , Lovell John T. , Jessee B. E.
Published: December 2011

The hypothesis that students who perceive a relationship with the teacher that is in the direction of an ideal psychotherapeutic relationship will make greater academic gains than those students who perceive a non‐therapeutic relationship with their teacher was confirmed with 86 sixth‐grade students but not with 76 ninth‐grade students.
Peer Evaluation And Academic Performance
Authors: Muma John R.
Published: December 2011

This study tests the general hypothesis that academic performance is related to extremes in peer choice (high acceptance, high rejection, and neglect) of junior and senior high school students. The 3,917 students of 7 junior and senior high schools were tested sociometrically to measure peer choice. Academic performance of individuals who were highly accepted, highly rejected, neglected, and within a control group was studied. The findings support the hypothesis that academic performance is related to extremes in peer choice.
Patent Productivity of Research Chemists as Related to Age and Experience
Authors: Stewart Naomi , Sparks William J.
Published: December 2011

Some previous publications have indicated that the creative skills of chemists tend to decline once they are past their thirties or early forties. These conclusions have been based on such criteria of creativity as merit ratings, citations in the literature, etc. In the present study, patent records for all 89 professional men (mostly chemists and chemical engineers) in one division of a large industrial scientific organization were analyzed to determine whether creativity as measured by the production of patentable ideas tended to decrease with age, to increase, or to remain about the same. In the statistical treatment of data both longitudinal and cross‐sectional methods were used. All the results were consistent in revealing no decline in creative productivity with increase in age, and indicated instead a tendency for productivity to increase as chemists mature.
Personality Types and Vocational Choice: A Test of Holland's Theory
Authors: Osipow Samuel H. , Ashby Jefferson D. , Wall Harvey W.
Published: December 2011

In order to test the adequacy of Holland's theory of vocational choice with reference to a broad segment of entering college students, a sample of the freshman class entering the Pennsylvania State University evaluated themselves in terms of the six personality styles of Holland's theory. Relationships between the personality styles and vocational choices were studied for groups of Decided, Tentative, and Undecided students. While several inversions in the data are evident, the data possess sufficient consistency to indicate that the personality identifications these students made in Holland's frame of reference were related to their initial vocational choices.
A Scale to Aid in the Retention or Dismissal Decision
Authors: Boxhill Carlton J.
Published: December 2011

Freshman students on probation as a result of unsatisfactory first semesters in college are generally dismissed after the second semester if their work does not show improvement. A special MMPI scale was developed to assist in determining retention and dismissal. The procedure employed involved the matching of individuals from retained and dismissed groups of students on certain intellective and non‐intellective factors. MMPI items that discriminated between these criterion groups were identified, and an RD scale (retained‐dismissed) was composed of these items. The scale was successfully cross‐validated on a large sample of freshman probation students. An expectancy table for the prediction of retention or dismissal was constructed from the data.
Interest Patterns Associated with Measures of Social Desirability
Authors: Barclay James R.
Published: December 2011

This study summarizes the analysis of the interest patterns of 1,777 elementary and junior high school students as related to a sociometric device and teachers' ratings. The subjects were asked their preferences in terms of class interests, television viewing habits, music listening preferences, study preferences, study habits, vocational plans, and choices of reading as distributed over comic books, magazines, and literary books. In addition, demographic and employment data were obtained. A number of dropouts were identified four years later and their responses on these measures were compared with students who remained in school. The results of the study indicate that sociometric status and teachers' ratings as measures of social desirability do differentiate between certain interest patterns and these patterns are associated with a broad extroversion‐introversion continuum. Dropouts were found to differ on certain of these measures.
A Framework for the Improvement of Test Interpretation in Counseling
Authors: Lister James L. , McKenzie Donald H.
Published: December 2011

Frequent counselor errors in test interpretation include presenting test results too soon, interpreting them without reference to clearly defined criteria, erroneously assuming their validity, and failing to present them in terms the student can understand. These errors can be reduced through emphasis on the student's felt need for information, helping him state his questions operationally, basing interpretive statements on empirical validity, and by communicating test results in an understandable manner. Observations of behavior to determine student acceptance of the interpretation as well as self‐report to determine recall and understanding of the interpretation should be used. The focus of evaluation should be on student recall, understanding, and acceptance of predictions derived from test results.
Transitional Adolescents, Anxiety, and Group Counseling
Authors: Clements Barton E.
Published: December 2011

