The Effects of Group Supervisor Roles on Practicum Students' Interview Behavior

This study investigated the effects of two supervisory roles (restrictive and nonrestrictive), when used within the small group practicum seminar, on counselor trainees' ability to emit understanding, affective, and exploratory responses in their final counseling interviews at the end of training. These results were compared to those of a control group that did not use a supervisor. Significant differences were observed only in the ability of the trainees to emit understanding responses.     

Human Sexuality Instruction in Counselor Education Curricula

The authors sent a questionnaire assessing curricula on sexual counseling to chairpersons of all counselor education programs in the United States. Results show the current status of sexuality instruction for counselors.     

I Like Being Who I Am: A study of young people's ideals

The study of young people's heroes and heroines is seen as a powerful way to explore the socio-cultural factors that shape the self. One hundred and eleven girls and 113 boys from an English comprehensive school, aged 11-16 years (mean=13.2, SD=1.41) provided responses to questionnaire items designed to allow them to express freely their ideals and most admired adults. Following content analysis, the results were presented according to dominant responses and underlying values, with separate analyses for age and gender. Most of the young people were happy to be themselves and whilst they were able to identify a hero that person did not necessarily represent their ideal self. Heroes were primarily drawn from the sporting world and the media. The results are discussed in terms of personal identity development during adolescence.     

Broadening Assessment,Improving Fairness? Some examples from school science

Following a review of equity issues in testing, especially in relation to science, two assessment programmes in school science, each of which was designed both to probe a range of aspects of student performance and for use in a large-scale study, are discussed. Both have been developed and used in the 1990s, one in Australia only and the other in many countries. The programmes and the range of aspects they attempt to assess are described and results are cited for several groups of students. Issues of fairness through the broadening of large-scale assessments to include tasks requiring students to construct their answers or carry out investigations are addressed as the second focus of the paper.