bluuebunny/crossref_metadata_2025 huggingface dataset:
The Fate of School Dropouts in the Marine Corps
Authors: Berry N. H. , Nelson P. D.
Published: December 2011

A group of 3,731 marines on whom age and educational status at enlistment were available were studied. At the end of two years of active duty, subjects were classed as Non‐success if they presented evidence of unsatisfactory adjustment to the Corps. All other subjects were classed as Success. The Success rates of different classes of subjects by educational grouping are shown. The hypothesis that subjects who complete high school before enlistment have higher Success rates than do those who drop out of school, and that, of the dropouts, those completing their education after enlistment have a higher Success rate than those who do not complete their education, was supported.
Elementary School Counseling with Unstructured Play Media
Authors: Nelson Richard C.
Published: December 2011

The need for utilizing unstructured play media in counseling with elementary school children is discussed. The suggestion is made that through play activities the child learns ways of operating in social situations, tests various roles, and expresses his frustrations and concerns. Limiting the child to verbal expression in counseling is seen as being as inappropriate as limiting an adult to the use of puppets. The elementary school counselor's use of play in counseling is designed to facilitate the expression and communication of the normal child rather than to provide data for analytical purposes. Responses to verbal and nonverbal clues, therefore, include reflection and summarization more often than interpretation. Advantages of unstructured over structured materials are discussed; illustrations show the need children feel for amorphous materials in communicating feelings.
Attitudes and Experiences of High School Students Living in Turkey
Authors: O'Neill Ralph C.
Published: December 2011

A group of 105 tenth‐grade high school students living in Turkey were studied to discover their attitudes toward their host nation and experiences while living away from the United States. It was hypothesized that neither the length of time a student resides in a country nor his sex would have an effect on either the number of experiences related to his host country or his attitude while living in a foreign country. The results indicated that the longer the students live overseas, the more experiences related to the culture of the host country they have. Their attitudes were the same regardless of their sex or length of residence.
Alcoholism and the Force of Education
Authors: Krystal Henry , Moore Robert A. , Dorsey John M.
Published: December 2011

Education in regard to alcoholism has not been a noted success. This problem is examined by approaching the situation from a psychoanalytic view, as well as through the review of the history of the use, abuse, and prohibition of alcohol in this country. Attitudes toward alcohol share much in common with the attitudes to the other instinctual gratifications. Because of the many repressions involved, the problems of transference make their appearance in the performance of the alcoholism educator, as well as the student. The conscious avoidance of patronizing, prohibitionist, and similar attitudes might allow the teacher to present both the advantages and the dangers in the use of alcohol, and thus open the subject to more wholesome consideration.
Psychological Factors in High School Accidents
Authors: Kunce Joseph , Sturman John , Longhofer Paul , Castor Marvel
Published: December 2011

The role of human characteristics in accident‐engendering behavior was studied in 146 high school students by evaluating the relationship between Aviator (Av) scores on the Strong Vocational Interest Blank with records of accidents over three consecutive years. Students with a history of one or more accidents had a mean Av score of 44.89 which was significantly higher (.001 level) than the mean of 37.86 for those without a recorded accident. Follow‐up on 22 juniors in their senior year for subsequent accidents showed that high Av scores yielded a significant relationship (.05 level) to future accidents. The available data also suggested that accident‐engendering behavior may be different in rural and urban settings.
Sentence Completion Responses and Classroom Social Behavior
Authors: Feldhusen John F. , Thurston John R. , Benning James J.
Published: December 2011

To develop a scoring scale to differentiate “behaving” from “misbehaving” children, sentence completion responses of 96 children whose classroom behavior was socially approved were compared with responses of 96 children whose behavior was disapproved because they were aggressive and disruptive. Applied to a cross‐validation sample of 96 approved and 96 disapproved children, it was found that scoring reliability was satisfactory, that the total scale score could be used to discriminate between these groups, and that inspection of individual protocols might yield valuable insights concerning a child's personal problems.
Scholastic Aptitudes and Vocational Needs of Original Thinkers and Good Elaborators
Authors: Dauw Dean C.
Published: December 2011

This study seeks to expand the concept of creativity by investigating the scholastic aptitudes and vocational needs of highly creative public high school seniors. Torrance's (1962) Minnesota Tests of Creative Thinking were administered to 708 seniors. Students scoring highest and lowest on two scales, originality and elaboration, were divided into 12 criterion groups (N = 311) among boys and girls. Significant differences were obtained on the Minnesota Scholastic Aptitude Test and the Minnesota Importance Questionnaire (MIQ) (Weiss, Dawis, England & Lofquist, 1964). Highly original seniors had significantly stronger needs than good elaborators on four MIQ scales. Students highest in both abilities had stronger needs than either high originals or good elaborators on five other MIQ scales.
College Freshman Performance: Summer Entrants vs. Fall Entrants
Authors: Scott Thomas B. , Wilcox Roger C. , Fisher Everett J.
Published: December 2011