One hundred‐eighty college‐bound high school seniors were studied to determine whether small group counseling would affect their anxiety level. 60 students comprised the experimental group and 60 students each the 2 control groups. 6 small group counseling sessions were conducted during the spring just prior to high school graduation and 6 more in the fall, following college enrollment. Comparison of anxiety levels was made at the conclusion of each series of counseling sessions. The students of the experimental group showed significantly lower anxiety scores than did those of the control groups, both in the spring and in the fall. The conclusion was drawn that experience in small group counseling was followed by significantly lower levels of anxiety in transitional adolescents.
What a High School Class Did with Fifty Years of Life
Authors: Anderson Dewey
Published: December 2011

This article is a résumé of the working‐lifetime story of a class of high school boys and girls graduating in 1916 in San Jose, California–who went on to college, who didn't; who “succeeded,” and who failed in life, with a hint or two as to why; what the main avenues of endeavor were; and how these now‐older people regard their span of life and its meaning.
Changes in Academic Performance in the Junior High School
Authors: Finger John A. , Silverman Morton
Published: December 2011

This study was designed to determine the relationships between changes in academic performance and intellective and non‐intellective factors. Seventh grade students attending five junior high schools, who had attended selected elementary schools, were tested with the Personal Values Inventory (PVI), a test of academic motivation, shortly after the first seventh‐grade marking period. School marks at that marking period and those received the previous year were procured from a self‐report included in the PVI. All students had taken the California Achievement Test Battery and Mental Maturity Test as well as the Scholastic Testing Service Work‐Study Skills Test in the sixth grade. Factor analysis identified four factors in both boys and girls: intelligence‐achievement, academic motivation, academic plans, and youth‐culture involvement. While intelligence was found to be mainly unrelated to the criterion, the non‐intellective factors, especially academic motivation, bore significant relationships to the changed performance.
The Challenge of Authentic Behavior
Authors: Cottingham Harold F.
Published: December 2011

The goal of authentic behavior is postulated as an important factor in greater understanding of man as well as in more effective utilization of his potential, particularly in interpersonal relationships. The purposes and criteria for authentic behavior are described. The philosophical and psychological origins of authentic behavior are examined with particular reference to existentialism and humanistic psychology. Suggestions are offered for individual attainment of more authentic behavior. The core concern is the need for seeking greater implicit awareness of experiencing by deriving more felt meaning from experiences that involve both feeling and events or concepts. Such an expanded awareness can lead to the discarding of perceptual distortions and a greater accord between man's nature and the being of the world itself. Emphasis is placed on the serious responsibility for decisions resulting from authentic conduct. Implications of authentic behavior for personal living, for professional functions and for social action are outlined.
Counselor Confidence and Accuracy of Prognoses of Success or Failure
Authors: Watley Donivan J.
Published: December 2011

This study assessed the accuracy of predictions of freshman and overall college scholastic performance made by groups of high school counselors, college advisors, and counseling psychologists from a university counseling center in relation to the confidence of these judges that their prognoses were accurate. Predictions were made from three sets of case information. The results revealed that: (1) the degree of confidence counselors indicated in their freshman and overall college “pass” predictions was appropriately related to accuracy; (2) counselor confidence in freshman “fail” predictions was not related to accuracy although the “fail” judgments tended to be more accurate than the “pass” prognoses; (3) counselor confidence in their overall “fail” predictions was not significantly related to accuracy and, unlike the results for the freshman judgments, the overall “fail” predictions were not more accurate than the “pass” predictions; (4) the amount of case data available was not related to counselor predictive accuracy.
Job Satisfaction Researches of 1964–65
Authors: Robinson H. Alan , Connors Ralph P. , Whitacre G. Holly
Published: December 2011

This annual review of job satisfaction researches is the 23rd in a series and covers reports published in 1964–65 plus earlier studies not previously dealt with in this journal. The format—findings and conclusions, topics investigated, per cent dissatisfied, current emphases, and summaries of studies—has become standard in this series of articles.
College Dropouts—A Review
Authors: Marsh Lee M.
Published: December 2011

A review of the literature for the past 10 years with specific references to the dropout problems of colleges and universities. There are three major approaches to the problem prevalent: (a) philosophical or theoretical, (b) descriptive studies, and (c) predictive attempts. The scope of the approaches made in these areas and a summary analysis of the results is made. No adequate solutions have yet been found and the author does not presume to suggest them. It is hoped the deficiencies shown and the promising areas of research indicated will stimulate more effort in an apparently neglected field.
How Effectively Do We Predict Plans for College Attendance?
Authors: Berdie Ralph F. , Hood Albert B.
Published: December 2011

