A Workshop Model for Developing Awareness of Sex-Role Bias in Counseling Students

There is a demonstrated need for counselors in training to develop an awareness of their own dynamics and to explore biases and stereotypes that may obscure objectivity and predetermine counseling outcomes. This article describes a workshop consisting of videotaped vignettes, minilecture, and discussion that was developed by one counselor education program in response to that need.     

Integrating Counseling Theory and Practice: Searching for F.A.C.T.S. and C.R.A.C.K.S.

This article suggests a device that counselors may use as a reference for bridging the gap between counseling theory and technique. Cognitive development theory provides the basis for understanding a single transaction between counselor and client. The acronyms FACTS and CRACKS suggest the structural dynamics taking place within the client's cognitive field as the counselor performs in two different stages of the counseling process.     

Educational Goods Reconsidered: A Response

We gratefully reply to our five commentators, responding to their criticisms and comments under the following headings: parochialism and curriculum; rationality and truth; production and distribution; perfectionism, decision-making and disagreement; adultism and parents' interests; non-consequential educational goods; and self-education.     

'Bully Dance': Animation as a Tool for Conflict Resolution

This paper presents the outcomes of a 4-hour activity day centred upon a short film entitled Bully Dance , a non-verbal animation featuring a unique soundtrack that focuses on identifying bullying behaviours and coping strategies, and understanding the role of the bystander. Participants were 34 year 6 children, aged 10/11 years old, from one primary school in a London Local Education Authority. The activity day consisted of an initial brainstorming session, with the whole class, entitled 'what is bullying?' followed by a viewing of the film. In groups of five or six, subsequent structured activities (brainstorming, poster making, letter writing, role-play, worksheets) were facilitated with the aim of stimulating discussion. Using the Children's Attitudes to Bullying scale, data were collected both before and after the activity day. Overall, the results suggested that children mostly expressed anti-bullying attitudes about bullying in schools; however, a minority reported pro-bullying attitudes. Anti-bullying attitudes did not significantly increase and, in the case of males, anti-bullying attitudes actually decreased. Females expressed higher anti-bullying attitudes than males, both before and after the activity day. The authors suggest that participating in the activity day may have had an impact upon knowledge and understanding of bullying, rather than attitudes as such. Furthermore, the results indicate that further consideration of the design and delivery of structured activities is required so that boys can be reached as effectively as girls can.     

The Myth of 'Scientific Method' in Contemporary Educational Research

Whether educational research should employ the 'scientific method' has been a recurring issue in its history. Hence, textbooks on research methods continue to perpetuate the idea that research students ought to choose between competing camps: 'positivist' or 'interpretivist'. In reference to one of the most widely referred to educational research methods textbooks on the market—namely Research Methods in Education by Cohen, Manion, and Morrison—this paper demonstrates (1) the misconception of science in operation and (2) the perversely false dichotomy that has become enshrined in educational research. It then advocates a new approach, and suggests that the fixation with 'science' versus 'non-science' is counterproductive, when what is actually required for good inquiry is a critical approach to knowledge claims.     

The Relationship between Supervisory Behaviors and Perceived Supervisor Expertness,Attractiveness, or Trustworthiness

This study examined relationships between (a) various supervisor behaviors and (b) trainee perceptions of supervisor expertness, attractiveness, and trustworthiness. Results are presented and future research discussed.     

Roles for Counselor Education Departments in Marriage and Family Counseling: Current Status and Projections

Preparation of counselors for marriage and family counseling roles is an increasingly important aspect of counselor education. This study sought to determine current level and projected involvement of a nationwide sample of counselor education departments in marriage and family counselor training and to assess the extent to which counselor educators in the sample agreed with 30 marriage and family counseling competencies.     

Developing a Career Development Self-Efficacy Instrument for Chinese Adolescents in Hong Kong

A 24-item measure, the Career Development Self-Efficacy Inventory (CD-SEI), was developed to assess career development self-efficacy among adolescents in Hong Kong. The CD-SEI covered six domains representing competencies needed by high school students transiting from school to work in Hong Kong. The confirmatory factor analyses of the responses from 6776 Grades 10–13 students showed that the six primary factors with one higher order factor model was the best fit to the data, though the one general factor model yielded an adequate fit. Reliability analyses showed that the total scale and subscales were internally consistent. The data suggested that Hong Kong adolescents had some, but not strong confidence in their career development. Students with plans to study at a university had more confidence in their career development than those who did not have such plans. This is the first study to develop and validate a career development self-efficacy measure for Chinese adolescents. Issues related to comprehensive guidance programming and assessment instrument development from a cross-cultural perspective were discussed.