Entering college students and their advisors—high school and college personnel—frequently assert that the student will do better academically by entering college during the summer term rather than during the fall term with its many extracurricular activities. Comparing the academic performances over the first two quarters of 320 summer quarter entrants with 320 fall quarter entrants at the University of Tennessee yielded no significant differences for season entered. The ACT composite score for each student was held constant by using analysis of covariance. Significant differences for year entered—1962 or 1963—were apparently a function of the lack of reliability in grading practices. The academic performance of entering students did not benefit from summer quarter entrance.
The Prediction of Future Outcomes Among OASI Referrals Using NMZ Scores
Authors: Miller Leonard A. , Allen George
Published: December 2011

Using samples from Iowa OASI sub‐populations, the relationships between NMZ scores and the criteria of acceptance for services by the Iowa DVR as well as future rehabilitation of clients were examined. The results suggest that (a) the relationship of NMZ scores to the acceptance criterion is low; (b) the relationship of NMZ scores to the more ultimate criterion of client rehabilitation is moderate, and, here, empirical weights appear to work better than the intuitive weights assigned in the original development of NMZ scores; (c) through empirical weighting, the variable of age was revealed as most important in predicting such criteria.
Attitudes of American and Turkish College Students Toward Disabled Persons
Authors: LeCompte William A. , LeCompte Guney
Published: December 2011

3 scales measuring different aspects of attitudes toward disabled persons were translated into Turkish and administered to 212 college students at Gazi Institute, Ankara. These data were compared with findings from a sample of 269 New York college students previously reported by Siller and Chipman. Results confirmed the prediction of greater nonacceptance of disabled persons in the Turkish sample. Means from the Attitude Toward Disabled Persons scale and the Social Distance Scale differentiated the samples beyond the .001 level. However, the Feeling Check List data showed a reversal, with the Turkish sample rating significantly more positive feelings toward 6 of 7 disability categories. The latter finding is discussed together with results from the Social Distance Scale as possible consequences of different “public personality” systems.
Counseling Competence and Perceptions
Authors: Rank Richard C.
Published: December 2011

A motion picture test of counselor perceptions of counseling interview segments was developed in order to analyze change in trainee perceptions during a practicum, and to explore the relationship between counselor perceptions of others and counseling competence. Cross‐validation results from a group of 30 NDEA Counseling and Guidance Institute trainees demonstrated a significant relationship between post‐practicum counseling competence and both pre‐practicum and post‐practicum test scores. The test appears to be relatively independent of other commonly used selection criteria.
Semantic Variance in Recommendations of Student Potential
Authors: Chick Joyce M.
Published: December 2011

This study investigates clarity of communication among high school counselors and university admissions officers in their use of selected terminology to describe three types of scholars: potentially low‐, average‐, and exceptional‐achieving scholars. A “Descriptive Word Scale” was designed to investigate the degree to which semantic variance was present in the selected terminology used to describe these three types of scholars among counselors, among admissions officers, and between the two groups. A sample of 300 counselors and admissions officers was drawn. Basic theoretical assumptions were drawn from the theories of Miller, Hackett, et al., and Schramm. Major findings included significant variability among counselors and among admissions officers and between the groups for certain terminology. It was possible to distinguish which of the terminology might be more dependable for attaining clarity of communication.
The Junior College Student
Authors: Cooley William W. , Becker Susan J.
Published: December 2011

Using data obtained by Project TALENT, a nationwide study of high school youth, the authors describe the junior college student. The junior college, non‐college, and college students have been compared along six measures of information and eight of general aptitude and ability. Through the use of a six‐group discriminant analysis, it was found that junior college students have a tendency to be more like non‐college students in terms of ability. However, sex differences on the ability measures were greater than the differences among the three college‐planning groups. Although the junior college student looks more like the non‐college student in terms of ability, he appears to be more like the college student in terms of socio‐economic factors.
Kierkegaard and Counseling for Individuality
Authors: Strickland Ben
Published: December 2011

Not too long ago existentialism was considered largely an atheistic philosophy. Today many disciplines are considering the philosophy for its positive attributes. One of the more recent areas to be influenced by existentialism seems to be that of individual counseling, as indicated by the appearance of numerous journal articles within the last few years. One of the more prominent writers in the school of existentialism, Søren Kierkegaard, sometimes called the “father of existentialism,” seems to have been speaking to the modern day counselor as he attempted to describe the process and climate wherein such characteristics as individuality are fostered.
Elementary School Counselors in California
Authors: McCreary William H. , Miller Gerald
Published: December 2011