The extent to which college attendance could be predicted by taking into consideration a wide range of variables—ability, school achievement, and socio‐economic, cultural, and personality factors—was examined. Multiple correlation coefficients in the vicinity of .6 were obtained both for the total population and for homogeneous sub‐populations.
An Existential View Of Vocational Development
Authors: Simons Joseph B.
Published: December 2011

The paper is an attempt to point out that the literature of existential philosophy has produced a meaningful theory of vocational development. The theory not only appears to be cogent, but also lines up closely with current thinking in the field. The contrast with various authors is an attempt to illucidate through similarity the ultimate ramifications of the existential theory. An equally important aspect of this theory is that within it one discovers an explanation of work alienation. Finally, there is every reason to believe that the existentialists have produced only a small portion of the potential theoretical model.
Community Participation and Attitudinal Changes Among Teacher Education Students
Authors: Ward Paul , Bailey John A.
Published: December 2011

Augmenting an introductory course in guidance and counseling with a youth‐serving experience brought greater changes in students' attitudes toward youth than did such a course coupled with library‐reference assignments that focused on guidance principles. It was observed that no relationship exists between academic achievement in the undergraduate course and expressed positive attitudes toward teen‐agers. The identification of dropouts in teacher education programs may be rendered more effective by the use of attitudinal measurements.
Job Satisfaction Factors Among Underprivileged Workers
Authors: Champagne Joseph E. , King Donald C.
Published: December 2011

16 factors dealing with motivation on the job were presented in a paired comparison format to 513 underprivileged adults in a federally supported job retraining project in South Carolina. They were directed to select for each pair the one factor which was more important to them on a job. Analyses were computed for the total sample and for subsamples based on race, sex, and economic environment of residence. The results point out that intrinsic, personal factors are more important than job context factors. Slight differences were found across sex; larger differences were found across race and economic environment.
Occupational Aspirations of Selected Appalachian Youth
Authors: Stevic Richard , Uhlig George
Published: December 2011

This study examines the concepts that Appalachian youth have concerning their probable life work. After comparing and contrasting these students with a group of native and Appalachian migrant students in an Ohio city, the following results were noted: (a) Appalachian youth who stay in the geographic area have a significantly lower aspirational level than do those students who are native to a rurban area; (b) the Appalachian youth have different personal role models and characteristics for success than those students who have migrated from the Appalachian area; (c) one of the major problems in raising the occupational aspirations of Appalachian students appears to be lack of information and opportunity rather than lack of ability.
Intake and Walk‐in Procedures in a College Counseling Setting
Authors: Sinnett E. Robert , Danskin David G.
Published: December 2011

Modifications of the intake procedure usually employed in counseling settings were adopted in order to provide students the opportunity for immediate contact with a counselor. Elimination of the waiting list, reduction in number of missed appointments, and reduction of length of counseling came about. Staff satisfaction with the new approach has been high and there would be opposition to reverting to the scheduled initial interview. Possible changes in the type of problem or clients' readiness for problem‐solving were observed.
A Rating Scale for Student Evaluation of Residence Hall Counselors
Authors: Duncan James P.
Published: December 2011

This study is concerned with the development of a forced‐choice rating scale for systematically evaluating the performance of residence hall counselors. Students with 2 or more years of experience living in residence halls supplied over 5,000 descriptive behavior statements concerning both favorable and unfavorable aspects of counselor behavior. Item validation reduced the number of statements to 96 for inclusion in the rating scale. 64 of the items are capable of discriminating between effective and ineffective counselors while 32 of the items are not capable of such discrimination. The scale is composed of 32 triads, each consisting of 2 discriminating and 1 non‐discriminating statement. All items are about equal in terms of their preference by student raters, thus forcing a critical choice between triad statements on the part of the student rater. Administration of the developed rating scale yielded a satisfactory split‐half reliability of .74.
Differential Perceptions of College Environment: Student Personnel Staff and Students
Authors: Ivey Allen E. , Miller C. Dean , Goldstein Arnold D.
Published: December 2011

The College Characteristics Index was administered to 160 randomly selected students, 15 head residents, and 20 members of the student personnel staff. Considerable disparity in perception of the environment was found among the 3 groups. Generally, students perceived the environment as possessing a greater degree of all the characteristics measured and valued by the academic community (i.e., aspiration level, intellectual climate, and academic achievement) than did the other reference groups. The differences in perceptions suggest that head residents and other student personnel staff may be involved with selected aspects of the campus life and with atypical groups of students.
Continuity and Discontinuity in Vocational Development Theory
Authors: LoCascio Ralph
Published: December 2011

