Wellness of Counseling Students: Practicing What We Preach

A study of wellness among 263 graduate students in counseling revealed that counseling students experienced greater wellness than the general population; however, significant within‐group variability existed. Doctoral students reported significantly greater wellness in most areas measured by the Wellness Evaluation of Lifestyle (J. E. Myers, T. J. Sweeney, & J. M. Witmer, 1996) as compared with entry‐level students. Moderate effect resulted for Sense of Control, Intellectual Stimulation, Work, and Total Wellness. Students who were not Caucasian reported greater wellness in Cultural Identity than did Caucasian counseling students.     

The Relationship Among Wellness,Psychological Distress,and Social Desirability of Entering Master's‐Level Counselor Trainees

Two‐hundred and four entering master's‐level counseling students from 9 programs in 5 states participated in a study testing the only counseling‐based wellness assessment measure, the Five Factor Wellness Evaluation of Lifestyle (J. E. Myers, R. M. Luecht, & T. J. Sweeney, 2004), for its relationship to 2 other constructs: psychological distress and social desirability. There was a statistically significant negative relationship between level of wellness and psychological distress; the relationship between level of wellness and social desirability was found to have no statistical significance; and there was a statistically significant negative relationship between level of social desirability and psychological distress. Implications for counselor education and clinical significance are included.     

College Student Wellness: A Comparison Between Traditional‐ and Nontraditional‐Age Students

This study examined differences in wellness reported by traditional‐ and nontraditional‐age students as measured by the Wellness Evaluation of Lifestyle (J. E. Myers, T. J. Sweeney, & J. M. Witmer, 1998). Differences were found between the 2 age groups on 4 self‐regulation dimensions: realistic beliefs, sense of control, exercise, and self‐care. Implications for counseling practice and suggestions for future research are discussed.     

高职院校学生职业人格测评分析报告

从高职院校学生职业人格培养的现实需要出发,采用美国职业专家霍兰德职业性向SDS测试量表,以云南省5所职业院校学生为职业人格培养测评研究对象,对高职院校一年级和高年级学生职业人格测评进行对比研究。基于相关数据的统计分析,提出了促进高职院校学生职业人格培养的一些建议。     

Concurrent validity of the Universal Nonverbal Intelligence Test and the Leiter International Performance Scale–Revised

One hundred elementary‐ and middle‐school students were administered the Universal Nonverbal Intelligence Test (UNIT; B.A. Bracken & R.S. McCallum, 1998) and the Leiter International Performance Scale‐Revised (Leiter‐R; G.H. Roid & L.J. Miller, 1997). Correlations between UNIT and Leiter‐R scores were statistically significant ( p < .001), ranging from .33 to .74. The UNIT Full Scale score was 5 points higher than the Leiter‐R Full Scale score, t = 4.73, p < .001. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 143–148, 2006.     

An Empirical Investigation of the Efficacy of Multimedia Instruction in Counseling Skill Development

The purpose of this study was to examine the effects of multimedia instruction on students' counseling skill development. The participants were 73 beginning‐level counselor education students (20 men and 53 women, ages ranging from 24 to 47 years). Ratings of students' pre‐ and posttest video counseling tapes were used to assess the effects of the multimedia approach. The results found that there was no statistically significant difference among the levels of students' counseling skill development across the 3 (high‐tech multimedia, low‐tech multimedia, and traditional instruction) treatment groups.     

Revisiting the big six and the big five among Hong Kong university students

The present study replicated investigation of the link between Holland’s six career interest types and Costa and McCrae’s big five personality traits in a Chinese context. A sample of 79 university students from Hong Kong evaluated their own abilities and responded to the Short‐Version Self‐Directed Search (SVSDS) and the NEO Five‐Factor Inventory. Results demonstrated external validity for the SVSDS, and suggested that even when students’ self‐rated abilities were taken into account, career interests and personality traits still significantly overlapped, although each construct made a unique contribution to the variance in the data. The specific ways in which the dimensions of career interests and personality traits were related to one another were generally consistent with those documented in the literature. The implications for educational research and educational practice in the Chinese context are discussed.     

PERSONALITY,LEARNING STYLE AND COGNITVE STYLE PROFILES OF MATHEMATICALLY TALENTED STUDENTS

Clear personality differences were found for a sample of academically talented students when compared to a general population of same age students. On the Myers‐Briggs dimensions, the academically talented students differed significantly from the comparison group on all four dimensions. Specifically, the academically talented group expressed greater preferences for introversion, intuition, and thinking. Although there were more judging types in this group than in the comparison group, overall more academically talented students expressed a preference for a perceptive style. They also tended to be higher on achievement motivation and lower on interpersonal and social concerns. In particular, a cognitive style that empasizes a thinking over a feeling mode appears to mediate gender differences in mathematics ability and achievement.     