The number, school location, academic preparation and experience, and functions and duties of “elementary school counselors” in California were studied. Questionnaires were answered by 175 counselors, 118 elementary school principals, and 312 teachers in schools employing counselors. The number of children in the participating schools was 133,125, or five per cent of all pupils in grades K‐8 in the State. Counselors reported that they spent 50 per cent of their time working with pupils, 17 per cent with teachers, 10 per cent with administrators, 12 per cent with parents, and 11 per cent with probation, welfare, and other officials. The counselors and the principals generally agreed on the rank order of importance of the functions of elementary school counselors and on the most important skills and personality characteristics counselors should have. The teachers reported that counselors gave them most help by testing individual pupils, counseling with pupils, helping them with classroom problems, and participating in parent conferences. Elements of an ideal counseling program at the district and school level as well as deficiencies in present programs were described by the respondents.
The Personality of Select Theological Students
Authors: Childers Robert D. , White William F.
Published: December 2011

When 72 male students in a southern theological institution were compared by the manner in which they intended to fulfill their religious vocation (i.e., as missionaries, pastors, or religious education workers), a homogeneity of personality behavior was observed on each of 16 factors. The total sample, however, was reported to be substantially and significantly different from the general population on four factors. No significant difference was reported among the three groups in their need for social approval as measured by the Marlowe‐Crowne SDS.
The Development and Evaluation of a Measure of Counselor Effectiveness
Authors: Kelz James W.
Published: December 2011

The purpose of this research was to construct and evaluate a measure for assessing counselor‐trainee effectiveness. An eight‐category rating instrument was constructed and two standardized interview situations emphasizing problems commonly encountered by secondary school counselors were developed. The standardized interview situations provided by the use of coached counselees permitted a panel of six trained judges to evaluate via closed‐circuit television 30 counselor‐trainees under conditions designed to insure comparability and, hence, fair appraisal. Using a definition of reliability as the degree of consistency between judges, the average correlation between ratings given by pairs of independent raters was .50. It was concluded that the rating instrument developed and the techniques employed for its use constituted a usable, realistic measure for assessing the counseling proficiency of counselor‐trainees.
Perceptions of Rehabilitation Counselor Behavior
Authors: Muthard John E. , Miller Leonard A.
Published: December 2011

A comparison of perceptions held by selected rehabilitation subgroups toward counseling behavior was conducted. As expected, rehabilitation counselor educators were most different from state agency personnel in rehabilitation. State agency personnel appeared to value active counselor behavior more than educators. However, the predicted similarity between educators and trained counselors in state agencies and in other settings did not materialize. Differences between subgroups are discussed with respect to possible environmental and group influences. Some implications for communication between subgroups and training programs for rehabilitation counselors are also presented.
Themes in Group Counseling with Adolescents
Authors: Bates Marilyn
Published: December 2011

A group of counselors met in seminar over a period of a year, critiquing tapes of their group counseling sessions. It was found through analysis of these recordings that certain themes could be identified which occurred and reoccurred in the content of group counseling with adolescents. These themes were entitled: “My Vices,” “Outwitting the Adults,” “Problem Parents,” “My Brother, the Brat,” “My Public Image,” “Nobody Loves Me,” and “Let's Change the Rules.” Illustrative material is presented that was transcribed from the recordings, after all identifying data were removed.
A Developmental Model For Counseling Groups
Authors: Foley Walter J. , Bonney Wabben C.
Published: December 2011

Students taking a course in Group Guidance participated in group counseling as an adjunct experience to the course. The counseling sessions were tape recorded and later analyzed according to an affect‐topic classification. This paper presents a theoretical discussion of the development of one of the counseling groups, and the results of the analysis of the recorded group sessions.
Implications of Contemporary Social Science for the Field of Guidance
Authors: Muir Donal E.
Published: December 2011

Since the mid‐19th century, a dominant trend in the social sciences has been the development of a rigorous technique for devising predictive models of empirical social systems. Central to this development has been the assumption that unexplained variation is simply error in a given model, rather than the generally held view that human beings have a special capacity for acting independently of the universe of empirioals. The increasing predictive accuracy resulting from this axiom of determinism has, in turn, tended to stimulate the interest of applied fields. A predictable side‐effect of such interest, however, appears to be an intra‐field re‐examination of its own philosophical foundations. It is suggested that the field of guidance has reached this juncture, that the resulting internal conflict has emerged, and that the strategic value of prediction will insure a continued transition from an art to an applied science.
Social Status and Guidance Involvement
Authors: Weinberg Carl , Skager Rodney
Published: December 2011

