Sexual Intimacy in Counselor Education and Supervision: A National Survey

The incidence and effect of sexual intimacy in graduate education reported by randomly selected female Association for Counselor Education and Supervision members are analyzed. Discussion includes implications for counselor educators and supervisors.     

Levinas: Ethics or Mystification?

The metaphysical ethics of Levinas appeals to many philosophers of education because it seems to promise ethics and social justice without recourse to moral norms, ‘totalising’ political systems or religious belief. However, the notion that the subject can be detached from its worldly being—that one can posit a primordial metaphysical pre‐conscious pre‐phenomenal self which stands in ethical relation to a primordial metaphysical pre‐conscious pre‐phenomenal Other—is highly questionable. From an empirical perspective, our experience of the world and of ourselves can only be conceived in social, cultural and linguistic terms; the self‐referential lexicon Levinas employs to depict the relation between the transcendental subject and the Other ‘in his alterity’ renders his metaphysical assertions impossible to evaluate or give determinate form. From a transcendental perspective, Levinas's metaphysical abstractions simply do not have the power to motivate people to behave ethically. Instead of contributing toward the transformation of education and society envisaged by many philosophers of education, the ‘ethics of the Other’ merely generates an esoteric discourse.     

TIME ALLOCATION AND PATTERNS OF ITEM RESPONSE

A measure of student patterns of item response is usually interpreted as a measure of carelessness or guessing. However, when aggregated to the class level, it was shown that the index identifies classes that have a poor match between test content and instructional coverage. In particular, Sato's (1980) caution index identified classes whose pattern of time allocation across content areas was atypical. In addition, it was found that the mean caution index for a class can best be interpreted knowing the within-class standard deviation of the index.     

Rhetoric, Paideia and the Old Idea of a Liberal Education

This paper argues that the modern curriculum of academic subject disciplines embodies a rationalist conception of pure, universal knowledge that does little to cultivate, humanise or form the self. A liberal education in the classical humanist tradition, by contrast, develops a personal culture or paideia , an understanding of the self as a social, political and cultural being, and the practical wisdom needed to make judgements in practical, political and human affairs. The paper concludes by asking whether the old liberal curriculum, traditionally centred on the humanities and the disciplines of grammar and rhetoric, can be recovered in the modern age.     

Coordination of Clinical Supervision in Practicum and Internship Programs

The authors examine practicum/internship coordination, viewing it as a system. Important components of the system are identified, and their impact on the system is explored.     

A Modularized Counselor- Education Program

Counselor-education programs may be enriched through the use of modularized learning experiences. This article notes several recent articles on competency-based counselor education, the concepts of simulation and modularization, and describes the process of developing a modularized master's program at the University of Bridgeport in Connecticut. Such an approach to counselor education offers a flexibility and individualization not often available in traditional programs and integrates theory and practice. The program consists of 26 one-credit modules of 10 contact hours plus practicum. The modules include a statement of instructional experiences, resources, and performance criteria for evaluation. The modules in the program are grouped in four levels of application taken sequentially: didactic, simulation, performance, and experiential. A discussion of experiences with the program is included.     

THE COMPARABILITY OF THE WAIS, WISC, AND WBII

Three Wechsler scales (the Wechsler Adult Intelligence Scale, Wechsler Intelligence Scale for Children, and Wechsler-Bellevue II) were administered in a counterbalanced design to 72 randomly selected 17 year-old high school Ss in order to investigate their comparability by testing the equality of ( a ) means, ( b ) variances, ( c ) reliability coefficients, and ( d ) validity coefficients based on scaled scores and IQs. Results indicated that the subtest scores and IQs for the given three scales were not equivalent. The present findings conform with most of the previous results regarding the comparability of Wechsler scales. Although the three scales investigated all evidence high similarity of item content and format, they clearly fail to meet the statistical criteria of equivalence for 17 year-old subjects.