The main purpose of this paper is to point out that theories of vocational development that are derived from research should be based on relatively heterogeneous samples if they are to apply to males in general. The theories should, in addition, use the same pool of constructs in dealing with continuity and discontinuity of vocational development. An outline of such a theory is presented and one aspect of it investigated. The results suggest that such an approach may have validity. It is demonstrated that there is a positive relationship between stability of vocational field preferences and continuity of vocational development Supporting evidence was found for the validity of Roe's classification of vocational fields in a circular array.
Computer Simulation Techniques for Research on Guidance Problems
Authors: Helm Carl
Published: December 2011

The possibilities of the use of a computer to facilitate the clarification and testing of counseling theory is discussed. Test interpretations by a psychologist and by a computer are presented.
Aspirations and Expectations of Physically Impaired High School Seniors
Authors: Allen George H.
Published: December 2011

Physically disabled and non‐disabled high school seniors' educational and vocational aspiration‐expectation discrepancies were compared. No significant differences were found when the two groups were matched for cumulative GPA and level of father's occupation. GPA's and father's job levels of disabled students were significantly lower than those of the non‐disabled. When not matched, disabled students' vocational aspiration‐expectation discrepancies were significantly higher than those of the non‐disabled. Higher aspiration than expectation for the highest vocational and educational levels, professional training, and employment were the major sources of differences expressed by seniors.
Safeguarding Student Records
Authors: Heayn Maurice H. , Jacobs Howard L.
Published: December 2011

Schools, and particularly Guidance Departments, are inundated with requests for information about both past and present students. The inquiries originate from a surprisingly wide variety of sources. Reflecting the increasing tendency in personnel work to accumulate more and more knowledge about the individual, colleges and industry particularly attempt to requisition as much information as possible about the student or potential employee. Student personnel records can be neither released wholesale nor totally locked away. Based on typological analysis of the student's cumulative record, suggested guidelines incorporating both ethical and legal considerations can be established. The recommendations contained herein should assist the custodian of the records in establishing certain necessary conditions pertaining to the release of information.
A Report from the U.S.S.R.: The Problem of Providing Employment to Secondary School Graduates
Authors: Druzin Vyacheslav
Published: December 2011

This article gives an account of the steps taken by the U.S.S.R. to provide employment for its secondary school graduates.
Predicting Occupational Status for Non‐College‐Bound Males
Authors: Heath B. R. G. , Strowig R. Wray
Published: December 2011

In a follow‐up of selected 1957 Wisconsin male high school graduates (N = 2,230), a prediction of occupational status was attempted. Of the 17 independent variables used, 3 emerged as highly significant and valid: post‐high school education (p < .001), community of residence (p < .001), and high school grade‐point average (p < .01). Two multiple coefficients were obtained (R = .32, F = 42.43, p < .001, and R = .26, F = 24.97, p < .001). Results suggest that family background factors and aspiration levels are not as important in predicting occupational status as are further education and training, high school achievement, and community of orientation in a highly industrialized urban technocracy.
Post‐High School Performances of Superior Students
Authors: Alexakos C. E. , Rothney John W.M.
Published: December 2011

214 high school students who had participated in the activities of the Research and Guidance Laboratory for Superior Students at the University of Wisconsin were matched with 214 non‐Laboratory students on the variables of sex, high school attended, year of graduation, and rank in graduating class. The matching was done only to get similar groups, and no person‐to‐person comparisons were made on the variables studied. Both groups were followed up in college. Data were collected by an open‐response questionnaire distributed to all subjects from official college files. Laboratory students significantly exceed non‐Laboratory students in (a) amounts of scholarship aid, (b) academic honors in college, (c) college GPA, and (d) plans to seek full‐time employment after college. Non‐Laboratory students had higher college attrition rates and more of them favored combinations of work‐travel‐study plans after college. There were no differences between the groups with respect to participation in extracurricular activities nor in attitudes toward current status.
Academic Achievement, Ability, and the MMPI Scales
Authors: Vaughan Richard P.
Published: December 2011

This study investigated the relationship between personality traits and academic achievement at the university level, while holding scholastic ability constant. Although no distinctive traits characterized the achiever, the non‐achiever showed pronounced tendencies in the direction of impulsivity, overactivity, and excessive sociability. He also scored significantly lower than the achiever in social responsibility.
Decision Theory and Vocational Counseling: Important Concepts and Questions
Authors: Thoresen Carl E. , Mehrens William A.
Published: December 2011