Counselor Cognitions: General and Domain‐Specific Complexity

Counselor cognitive complexity is an important factor in counseling efficacy. The Counselor Cognitions Questionnaire (L. E. Welfare, 2006) and the Washington University Sentence Completion Test (J. Loevinger & R. Wessler, 1970) were used to explore the nature of general and domain‐specific cognitive complexity. Counseling experience, supervisory experience, counselor education experience, and highest counseling degree completed were identified as significant predictors of counselor cognitive complexity. Implications for counselor education are discussed.     

高职院校一年级学生职业人格测评分析报告

从职业人格的内涵理解出发,简述了国内外的职业人格的研究与测评状况,采用美国职业专家霍兰德职业性向SDS测试量表,以云南省5所职业院校为测评调查对象,对高职院校一年级学生职业人格进行了测评调查研究。通过对相关统计数据的分析,提出了一些促进高职院校学生职业人格培养的建议。     

Investigating Leadership Styles,Personality Preferences,and Effective Teacher Consultation

We examined the relations among leadership styles (telling, selling, participating, and delegating), personality preferences (extravertintrovert, sensing-intuitive, feeling-thinking, and judging-perceiving), and effectiveness as a consultant teacher. The sample consisted of 31 consultant teachers. Three instruments were administered: The LEAD-Self (Hersey & Blanchard, 1973), the Myers-Briggs Type Indicator (Briggs Myers, 1976), and the Survey of Effectiveness of Collaborative Consultants (West & Cannon, 1987). The raw scores indicated that selling and participating were the two leadership styles most often used by the consultant teachers. No significant relations were found between the consultant teachers' effectiveness scores and any of the leadership styles. The significant relation found was between personality index preference and effectiveness in consulting. Sensing was a significant variable when effectiveness was considered. Together, the extravert and the sensing scores were good predictors of effectiveness.     

Change in Academic Distress: Examining Differences Between a Clinical and Nonclinical Sample of College Students

The purpose of this study was to examine academic distress over the course of a semester for both a clinical and nonclinical sample of college students by administering the Counseling Center Assessment of Psychological Symptoms (CCAPS‐62 and CCAPS‐34) to students at a single university. Results revealed that students who were in counseling showed a significant decrease in academic distress scores, whereas students who were not in counseling showed no significant change in academic distress scores. Implications of these results on future practices for university counseling centers are discussed.     

Assessing and Promoting Resilience: An Additional Tool to Address the Increasing Number of College Students With Psychological Problems

This study examined the assessment of resilience in undergraduate college students. Multigroup comparisons of the Connor–Davidson Resilience Scale (CD‐RISC; Connor & Davidson, 2003) were performed on general population students and students recruited from campus mental health offices offering college counseling, psychiatric‐support, and disability‐support services. Results found that the 10‐item CD‐RISC demonstrated strong fit and reliability, with significantly higher scores for general population students. Implications for college counseling include assessing and promoting resilience on campuses.     

Mindfulness and Counseling Self‐Efficacy: The Mediating Role of Attention and Empathy

This study examined the predictive relationship between mindfulness and counseling self‐efficacy and the potential mediating effects of attention and empathy. Master's‐level counseling interns and doctoral counseling students (N = 179) were surveyed to determine levels of mindfulness, attention, empathy, and counseling self‐efficacy. Pearson product‐moment correlation coefficients revealed significant pairwise relationships between the 4 variables of interest. A multiple‐mediator path analysis supported the hypotheses that mindfulness is a significant predictor of counseling self‐efficacy and that attention is a mediator of that relationship. Results suggest that mindfulness may be an important variable in the development of key counselor preparation outcomes.     