This is a study of the relationships of 3 measures of social stratification to students' utilization of school guidance services and knowledgeability about chosen vocation. A survey of students in 8 high schools suggests that, in a majority of the groups studied, social status of parents and projected social status of the student (based upon chosen occupation) are positively related to knowledgeability about chosen career. The extent of the student's utilization of career guidance services was related to his social status within the microcosm of the school as defined by amount of participation in valued extracurricular activities. Parental and projected social status measures did not appear to be so consistently related to utilization of career guidance. The degree of the student's participation in other guidance services not directed at career planning was, in a majority of the groups studied, negatively related to the social status of the student's parents.
Research on the Teaching of Occupations 1963–1964
Authors: Sinick Daniel , Gorman William E. , Hoppock Robert
Published: December 2011

Recent research is here reviewed on the teaching of occupational information at various educational levels. Most of the research reviewed consists of doctoral dissertations and master's theses. The research suggests that occupational materials should be prepared and presented differently at different stages of student development. The research indicates that early presentation of occupational information may facilitate such developmental factors as understanding of occupational concepts, identification of vocational interests, realism of self‐concept, appropriateness of vocational choice, and readiness to function as an effective employee. Occupational information provided early may also reach potential early school‐leavers and thereby reduce the dropout rate.
The “Healthy Person”: A Review
Authors: Yamamoto Kaoru
Published: December 2011

Two general approaches in the analysis of a “healthy” person were identified as (1) operational and (2) conceptual. Criterion problems seem crucial in the former, while in the latter, semantic and value problems are to be resolved. Consideration might profitably be given to, first, the concept of dynamic equilibrium or active adaptation (assimilation and accommodation) and, second, to that of developmental mastery of tasks along the “dimension of depth” and toward discovery of the meaning of life and of man's position in the universe. Such a model implies client's exploration of his existence in the world in the perspective of a continuous life process. Both being and becoming can and should be of legitimate concern to mental health workers.
Vocational Development: Ten Propositions in Search of a Theory
Authors: Stefflre Buford
Published: December 2011

Ten propositions are advanced regarding vocational development and the meaning of work. It is suggested that differential predictions and explanations taking account of the sex, class, and societal values of the worker may be possible. Four models outline the possible relationships among the self, the self‐concept, the “occupational persona,” and the occupational role expectation. Implications for counseling and research are given.
A Sociological Approach to the Analysis of Preparation for Work Life
Authors: Cross Edward
Published: December 2011

Preparation for work life is interpreted as involving 4 main kinds of preparation: (a) preparation for life in an organization, involving authority, security quests, impersonality, routine, conflict, mobility, and demotion, (b) preparation for a set of role relationships, (c) preparation for a level of consumption, involving a certain style of life, and (d) preparation for an occupational career, involving changes in the nature of jobs, and different types of jobs depending on the position in the life cycle. Conclusions suggest a broadening of the concept of “vocation,” and a change in approach to the analysis of the decision‐making process from traditional stochastic analysis to “disjointed incrementalism,” that is, making decisions for short time‐periods only, and with strict limitation on available data and resources.
Client Quest—A Key to Counseling
Authors: Dole Arthur A.
Published: December 2011

The expression quest is proposed to represent any unifying theme of client purposes. Counseling is then defined as an interview in which client quest is superordinate to counselor quest. It is suggested that client quests be classified by their direction. Thus, quests may be for understanding or change, and, at a higher level, for mastering self or environment. The identification, clarification, and management of client quests becomes central to effective counseling. Ideally, as an expert in human learning and development, the counselor is a hypothesis maker who works with his client to facilitate conquest. Dissonance is said to occur when the purposive balance is inappropriate to counselor or client quests. The congruent counselor reduces dissonance by discussing changes in the purposive balance openly with the client and by avoiding professional roles in which client quests are subordinated.
Role Models for Lower Class Negro Boys
Authors: Henderson George
Published: December 2011

Much has been written about ways in which lower class Negro students can be motivated to seek middle class goals. Providing middle class role models for these students is one technique that is usually recommended, but seldom discussed analytically. The popular practice of providing only Negro adult role models to Negro children is challenged as being an activity that impedes the movement of lower class Negroes into the mainstream of American life.
Work Values of School Counselors Attending NDEA Summer Guidance Institutes
Authors: Super Donald E. , Kaplan Herbert H.
Published: December 2011

