Personality and Functional Specialty Preference of Prospective Counselor Educators

This study examined the personality needs of doctoral students in counselor education who preferred functional specialties as administrators or practitioners. The sample consisted of doctoral students in counselor education at 20 southern universities. Achievement, dominance, order, and social recognition needs, as measured by the Personality Research Form (PRF), were found to differentiate between the groups.     

The Sixteen Personality Factor Questionnaire as a Predictor of Counselor Effectiveness

This study examined the usefulness of the Sixteen Personality Factor Questionnaire in differentiating characteristics of counselors who were rated effective and ineffective. Eight of the factors achieved significance in distinguishing between these groups. Only two factors were found to differentiate male and female counselors (p < .10).     

Counselor Interpersonal Power Base Preference: An Examination of Counselor and Client Variables

Forty counseling students were assessed on their power base (i.e., expert, referent, and legitimate) preferences, which were found to vary as a function of client problem, but not experience level.     

高校辅导员的人格力量与人格塑造

高校辅导员的人格力量在高校思想政治工作中起着很重要的作用,其主要体现在情感的认同、行为上的示范、思想上的感化、形成集体凝聚力等多个方面.应通过努力学习马列主义理论和科学文化知识,勇于投身社会实践等途径,塑造完善辅导员的健康人格.     

Guidance of Handicapped Students: Counselor In-service Needs

A survey of Florida school counselors' need for inservice training in handicapped student education indicates that, although counselors spend a significant portion of their work time with guidance activities for handicapped students, they have received inadequate preparation, in both preservice and in-service training.     

The Counselor as a Developmental Instructor

The role of a developmental instructor is described as the use of information about students to structure classroom environments to maximize personal growth and mastery of subject matter. The subject matter for one course “Themes in Human Identity” was drawn from current and classical literature. Developmental change was assessed according to Perry's model of ethical and intellectual development of college students. Twentyeight of thirty-one students showed positive change.     

Perceived and Measured Needs Levels of Counselor Education Students

Because the counseling profession places high value on counselors possessing accurate self-awareness, this study investigated the differences and relationships between counselor education students' self-perceived and measured needs levels. A sample of 107 counselor students estimated their needs levels and then completed the Personality Research Form (PRF). Significant differences between their perceived and measured needs levels were found for 10 of the 14 PRF scales. Wide variations were evident in both perceived and measured needs levels. Significant correlations between perceived and measured needs levels percentiles for all 14 scales indicated consistency in over or under estimation of needs levels. Age and number of quarter hours completed were generally unrelated to accuracy of needs level estimation.     

Counselor Experience Related to Complexity of Case Conceptualization and Supervision Preference

The authors investigated the relationship among trainees' counseling experience, familiarity with specific client symptomatology, case conceptualization integrative complexity (i.e., the ability to differentiate and integrate knowledge related to specific client symptomatology), and preference for supervisor style. Data from 100 beginning practicum to intern‐level counselor trainees revealed that general trainee experience and familiarity with specific client symptomatology were related to trainee case conceptualization integrative complexity. However, contrary to developmental models of counselor supervision, neither trainee experience, familiarity with specific symptomatology, nor trainee case conceptualization integrative complexity significantly predicted preference for supervisor style.     

A Model to Link Personality Characteristics to a Preference for Science

Summaries

English

Although there has been an accumulation of evidence about the association of personality factors with a career in science, this work has hitherto lacked a cohesive theory. In this article it is suggested that an ego‐identity model, based on the work of Erikson, serves both as such a theory and also allows us to predict the effects of changes in school and curriculum on pupils’ reactions to science.     

Relationship of Counselor Variables to Preference for Type of Response in Counseling

The sex, gender role orientation, and level of education of counseling students were found to significantly affect their preference for interpretive, supportive, evaluative, understanding, and probing counseling responses.     

Reinventing Gerocounseling in Counselor Education as a Specialization

Recent trends in counselor education are moving away from a standardized academic track in gerocounseling. We propose three types of academic models (integrated in-house, out-of-house, and combined) that provide greater academic freedom to counselor education faculty who wish to construct a gero-specialization specific in their program.     

The Physical Education System as a Consequential Social Determinant

ABSTRACT

Employing the ideal type of “The Physical Education System,” in this analysis I explore the import of systems frameworks for new institutional designs which hold promise for better outcomes. The inherited idea of a system is restricted to the relationship between teacher education and school programs. It draws on the developmental trajectory of the specialized field of study which pre-dated Kinesiology, and it conforms to the industrial age school, particularly its assumptions regarding standardized curricula, teachers’ roles, student classification, and cultural assimilation. When this inherited framework reigns, other key systems components (e.g., public policy, influential peer/family/community ecologies) get short shrift, important “outcome chains” are not addressed, and both Kinesiology’s and Public Health’s contributions are constrained. Once the inherited physical education system is recognized as a consequential social determinant of pediatric health and well-being, needs and opportunities for redesign become apparent.     

面向岗位需求办出专业特色

我校秘书专业创办十八年来，遵循高职教育的办学规律，审时度势，与时俱进，不断深化改革，凸现专业特色。主要措施是：根据社会需求，不断调整专业方向，优化课程结构，加强实践教学环节，根据时代的要求不断地提高专业层次，加强教师队伍的建设。这样，使该专业初步具备了高等职业教育的特色，成为我校的一个重点专业。