Learning Goals,Creativity and Personality

In this article, I examine the meaningful relationships which exist between learning goals, creativity and personality. Two hundred and fifty respondents from two local universities in Singapore responded to a survey which contained various psychological scales which measured specific psychological constructs. They included task orientation, ego‐approach orientation, ego‐avoidance orientation, creativity, conformity, autonomous causality orientation, controlled causality orientation, openness to experience, agreeable‐ness and neuroticism. Task orientation was found to be positively associated with creativity, autonomous causality orientation and openness to experience, and negatively associated with conformity. Both ego‐approach and ego‐avoidance orientations were found to be positively associated with conformity, controlled causality orientation and neuroticism, and negatively associated with creativity and openness to experience. In addition, ego‐approach orientation was found to be negatively associated with agreeableness. In the discussion, it was stressed that if educators wished to nurture creative, compassionate and vivacious students who enjoyed the learning process, rather than competitive, conforming and wary students who feared the learning process, then it was necessary to cultivate a learning environment which encouraged students to be task‐involved rather than ego‐involved.     

Do modes of thinking predict career interest types among Chinese university students?

This study had two objectives. The preliminary objective was to further test the psychometric properties of the short-version self-directed search that was intended to be a brief research tool for measuring Holland [Holland, J. L. (1973). Making vocational choices: A theory of careers. Englewood Cliffs, NJ: Prentice-Hall; Holland, J. L. (1994). Self-directed search. Odessa, FL: Psychological Assessment Resources] six career interest types. The primary objective, though, was to examine the predictive power of modes of thinking for career interest types. Modes of thinking were grounded in Torrance's [Torrance, E. P. (1981). Implications of whole-brained theories of learning and thinking for computer-based instruction. Journal of Computer-Based Instruction, 7(4), 99–105] notion of brain dominance.

Two hundred and seventy-two university students from Shanghai, People's Republic of China, responded to the style of learning and thinking and the short-version self-directed search. Results showed that after gender effect was taken into account, the holistic mode of thinking (characterized by its creativity-generating tendency) significantly predicted five of the six career interest types (realistic, investigative, artistic, social, and enterprising) defined by Holland. The analytic mode of thinking (characterized by its tendency for norm-conformity) contributed to Holland's conventional career interest type. We discuss implications of these findings for university educational and career counselors and for faculty members.     

Teaching Literature: the Oxford Education Research Group Project

abstract

Employers seek communication, problem‐solving and teamworking skills in graduates. The need for the last factor derives from an increasing use of teams to manage organisations and to solve problems. The use of analyses of personality styles to understand teamwork grows, and the models of Belbin and Margerison and Lewis (the latter based on the Myers‐Briggs analysis of personality type) are used particularly and illustrate the approach. Most programmes which develop personal skills in graduates include development of inter‐personal skills but appear to under‐use the insights of personality typing. There is a case for redressing this balance. Unstructured group work is of less use than it might be. Dangers to be overcome include stereotyping and superficiality. Other implications for higher education appear in the selection of students, understanding student learning and teaching methods, and the relative inability of institutions to use ideas and insights generated by research.     

College Counseling Center Clients' Expectations About Counseling: How They Relate to Depression,Hopelessness, and Actual‐Ideal Self‐Discrepancies

Clients' expectations affect many aspects of counseling. This study examined relationships between depression, hopelessness, actual‐ideal self‐discrepancies (AISDs), and clients' expectations about counseling among 80 college students. Less hopeless participants expected more improvement from and more commitment to counseling. No significant relationships were found between depression or AISDs and expectations among the original sample. Among graduate students, AISDs related to counselor nurturance expectations. Implications for college counselors are discussed.     

A Psychometric Evaluation of the SASSI‐3 in a College Sample

Although the Substance Abuse Subtle Screening Inventory‐3 (SASSI‐3; F. G. Miller & L. E. Lazowski, 1999) is widely used with college students (L. Myerholtz & H. Rosenberg, 1998), it is unclear whether the SASSI‐3 is appropriate for use with this population. The authors investigated the SASSI‐3's psychometric capabilities in a college student sample (N = 230). They found that the SASSI‐3's psychometric properties are equal to or exceed those of the Michigan Alcoholism Screening Test (M. L. Selzer, 1971), the CAGE (J. A. Ewing, 1984), and the MacAndrew Alcoholism Scale‐Revised (C. MacAndrew, 1965).     

Using Motivational Interviewing to Address College Client Alcohol Abuse

Motivational Interviewing (MI; W. R. Miller & S. Rollnick, 2002) is presented as a potentially effective counseling strategy for assisting traditionally aged college students in reducing their problematic, heavy alcohol use. MI's congruence with two developmental theories—Self‐Determination Theory (R. M. Ryan & E. L. Deci, 2000) and Seven Vector Model (A. W. Chickering & L. Reisser, 1993)—is explored. In addition to presenting a case illustration, recommendations, advantages, and limitations are discussed.