The work values of 164 men and 108 women school counselors, experienced and qualified, and enrolled in advanced summer guidance institutes, were studied by means of the Work Values Inventory. Sex, institutional, and occupational comparisons were made. Women counselors stress esthetic, intellectual, and way‐of‐life values more than men counselors, who put more emphasis on economic returns, managing, and surroundings. In comparison with other occupational groups studied, men counselors stress economic returns, security, and prestige, and attach less importance to esthetics, creativity, and intellectual stimulation.
Interest Inventories and the Developmental Framework
Authors: Ryan Doris W. , Gaier Eugene L.
Published: December 2011

Interest inventories are of greatest usefulness for educational and vocational planning when the counselor is satisfied that the student is “ready” to indicate his interests. Since interests develop over time as the adolescent broadens his experiences, counselors are cautioned that more individual counseling is often necessary before interest inventories can be used as the basis of career decision‐making. Viewed from this developmental point of view, interest inventories are examined as they are affected by the subject's age, social class, ego‐strength, shift in major field, and ability. Judicious counseling could provide experiences to assist in raising career goals.
ERIC Counseling and Personnel Services Information Center
Authors: Walz Garry R. , Rich Juliet V.
Published: December 2011

This article describes the development and planned use of the Counseling and Personnel Services Information Center, which is part of the Educational Research Information Center (ERIC).
Poor Youth Do Want To Be Middle Class But It's Not Easy
Authors: Gottlieb David
Published: December 2011

This paper explores certain goals and values held by poor youth, and identifies some of the factors that appear to aid or block the goal attainment process. From a sample of 1,327 male adolescents (Caucasian and Negro) between the ages of 16 and 18 who were enrolled in the Job Corps, data were obtained that suggest that these youth aspire to a style of life that resembles that of the middle class. Perceptions and comments of these youth do not tend to support the proposition that the lower class culture has a built‐in set of values that discourage social mobility. Rather it would appear that lower class parents, while having the desire to have their children succeed, lack the abilities important to facilitate movement into more advantageous social positions.
College Adjustment and Performance of Low‐Income Freshman Males
Authors: Bradfield L. Eugene
Published: December 2011

To examine the effects of an impoverished background on the college adjustment and performance of low‐income freshman males, 36 entering freshmen from the lower income groups at a state university and a junior college were matched on American College Test scores and college of attendance with 36 control freshman males. A battery of tests of the personal characteristics important to college adjustment and success and of the level of aspiration was given both groups at the beginning of the first semester in college and at the end of this semester. The low‐income group showed personal characteristics similar to those which have appeared in studies of college dropouts. One semester of college accentuated these characteristics. Nonetheless, the low‐income group had as good or better college performance as measured by grade‐point average at the end of one semester and possessed levels of aspiration equal to those of the control group.
Predicting Freshman Grades and Counselors' Prediction Style
Authors: Watley Donivan J.
Published: December 2011

This study attempted to assess 2 questions: (1) What cognitive procedures, as suggested by the use of case data, do counselors use to arrive at a specific prediction? (2) Are the cognitive procedures used by counselors related to actual predictive accuracy? The predicted criterion was freshman grades. 66 counselors were classified into 4 groups on the basis of their typical styles of using case data to predict this criterion. The results showed that counselors varied markedly in their approach to this task. Regardless of the amount of case data available, some counselors appeared consistently to apply a prediction equation of some kind to every case while others attempted to develop independent models for each case. However, the style with which data were used was not significantly related to predictive accuracy.
Predicting Academic Achievement with the High School Placement Test
Authors: Impellitteri Joseph T.
Published: December 2011

The study reported here investigated the use of the High School Placement Test as a predictor of 9th grade academic achievement as measured by school grades. The sample was composed of 3,194 boys who were enrolled in an academic curriculum at 1 of the 10 randomly selected Diocesan high schools in Philadelphia. A multiple regression analysis and a canonical correlation analysis were performed using the subtest scores of the High School Placement Test as independent variables, and final 9th grade average, grades in English, social studies, Latin, general science, and algebra as the dependent variables. It was found that the Composite score of the High School Placement Test individually would have been as useful a predictor of final grades as either of the empirically determined predictor composites computed in performing the multiple regression analysis and the canonical correlation analysis.
Prediction of Persistence at Work of Women Dentists
Authors: Meir Elchanan I. , Camon Anye , Sardi Zeev
Published: December 2011

