Sensitivity Training as an Integral Phase of Counselor Education

A four-day T-Group was conducted conjointly with counselor education staff members and practicum students. At the end of the T-Group significant gains were made on the Barrett-Lennard Relationship Inventory, a measure of Rogers' conditions of a helping relationship. Three months later clients of the group members rated them on the same measure. A number of significant correlations were found. A follow-up questionnaire anecdotally supported the findings.     

A Stitch in Time: Gender Issues Explored through Contemporary Textiles Practice in a Sixth Form College

This article discusses, contextualises and locates in contemporary theory, an autobiographical case study of an artist‐teacher in the ‘learning community’ of a Sixth Form College art department. It reflects on the educational potential of enabling teachers of art and their students to investigate issues of culture and identity through engaging with contemporary art practice. It seeks to explore the extent to which exposure to contemporary art practices (and in the second year sixth form, textiles‐based, cases discussed) creates a more conceptual approach to student project work, which can act as a catalyst to develop students' understanding of issues‐based practice. The discussion of the selected pieces is located within a feminist paradigm that foregrounds the body and gender theories. This article elucidates how a conceptual approach to working, as opposed to a more traditional skills‐based approach, can act as a vehicle for moving students towards becoming self‐motivated artists and, in the case studies described, take their practice beyond that which is normally achieved within the constraints of timed, exam‐based work.     

A comparison of learned aversions to gustatory and exteroceptive cues in rats

The experiment provides a direct comparison of the ability of subjects (rats) to associate gustatory and exteroceptive stimuli with illness. Previous experiments which have made similar comparisons between gustatory and exteroceptive cues have suffered from certain methodological problems involving stimulus control and compounding. The present experiment utilized a between-subjects design wherein half of the subjects had an auditory cue associated with poisoning and half had a taste cue. In both cases, the other cue was present, but was not predictive of poisoning, The auditory cue, like the taste cue, occurred only during drinking. This comparison was made in both an immediate and a delayed poisoning situation. The experiment found that while subjects were able to quickly associate a taste cue with illness, they were unable to form a similar association between poisoning and the exteroceptive stimulus. Results also showed that subjects will fail to acquire a taste aversion to a novel and salient gustatory cue when that cue is followed by illness only 50% of the time. This latter effect was more pronounced in the delayed poisoning situation.     

Itinerant Teachers of the Deaf and Hard of Hearing and Their Students in Australia: some state comparisons

To survey the work of itinerant teachers of the deaf and hard of hearing in Australia a mail survey of most of those teachers in four Australian states was conducted. The survey sought information about the professional and personal demographics and work characteristics of the teachers and their roles in working with integrated deaf and hard of hearing students. Teachers also reported on the characteristics and level of inclusion of a “sample student” randomly chosen from their caseloads. Information about the distribution of these students' characteristics and the types of services delivered in each state indicated that there were few differences among the states. It was found that Australian itinerant teachers generally reported that they were satisfied with their work and the placement of deaf and hard of hearing students in regular classes. The teachers generally used a “pull-out/ direct tutorial” mode of working rather than one of “consultation only” with regular teachers and reported that schools and teachers were generally cooperative and understanding of the needs of deaf and hard of hearing students. The students in most cases were well integrated socially and academically in their regular classes.     

Epitypification: should we epitypify?

Epitypification can solve many taxonomic problems and stabilize the understanding of species, genera, families or orders. The aim of this paper is to illustrate how to epitypify. A few examples where taxa have been epitypified are considered and the benefits and disadvantages of epitypification are discussed. We also outline some examples oftaxa which need to be epitypifled with reasons.     

Contextually responsive transfer: Perceptions of NNES on an ESL/EFL teacher training programme

Post-training reflections from nine overseas NNES students were recorded in relation to the extent to which they perceived potential applications of what they had learned in a Contextually Responsive Teacher Training (CRTT) programme in the learning–teaching contexts into which they were returning as English as a Second or Foreign Language (ESL/EFL) teachers. Pragmatic issues in home contexts concerning resources generally and textbooks particularly were seen to threaten the viability of what was learned. Significantly, all participants projected disillusion with home country context rather than with foreign country training as a personal resolution of the mismatch. Implications are drawn for preventative redesign in relation to the Australian programmes.