Personality and Attitude Change in Counselor Trainees: An Evaluation

Subjects were 22 participants (14 males and 8 females) in a 38-week Guidance Institute designed to prepare secondary counselors to work with disadvantaged youth. Twenty students with similar characteristics enrolled in the regular counselor education program served as a control group. The Personal Orientation Inventory (POI) and Semantic Differentials were administered to experimental and control subjects at the beginning and end of the Institute program. Results indicated that both groups made significant changes on the POI, with the amount and direction of change favoring the Institute subjects. The authors concluded that the Institute had a highly significant impact on the personal development of participants and that the Institute was more efficient than the regular program in eliciting such change.     

Philosophical and Situational Issues Relating to the Objectives of Counselor Education

Counselor education, through its formal organization (ACES), is in the process of examining its standards for program accreditation used for the past decade. This discussion examines current educational forces, such as social change, political conditions, and learning process developments as a basis for a new look at the standards for counselor preparation. Based on these influences, four categories of situational and philosophical issues are postulated: educational and psychological assumptions, outcome behaviors of the counselor education graduate, outcomes of counselor education programming, and outcome behaviors of professional guidance personnel. It is recommended that outcomes of counselor education should be considered in performance terms before instructional strategies are developed.     

Perceptions in Role Change from Teacher to Counselor

12 school counselors, former teachers who had been counseling no more than 2 years, were interviewed on how they experienced the processes of role change from teacher to counselor. Theoretical constructs from sociological research on role and reference groups were used in the analysis. Anticipatory socialization was found not to have been engaged in by the new counselors. Having been a teacher was found to be dysfunctional to the extent that (a) it gave rise to ambivalence between the two roles, (b) demanded change in perspective toward the student, the school system, and the teachers, and (c) caused conflict by the necessity of changing the compliance system used with students. Having been a teacher was found to be functional to the counselor role in understanding and working with counselees and teachers on student-teacher problems. The dysfunctional aspects of having taught outweighed the functional aspects and inhibited positive identification with, as well as impeding adjustment to, the new role of counselor.     

浅谈资料工作若干观念的转变

本文着重从现代社会的实际出发，介绍了资料工作的重要性，及树立资料工作情报化观念、网络化观念、现代化观念的重要性。     

Some Factors Relating to Success in Student Teaching

Abstract

Each of four classes of Educational Psychology 2430(Child Study) was randomly divided into two groups: experimental (N=55) and control (N=55). The experimental group’s course performance was evaluated by a grade contract approach while the control group was evaluated by a traditional method. Group differences favored the experimental group; however, such differences were not statistically significant.     

Sex Role Orientation and Self-Disclosure Flexibility in Counselor Training

Several studies have suggested that counselor response effectiveness may not be merely a function of instruction in basic counseling skills. This study examined the impact of the sex role orientation and level of self-disclosure flexibility of 44 counseling students on their ability to demonstrate counseling skills and their overall counseling response effectiveness during and after counseling skills training. Using a factorial analysis, sex role orientation and level of self-disclosure flexibility accounted for approximately 30% of the variance in quality of counseling skills. These findings lend support to the importance of trainee perceptual, cognitive, and behavioral flexibility in the acquisition and use of counseling skills. Suggestions for altering counseling skills training and further research are provided.     

Relationship of a Group Counseling Course,Hours in Counselor Education,and Sex to Empathic Understanding of Counselor Trainees

This study investigated the relationship of a graduate course in group counseling, the number of hours completed in counselor education, and sex to the empathic understanding of trainees in a counselor education program. The trainees were taped in similar counseling sessions, and their responses were rated independently by three counselor educators, who used Carkhuff's empathic understanding scale. A three-way analysis of variance determined only one significant difference. The trainees who had completed a course in group counseling were significantly higher (p <.05) than those who had not. The level of empathic understanding of the higher group, however, was less than the level considered to be the minimum for effective counseling.     