The instrumentality, intrinsic needs, and achievement orientation of 288 women dentists in Israel were related to their persistence at work. The multiple correlation of the first two variables with persistence was .55, indicating that they could serve as predictors and be used in the selection process of applicants to dental training. The authors presume that these variables might be used for prediction of persistence at work for women in other occupations, too.
Individual Psychology as a Basis for the Counseling of Low Achieving Students
Authors: Nelson Marven O.
Published: December 2011

The counseling of low achieving students by use of a method bated on the principles of the Individual Psychology of Alfred Adler is described. The basic assumptions and techniques are presented along with excerpts from counseling sessions.
Effects of an Accelerated Reading Course on SAT‐V Scores
Authors: Coffman William E. , Parry Mary Ellen
Published: December 2011

3 groups of university freshmen took the SAT‐V before and after a course in Accelerated Reading. The mean post‐test scores for 2 groups increased slightly less than 10 points, while the mean post‐test score for the third group decreased significantly. It is concluded that for the type of students used in this study, a course emphasizing speed and accuracy of reading is not of value in increasing scores on the verbal part of the Scholastic Aptitude Test.
Social Desirability and Attitudes Toward the Disabled
Authors: Feinberg Lawrence B.
Published: December 2011

This study explored the influence of social desirability (SD) on responses of non‐handicapped persons to three attitude‐toward‐disability scales under conditions that varied the personally evaluative nature of the testing situation. The design of the study was based on an adaptation‐level model. 280 undergraduates were divided into 3 experimental groups. All were administered the SD scale. Each group was then exposed to one of 3 sets of instructions that varied the emphasis on personal evaluation. Subjects were then administered 3 attitude‐toward‐disability scales that differed in degree of test structure. Results indicate that those who had high SD needs responded with significantly more positive attitudes toward the disabled on each of the attitude scales. Variations in test instructions were effective in modifying responses of high SD subjects on two of the scales.
Parent Perception of Retarded Child's Intelligence
Authors: Gorelick Molly C. , Sandhu Malathi
Published: December 2011

A dual evaluation technique exposed measurable and identifiable discrepancies between a retarded child's functioning as measured by standardized tests and the parental perception of that functioning. The sample consisted of 25 mothers and their children ranging in age from 3½ years to 15½ years. The Revised Stanford‐Binet was employed for both parent and child. The examiner preceded the administration of the Binet to the mother with an explanation that she was to answer the questions and perform the required tasks in the exact manner she thought her child would respond. The test was administered and scored according to standardized procedures. Although the difference between the two sets of IQ scores was statistically significant, and the hypothesis that mothers would tend to over‐estimate their children's intelligence scores was confirmed, the difference was not as great as might be expected from results of previous studies.
Case Groups: An In‐Service Education Technique
Authors: Foreman Milton E. , Poppen William A. , Frost Jack M.
Published: December 2011

An elementary public school utilized Case Groups as part of a comprehensive in‐service education program for its staff. The Case Group was designed as a paced learning experience incorporating elements from discussion, case study, and sensitivity training groups in the attempt to facilitate both cognitive and experiential aspects of the teachers' continuing professional growth. The kinds of growth experienced by the participants are described and subjectively evaluated to the conclusion that the Case Group, or modifications thereof, has high potential for the in‐service education of teachers.
Career Development Concepts: Significance and Utility
Authors: Bailey John A.
Published: December 2011

Trustees of four appropriate professional associations determined the relative value of significant career‐development concepts from a preselected list. Comparisons among the trustee groups are made, composite data are reported, suggestions for using the rank‐ordered concepts in research as an external criterion are provided, and ideas for incorporating the concepts as topics for group guidance classes are given.
Components of the High School Environment
Authors: Jones John E.
Published: December 2011

A principal components analysis was conducted on the scale scores of Stern's High School Characteristics Index (HSCI). Nine factors accounted for slightly more than two‐thirds of the variability of the instrument. The lack of similarity of the HSCI factors and those reported for the College Characteristics Index was noted. The most significant factor was labeled Intellectual Self‐Expression and resembled a factor derived from earlier analyses of the scale.
Consistency as a Factor in Predicting Grades
Authors: Reyes Richard , Clarke Robert B.
Published: December 2011

This study attempted to determine whether individual differences in intra‐individual consistency are reliable over time and whether future grades can be predicted more accurately for consistent students—those whose grades do not vary much from course to course—than for students with “spotty” records. Measures of intra‐individual consistency were computed from grades obtained early in school and from grades obtained later for several samples of students. These measures showed no reliability over time, and there were no differences between consistent and inconsistent students with regard to the accuracy of prediction of future grades. It was recommended that considerable caution be used in attributing any significance to the degree of consistency or inconsistency manifested by a student's academic record.
In Support of the Concept of Underachievement
Authors: Jackson Robert M.
Published: December 2011

