The Debate on University Transformation in South Africa: the case of the University of the Western Cape

This paper examines issues in the transformation of the university system in a democratic South Africa utilising the University of the Western Cape as a case study. In particular, it questions how the University's 1982 Mission Statement, which defined its oppositional role in the apartheid period, might be revised to shape the universities radical traditions to the tasks of the contribution of a new social order.     

“GAME” VERSUS “TEST” INSTRUCTIONS FOR THE WISC1

“Game” or “test” instructions on either verbal or nonverbal WISC scales were given to 160 third- and sixth-grade children. Ss in one condition were told they were going to take several tests, while Ss in the other condition were told they were going to play several games. Significant differences in performance due to task definition were found only on verbal tasks at the sixth-grade level with test instructions yielding superior performance. Results at the third-grade level failed to replicate previous results which suggested game instructions produce superior performance on nonverbal tasks.     

Recent Licensure Developments: Implications for Counselor Education

This article describes several current developments in the licensing of helping professionals, and it identifies problems in the definition and preparation of qualified behavioral science practitioners. It also lists implications for certain aspects of counselor education, including educational orientation, advisement practices, curriculum development, and professional leadership. Specific concerns are noted in each of the four areas.     

Philosophical and Situational Issues Relating to the Objectives of Counselor Education

Counselor education, through its formal organization (ACES), is in the process of examining its standards for program accreditation used for the past decade. This discussion examines current educational forces, such as social change, political conditions, and learning process developments as a basis for a new look at the standards for counselor preparation. Based on these influences, four categories of situational and philosophical issues are postulated: educational and psychological assumptions, outcome behaviors of the counselor education graduate, outcomes of counselor education programming, and outcome behaviors of professional guidance personnel. It is recommended that outcomes of counselor education should be considered in performance terms before instructional strategies are developed.     

Development of a Pre-practicum Counseling Skills Model

This article presents a model and rationale for training specific counseling skills prior to the practicum experience. Recent research on counseling process and counselor behaviors is integrated into a pre-practicum training laboratory with the following objectives: reducing social behavior inappropriate to professional counseling, learning to tolerate and use silence as a tool, learning to listen, learning to identify feelings through verbal and nonverbal communication channels, developing a repertoire of counselor responses and counseling strategies, and developing a professional self-image. Acquisition of these skills and attitudes in a pre-practicum permits a consultation-professional model for practicum that focuses upon the accumulation of experience rather than skills.     

Humanism as Repression: Counselors Training Police

Passage of the Omnibus Crime Control and Safe Streets Act of 1968 has led to both increased expenditure on police technology and humanistically oriented police training programs. While those two outcomes may seem contradictory, both aid police in their attempt to achieve social control. Advocates of humanistic police training programs have generally ignored the role of police in maintaining societal inequalities, repressing assent and social change, and diffusing legitimate protest. Seen in the light of those larger social issues, human relations skills in the hands of the police can become effective tools with which to achieve social control while avoiding the resistance generated by more coercive methods. As such, they function not as progressive, humanistic measures, but rather as a means for perpetuating human oppression.