Counselor Education and Counseling Psychology: Where are the Jobs?

Employment opportunities for persons with doctoral degrees in counselor education and counseling psychology were studied. Over 15 months, 708 positions were identified and analyzed to determine frequency of advertised positions calling for either degree, types of positions, and references to the Council for Accreditation of Counseling and Related Educational Programs (CACREP) or the American Psychological Association. Additional analyses were conducted for counselor education. Results found the counselor education degree to have a clear identity in the marketplace, especially for faculty positions, whereas the degree in counseling psychology was more often 1 of multiple degrees listed for an advertised position. Implications are discussed, including implications for CACREP‐accredited doctoral programs and needs for future research.     

Mathematical problem solving and young children

Educators of young children can enhance the development of a problem-solving thought process through daily activities in their classrooms. An emphasis should be placed on the actual thought process needed to solve problems that occur in everyday living. Educators can follow simple suggestions to create problem-solving situations for all ages of children. The process of thinking through a problem and finding a solution is more important than traditional mathematics counting and memorizing useless facts. Even very young children are capable of a problem-solving process that is on the appropriate developmental level. The problem-solving process is constructivist in nature, as each individual perceives problems according to her or his background and developmental levels. Educators need to make a conscious effort to capitalize on all stages of problem-solving thinking to enhance future mathematical development.     

Effect of a Treadmill Run to Exhaustion on Performance of Long Addition

Abstract

College students (N = 72) took a four-minute test of addition on two separate days, once preceded by an exhausting treadmill run and once without prior exertion. Scores were recorded for speed and accuracy for each minute and for the total four minutes. It was found that the exertion had a significant negative effect on accuracy for the total four minutes as well as for the second and fourth minute. No significant effect of exertion on speed was obtained. When control and experimental conditions were considered together a significant trend in favor of high fitness subjects was found on speed of addition. Significant differences in favor of medium and high fitness subjects were found on accuracy of addition.