The term underachievement has still not been completely accepted by educators, although research findings suggest that it is associated with various developmental problems and that it begins early in a child's educational career and becomes increasingly worse with time. The achievement patterns of 1,078 fourth grade students in the public schools of west central Wisconsin were assessed by relating on a scattergram their performances on widely used achievement and intelligence tests. Underachievers, achievers, and overachievers were then determined through a regression equation. Comparisons of these groups on 9 developmental variables indicated differences favoring the overachievers and the achievers in each case. These differences reached the 1 per cent level of significance for 7 of the 9 variables.
Neurotic‐Symbiotic Counseling Relationships
Authors: Feist Jess
Published: December 2011

Two individuals can be so closely involved with one another in a counseling relationship that they become mutually interdependent and yet neither experiences growth. This paper discusses several kinds of these neurotic‐symbiotic counseling relationships and examines some possible reasons for the continuation of counseling in the absence of therapeutic change. Some general characteristics of neurotic‐symbiotic relationships are discussed, and a comparison is drawn between these growth‐preventing relationships and those that are productive of growth.
Counseling Theory: The Problem of Definition
Authors: Chenault Joann
Published: December 2011

It is proposed that (a) research in counseling and counseling practice do not generally make explicit their roots in counseling theory, (b) this lack of connectedness to theory may represent a weakness in our theories for failing to be useful, (c) this fault may be a function of our current definitions of theory, and (d) we should focus upon philosophical premises at this time. The philosophical premise of syntony is used to illustrate how many of the commonly accepted assumptions which set our standards are not necessarily so, and how the broadening of such assumptions may encourage more activity in theory development. Counseling approaches which do not qualify as theory must at least qualify in the realm of rationale by making explicit their philosophical or value premises.
Vocational Preference Inventory High Point Codes and Educational Preferences
Authors: Osipow Samuel H. , Ashby Jefferson D.
Published: December 2011

This study reports normative data describing the combinations of various VPI high point codes associated with educational preferences classified into one of six of Holland's occupational environments and an undecided category. Eight hundred thirty‐one male and 129 female college freshmen were queried regarding their educational preferences and were administered the VPI directly prior to college enrollment. The comparisons between preferences and VPI combinations revealed that Intellectual and Realistic, Social and Enterprising, Conventional and Enterprising, and Social and Artistic, seem to go together frequently for male students. The female sample revealed that Social and Artistic VPI codes were common.
Generalized Academic Prediction in Four‐Year Colleges
Authors: Hoyt Donald P.
Published: December 2011

This investigation was designed to develop “generalized” regression weights for predicting first‐year grades at any four‐year college and to estimate the regression constant at each college to take into account differences among colleges in the academic potentials of their students and in the rigor of their grading practices. Results for 50 colleges which participated in the American College Testing Research Services were used to develop generalized regression weights for the ACT‐Composite and the high school average (HSA). Regression constants were estimated by using Astin's (1965) factor scores for 167 colleges to predict mean ACT‐Composite, mean HSA, and mean college GPA. The predictive efficiency of the generalized equations was compared with that of unique equations developed for 18 individual colleges. The generalized equations proved to be as accurate as the unique equations. Some implications were drawn for the practical application of generalized equations in pre‐college guidance and college admission programs.
Computer‐Assisted Academic Advising
Authors: Juola Arvo E. , Winburne John W. , Whitmore Ann
Published: December 2011

A computer‐assisted program in academic advising for probation students is described and evaluated. The findings suggest that improvement in academic status can be secured by judicious procedures in course selection and enrollment. The paper demonstrates how the computer can be used to help select students who are in need of specific individual contact because of questionable enrollments and, at the same time, provides data which make individual interviews more productive.
What Counselors Must Know About Black Power
Authors: Washington Kenneth S.
Published: December 2011

Black power is defined and its relevance to the work of the counselor discussed
Activities of Suburban and Inner‐City Youth
Authors: Brough James R. , Reeves Martha L.
Published: December 2011

A questionnaire on out‐of‐classroom activities was adminstered to 238 inner‐city ninth grade students and 382 ninth graders from a high socio‐economic suburb. Differences in activity patterns between the two groups were slight, and where differences did exist, they may have been due to financial limitations rather than student preferences. Some differences in attitudes toward school and future expectations did exist, but little relationship is apparent between these differences and out‐of‐classroom activities.
Personality of Counselors and Administrators
Authors: Donnan Hugh H. , Harlan Grady
Published: December 2011

