Using Markov Chain Analyses in Counselor Education Research

This study examined the efficacy of an infrequently used statistical analysis in counselor education research. A Markov chain analysis was used to examine hypothesized differences between students' use of counseling skills in an introductory course. Thirty graduate students participated in the study. Independent raters identified the microskills students used and the effectiveness of participants' counseling sessions. Significant differences were found in the counseling processes of students who were rated as effective and ineffective using a Markov chain analysis. Implications for future research using Markovian analyses in counselor education research are explored.     

Some ‘Spill‐over’ Effects of a Home‐based Reinforcement Programme in a Secondary School

Abstract A home‐based reinforcement (H‐BR) programme was carried out in a secondary school to increase rule‐following and work completed by two groups of disruptive students. Of particular interest was whether the positive effects of the programme on target students would ‘spill‐over’ to equally disruptive control students in the same classes. The results showed highly significant improvements in the work and behaviour of both sets of target students but positive ‘spill‐over’ effects on controls were only apparent in one of the classes. Possible explanations for this are discussed. It is concluded that the already considerable value of H‐BR programmes in secondary schools as minimal intervention techniques would be enhanced even more if ‘spill‐over’ effects on non‐targeted, classroom sub‐groups could be planned for, rather than hoped for.     

Family‐centered positive psychology: Focusing on strengths to build student success

Family‐centered positive psychology (FCPP) is defined as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing solely on the resolution of problems or remediation of deficiencies. This approach to family‐based services is predicated on the belief that child and family outcomes will be enhanced if members participate in identifying needs, establishing social supports and partnerships, and acquiring new skills and competencies, rather than simply receiving services from professionals. In this article, we present a rationale for FCPP, outline its primary principles, highlight one model for working with families that exemplifies FCPP practice, and illustrate its use through an authentic data‐based case study. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 7–17, 2004.     

Preadolescents'' Social-Emotional Adjustment and Selective Attrition in Family Research

Researchers often ask subjects to commit considerable time and effort to completing tasks that are not especially enjoyable. In a multistage investigation of sixth-grade boys and their families, we hypothesized that boys who were prone to high levels of distress (i.e., anxiety, depression, low self-esteem, and low well-being) but only low or moderate levels of self-restraint (i.e., consideration of others, impulse control, suppression of aggression, and responsibility) would be particularly unlikely to agree to participate. Consistent with this hypothesis, boys from 33 classrooms who were nominated by their peers as high in distress and moderate or low in self-restraint were significantly less likely than other boys to take part in an in-class survey. In addition, the families of boys who scored high in distress and moderate or low in self-restraint on the Weinberger Adjustment Inventory (WAI) were less likely than other families to agree to an observation session in their homes and to a series of telephone interviews about daily events in the boys' lives. Across the 3 phases of the research, the cumulative attrition rate of these at-risk boys was approximately 80%, compared to only 50% for those low in distress and/or high in self-restraint. These results suggest that the children of greatest interest in studies of social competence and family interaction may often be among those least adequately represented.     

Hierarchies in mathematics education

In mathematics education literature the term hierarchy is used in a number of ways. It is important that the mathematics educator consider the usefulness of the hierarchies presented by various researchers and theorists, in the light of their application to teaching. Current works on mathematical learning hierarchies are illustrated and in particular the work of the mathematics team of the research project Concepts in Secondary Mathematics and Science is examined.     

Educational Television in Iceland: the availability and utilisation of video resources in schools

The results of a survey into the provision and extent of use of video resources in Icelandic schools is given. While all schools at primary and secondary level are provided with at least one television and video recorder, the utilisation of video resources is relatively low. Due in part to the absence of off‐air reception facilities in most Icelandic schools, the use of video is mainly via videocassettes borrowed from the National Centre for Educational Media. The future policy for ETV in Icelandic schools is considered in terms of the provision of production facilities and training needs.