Perceptions in Role Change from Teacher to Counselor: Intra-Role Conflict and Motivation for Change1

Twelve former teachers who had been counseling for no more than two years were interviewed on how they experienced the processes of role change from teacher to counselor. This article extends the findings reported in an earlier paper and deals with intra-role conflict and with the motivation for changing roles. The following hypotheses emerged from the study: (a) if teaching experience heightens the conflict in perceived incompatibility of role expectations, then it is dysfunctional to becoming a counselor; and (b) teachers enter counseling primarily because they seek to fulfill an inner desire for growth toward what they perceive as their ideal role in education. The implications of the testimony given by the counselors for counselor preparation programs and for the structure of roles in schools were examined.     

A Comparison of Television and Conventional Instruction as Determinants of Attitude Change

Abstract

An attempt was made to evaluate the application of recitation as a prose study skill. A read-recite procedure patterned on that of Gates (3) was compared to a read-reread condition. Recitation was found to be incremental in the mastery of a prose passage as measured by both an immediate and a delayed cued recall test, although no differential retention occurred.     

Contributing Factors to Earning Tenure Among Black Male Counselor Educators

The authors used a phenomenological research design and a critical race theory lens to examine interviews with 8 Black male counselor educators and learn what contributed to their earning tenure. Participants described requisite personal dispositions and institutional support as contributing factors. Recommendations include facilitating programmatic sociocultural awareness, assessing faculty experiences, and coordinating mentoring opportunities.     

Relating Latent Change Score and Continuous Time Models

The primary goal of this article is to demonstrate the close relationship between 2 classes of dynamic models in psychological research: latent change score models and continuous time models. The secondary goal is to point out some differences. We begin with a brief review of both approaches, before demonstrating how the 2 methods are mathematically and conceptually related. It will be shown that most commonly used latent change score models are related to continuous time models by the difference equation approximation to the differential equation. One way in which the 2 approaches differ is the treatment of time. Whereas there are theoretical and practical restrictions regarding observation time points and intervals in latent change score models, no such limitations exist in continuous time models. We illustrate our arguments with three simulated data sets using a univariate and bivariate model with equal and unequal time intervals. As a by-product of this comparison, we discuss the use of phantom and definition variables to account for varying time intervals in latent change score models. We end with a reanalysis of the Bradway–McArdle longitudinal study on intellectual abilities (used before by McArdle & Hamagami, 2004) by means of the proportional change score model and the dual change score model in discrete and continuous time.     

年龄、性别对青少年价值观影响的相关性研究

目的：了解年龄、性别对价值观的影响。方法：运用Rokeach编制的“价值调查表”对岳阳市四所高校，12所中学的各年级2251名学生进行调查，从年龄、性别上分析其对价值观取向的影响。结果：青少年价值观总的来看相当一致，无论哪个团体都比较一致的显示出“世界和平”、“国家安全”、“有所作为”、“有能力”、“有抱负”是评价最高的几种价值观，但也存在团体差异，男性要重视“勇敢”，女性则崇尚“胸怀宽广”与“聪明”，随着年龄的增长“自由”、“独立”、“社会承认”、“负责任”等自主自立价值逐渐增强，而“钟情”、“成熟的爱”在青春期心理发育与性成熟过程中有起落。结论：年龄、性别对价值观有一定的影响，价值观是文化背景与个性因素综合影响的结果。     

当前高校辅导员面临的挑战与对策

网络的发展及高校的扩招,使得学生的思想日益复杂,高校辅导员的工作压力及工作难度不断增大。如何才能与时俱进地做好当今大学生的思想政治及管理工作,有待高校辅导员提高自身素质,改进工作方法去应对挑战。     

课程改革与学生课堂姿态的变迁

从身体语义学的视角重读《基础教育课程改革纲要(试行)》,可以发现其间隐含着变革学生课堂姿态的强烈诉求。给手松绑,是学生课堂姿态变迁的首要步骤。只有手被松绑以后,学生的整个身体才能变得活络起来。用身体之镜去映照新课程改革的当下处境,不失为判析课程改革成效与问题的重要方法论立场。对于教师而言,在课堂中富有智慧地涵容诗意的课堂行为艺术,不仅可以促成学生的身体解放,而且对于增进心灵自由、培养创造力亦将有益。