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Résumé. Construction d’un instrument de mesure de l’auto-efficacité du développement vocationnel pour adolescents chinois de Hong Kong. On a construit une échelle de 24 items, appelée Career Development Self-Efficacy Inventory (CD-SEI) (Inventaire de l’Auto-efficacité de Développement Vocationnel (IAE-DV)) pour évaluer l’auto-efficacité du développement vocationnel chez des adolescents chinois de Hong Kong. La CD-SEI couvre six domaines, qui représentent les compétences dont ont besoin les étudiants des hautes écoles qui sortent de l’école pour entrer sur le marché du travail à Hong Kong. Les analyses factorielles confirmatoires des réponses de 6776 étudiants des niveaux 10–13 montrent que c’est un modèle à six facteurs primaires avec un facteur de premier ordre qui s’ajuste le mieux aux données, bien qu’un modèle à un seul facteur général procure un ajustement satisfaisant. Les analyses de fidélité attestent de la consistance interne de l’échelle totale et des sous-échelles. Les données suggèrent que les adolescents de Hong Kong n’ont qu’une confiance relative dans leurs possibilités de développement vocationnel. Les étudiants qui ont décidé d’étudier à l’université ont d’avantage confiance en leur développement vocationnel que ceux qui n’ont de tels desseins. Cette étude est la première tentative pour développer et valider une mesure de l’auto-efficacité du développement vocationnel chez des adolescents chinois. On discute les problèmes liés à un programme général d’orientation et à l’élaboration d’un instrument de mesure dans une perspective interculturelle.Zusammenfassung. Entwicklung eines Instruments zur Selbsteinschätzung eigener Kompetenzen zur Laufbahnplanung für chinesische Jugendliche in Hongkong.In Hongkong wurde der ,,Fragebogen zur Selbsteinschätzung eigener Kompetenzen für die Laufbahnplanung (Career Development Self-Efficacy Inventory – CD-SEI)“ eine Bewertungsskala mit 24 Kriterien entwickelt, mit der Jugendliche die eigenen Kompetenzen für die Laufbahnentwicklung bewerten können. Der Fragebogen deckt 6 Bereiche ab Laufbahnplanung, geschlechtsspezifische Aspekte der Berufswahl, Wahl der Ausbildung, Bewerbung, Methoden der Arbeitsuche, Entwicklung von beruflichen Zielen; damit werden diejenigen Kompetenzen erfasst, die in Hongkong von AbsolventInnen des Gymnasiums (High School) am Übergang in das Beschäftigungssystem benötigt werden. Die Validitätsanalyse auf der Grundlage der Antworten von 6776 SchülerInnen der Klassen 10–13 ergab, dass sich die genauesten Ergebnisse bei Anwendung eines Modells ergaben, dass alle 6 Bereiche unter Betonung eines dieser Faktoren einbezog, wobei allerdings ein Validitätsmodell, dass nur diesen einen herausragenden Faktor einbezog, bereits angemessene Näherungswerte ergab. Die Reliabilitätsanalyse ergab, dass der Gesamtfragebogen und die Teilfragebögen in sich konsistent sind. Die Ergebnisse führen zu der Vermutung, dass Jugendliche zwar ein gewisses, aber kein sehr ausgeprägtes Selbstvertrauen im Hinblick auf ihre Laufbahnentwicklung haben. Jugendliche, die ein Hochschulstudium planten, zeigten ein ausgeprägteres Selbstvertrauen als die anderen Jugendlichen, die kein Studium planten. Dies ist die erste Untersuchung mit dem Ziel, einen derartigen Selbsteinschätzungsfragebogen für chinesische Jugendliche zu entwickeln und zu evaluieren. Der Artikel diskutiert ebenfalls Aspekte einer interkulturellen Perspektive im Zusammenhang mit der Entwicklung von umfassenden Beratungsprogrammen sowie von Beurteilungsinstrumenten.Resumen. Elaboración de un Instrumento de Auto-Eficacia en el Desarrollo de la Carrera de Adolescentes Chinos en Hong Kong. Se ha desarrollado un instrumento de medida con 24 items, el Inventario de Auto-Eficacia en el Desarrollo de la Carrera (IAE-DC), para evaluar la auto-eficacia en el desarrollo de la carrera entre adolescentes de Hong Kong. El IAE-DC abarca seis dimensiones que representan las competencias que los alumnos de secundaria necesitan en su tránsito de la escuela al mundo del trabajo en Hong Kong. Los análisis factoriales realizados a partir de las respuestas de 6776 estudiantes de los cursos 10°–13° demostraron que lo que mejor se ajustaba a los datos eran seis factores primarios con un modelo factorial de orden superior, aunque sólo este modelo factorial general también se ajustaba adecuadamente. Los análisis de fiabilidad confirmaron la consistencia interna de las escalas y subescalas. Los resultados sugirieron que los adolescentes de Hong Kong sentían cierta seguridad, aunque no demasiada, respecto al desarrollo de su carrera. Los estudiantes que tienen decidido ir a la universidad mostraban mayor confianza en su desarrollo profesional que aquellos que no han planificado nada. Este es el primer estudio en el que se ha elaborado y validado un instrumento de medida de la auto-eficacia en el desarrollo de la carrera para adolescentes chinos. Se discuten aspectos relacionados con los programas comprensivos de orientación y con el desarrollo de instrumentos de diagnóstico desde una perspectiva cross-cultural.