Ignorance of specifics of career decision‐making processes has prevented development and use of more effective vocational counseling procedures. Simply giving clients vocational information and assuming rational use of it is criticized. Contemporary decision theories suggest several relevant variables. Two variables, subjective probabilities (individual's self‐estimates of success) and utilities (desirabilities held for outcomes or alternatives), are discussed in relation to presenting clients with objective probability information concerning future plans. Some relevant research is reviewed and two questions are discussed: (1) How do different methods of presenting information influence subjective probabilities? (2) How are utilities influenced by objective probability data?
College Freshmen View Counselor Help in College Selection
Authors: Bentley Joseph C. , Salter Sterling
Published: December 2011

Little attention has been paid to the role performance of counselors in the college decision process. This study surveyed 270 college freshmen at a northeastern university in an attempt to explore the activities of their high school counselors in college admissions. The students came from 233 institutions of secondary education. Among the findings were: (1) the high school counselor has increased in importance and in potential influence in the college‐choice process; (2) the helping activities of counselors were for the most part active and direct; (3) the expectations of the students for the counselor were for active involvement by the counselor; and (4) in some cases, the counselor played a restricting role in the process of college selection.
Academic Careers of Gifted Women
Authors: Faunce Patricia Spencer
Published: December 2011

As part of a larger study concerning academically gifted college women, gifted freshman women who graduated (723) were compared with those who did not graduate (526) on certain academic variables. Graduates took an average of 12.6 quarters to complete their degrees. Average length of attendance before departure for Nongraduates was 5.8 quarters. Graduation with honors was achieved by 51.9 per cent of the Graduates. Graduates and Nongraduates differed significantly in GPA (3.06 to 2.50), contact with the Counseling Bureau (43.6 to 30.9 per cent), and in major fields of study. More Graduates had Liberal Arts (CLA) “social science,” CLA “interdepartmental and double,” Education, and Home Economics majors. More Nongraduates had CLA “English, linguistics, and languages,” CLA “natural science and mathematics,” and Business Administration majors. These results are discussed in relation to findings of the larger study concerning personality characteristics and vocational interests of gifted women, and a follow‐up study of the Nongraduates.
The Academic Interests of College Women: A Factorial Study
Authors: Lewis Edwin C. , Wolins Leroy , Yelsma Julie Johnson
Published: December 2011

The extent to which college programs meet the needs and goals of women students has not been established. In this study, a sample of students and alumnae of the College of Home Economics, Iowa State University, responded to a set of attitude scales concerning their reactions to courses in their core curriculum. Factor analysis of the person‐course interactions revealed 6 factors which were tentatively defined in terms of the courses loading most heavily on each. Implications for improved educational planning of women are discussed.
Stability of Values of Junior High School Pupils and Their Parents Over Two Years
Authors: Perrone Philip A.
Published: December 2011

97 parent‐daughter pairs and 80 parent‐son pairs were administered a value‐orientation instrument when the children were in junior high school and again 2 years later. Girls became more concerned with what they could give of themselves in their eventual work. Girls' parents began to stress home‐making qualities. Boys became less concerned with the more tangible rewards of work and more concerned with utilizing their capabilities. Boys' parents rated all the values more important than did their sons. Boys and their parents evidenced more disagreement regarding values than did girls and their parents. However, when focusing on the most important value, there is considerable agreement between children and parents. Parents have remained consistent in their value ratings over the 2 years while children have changed their ratings in the direction of the values their parents hold for them. The children of parents who have changed their value ratings were not different from children of parents who remained consistent in the ratings. Nor were children who changed their value ratings different from those whose values were stable.
Peers' Perceptions of Negro and White Occupational Preferences
Authors: Clark Edward T. , Misa Kenneth F.
Published: December 2011

The hypothesis that elementary school children would cast their peers in occupational roles in a class play that would be congruent with the peers' previously expressed vocational preferences was supported for boys (N = 106), but not for girls (N = 97). Boys expressing a preference for either professional or masculine, aggressively oriented occupations were nominated for similar occupational roles in a class play by a significant number of their male and female peers. However, girls who expressed a preference for nursing or teaching were not cast in these roles by a significant number of either their male or female peers. Negro boys expressing a preference for professional occupations were cast in these roles by their peers with significantly greater frequency than were white boys. There were no significant race differences in the other occupational categories of the class play.
The Life Career Game
Authors: Boocock Sarane S.
Published: December 2011

Vocational counseling of adolescents is difficult because it requires their evaluation of situations that are unfamiliar and unimportant to many of them. Games with simulated environments are presented as one means of overcoming the discrepancy between the adolescent and the adult world. An example of such a game, in which students plan the life of a fictitious student and receive “feedback” on the possible consequences of their decisions is described. Field testing with the game indicates that it can arouse student interest, communicate factual information about career decision‐making, and give young people a realistic, if vicarious, experience of certain aspects of adult life.