The Sixteen Personality Factor Questionnaire was administered to 41 counselors and 41 administrators enrolled in graduate courses at Auburn University. The scores were compared in terms of individual factors and profiles. A discriminate analysis of scores correctly identified counselors in 31 out of 40 cases while principals were classified correctly in 34 out of 41 cases. Five factors found to be significantly different (P < .05) between counselors and administrators were: Factor C (Emotional vs Mature, Calm), Factor G (Expedient vs Conscientious), Factor I (Tough‐Minded vs Tender‐Minded), Factor L (Trusting vs Suspicious), and Factor N (Forthright vs Shrewd).
The Effects of a Vocationally Oriented Speech Course on the Vocational Planning Behavior of High School Students
Authors: Osipow Samuel H. , Alderfer Richard D.
Published: December 2011

A sample of 407 tenth, eleventh, and twelfth grade students took a speech course oriented toward assignments concerning career development and decisions. The vocational attitudes and behaviors of the students at the completion of the course were compared with those they reported when the course began. The most significant finding was that both male and female students reported engaging in more frequent informal discussions about career development following the course then they had preceding it. In addition, the girls expressed more certainty about their educational plans at the conclusion of the course than at its outset and had lowered their expected life earnings. The girls also scored higher than the boys on the Vocational Maturity scale of the Vocational Development Inventory both before and after the experiment.
The Meaning of Unpatterned Vocational Interests
Authors: Munday Leo A. , Braskamp Larry A. , Brandt James E.
Published: December 2011

The purpose of the study was to find the relationships between SVIB patterning and psychological adjustment, maturity, and intelligence. Male SVIB profiles were categorized as Primaries, Secondaries, or No Patterns. The three groups were compared on MMPI scales, using a two‐factor ANOVA; no differences between the groups were obtained at the .05 level of confidence. The groups were compared on age and aptitude scores, using in each case a simple ANOVA; no mean differences were obtained at the .05 level of confidence. Related research was reviewed and this study was found to be confirmed by several others. There is little support in the literature for the widely held belief that something is “wrong” with the client who has an unpatterned SVIB profile.
The Case for Consultation
Authors: McGehearty Loyce
Published: December 2011

The evolution of new practices designed to extend professional mental health services by not limiting the helping professions to a traditional one‐to‐one relationship has led to the use of consultation with other caretaking persons. This technique is discussed and its relationship to counseling, particularly in the elementary schools, is explored. The practices evolved during the IRRCOPS project at Texas and at NDEA Institute are described.
Professional Preparation of Junior and Senior College Student Personnel Administrators
Authors: Hoyt Donald P. , Rhatigan James J.
Published: December 2011

Student personnel administrators from 48 junior colleges and 45 four‐year institutions identified how they distributed their professional time, the importance they attributed to 15 job functions, the relative importance they attached to academic and on‐the‐job training in preparing for the 15 functions, and the substantive areas they felt appropriate for graduate programs to emphasize. While on‐the‐job training was generally viewed as more helpful than academic preparation, the latter was perceived as at least relevant to most administrative activities. There were some differences both in the type of training recommended and in the nature of the work done by the two groups of administrators. However, in view of their general similarity, it was concluded that the unique needs of each could probably be met in a single graduate program if requirements are reasonably flexible and if satisfactory practicum‐internship facilities are available in both the junior and senior college settings.
Client Assessment Issues: A Perspective
Authors: Thoreson Richard W. , Kunce Joseph T.
Published: December 2011

A review of client assessment issues is presented within the context of pro‐ and anti‐assessment influences. Shortcomings are identified in both formulations, particularly in the failure of their proponents to take full cognizance of the complex intertwining of scientific and philosophic components in assessment. A multivariate research paradigm is posited. Implications of the presented conceptualization for counseling practice are discussed.
Tutor‐Pupil Relationship and Academic Progress
Authors: Little Donald F. , Walker Basil S.
Published: December 2011

This study examines the characteristics of the tutor‐student relationship in small tutorial groups and the degree of association between this relationship and academic success. Four factors were identified: a general factor of likeableness and factors representing equality, personal involvement, and control in the relationship. The likeableness factor was significantly related to academic success but the other factors were not.
A Comparison of Self‐Referred Counselees and Non‐Counseled Junior High School Students
Authors: Brough James R.
Published: December 2011

A population of 315 ninth grade students was separated into two groups consisting of those who had made voluntary counselor appointments during the preceding two years, and those who had not. The two groups were compared in terms of sex, general ability, achievement, and personality ratings. There were no significant differences between the groups except for the sex ratio. All ninth grade students and all incoming seventh graders were also surveyed regarding their preference toward voluntary or required programs of counseling. Both grade levels generally preferred the voluntary approach.