Accreditation Standards Revision: Democratic,Unilateral, or Dictatorial?

This article responds to the questions and concerns raised by Engels that relate to the standards revision process and accreditation procedures followed by the Council for Accreditation and Related Educational Programs.     

Counselor Education Abroad: Selected Programs

This article discusses the current status of counselor education programs being operated for the benefit of military personnel and military dependents abroad. A major issue examined is the apparent inaccuracy of the stereotype of the professional military man as an individual unable to learn or present facilitative dimensions.     

Omega-3不饱和脂肪酸对病原微生物的影响（英文）

微生物给人类带来了有利又有害的一面。这些有利的影响一般源于人们与微生物之间的共生关系。但是人类一些疾病的产生使得看似友好的微生物成为条件致病菌,使人们感染上微生物相关的疾病。人们致力于研究多种抗菌剂用于治疗和抑制病原微生物的感染,但是微生物耐药性的出现使得人们的研究进程受阻。尽管已有大量关于药物开发的研究缓解了这个难题,但微生物对这些药物的耐受性以及持续的微生物进化变异,使研究人员把重点放在筛选各种植物膳食类化合物上以用于抗菌。亚麻酸及其衍生物(二十碳五烯酸和二十二碳六烯酸)是已被广泛研究的omega-3脂肪酸,在人类的健康方面扮演着重要的角色,对大脑、眼睛、心血管系统和人的正常成长都有重要作用。然而,作为抗菌剂的使用并没有受到人们广泛的重视,可能是由于人们缺乏对其抗菌机制、药理毒性以及给药方式的了解。因此,本文综述了omega-3脂肪酸作为替代药物在治疗和预防微生物相关疾病中的作用。     

Use of Advanced Technology Videotapes in the Delivery of Structural Engineering Courses

A teaching and learning development project is currently under way at Queens-land University of Technology to develop advanced technology videotapes for use with the delivery of structural engineering courses. These tapes consist of integrated computer and laboratory simulations of important concepts, and behaviour of structures and their components for a number of structural engineering subjects. They will be used as part of the regular lectures and thus will not only improve the quality of lectures and learning environment, but also will be able to replace the ever-dwindling laboratory teaching in these subjects. The use of these videotapes, developed using advanced computer graphics, data visualization and video technologies, will enrich the learning process of the current diverse engineering student body. This paper presents the details of this new method, the methodology used, the results and evaluation in relation to one of the structural engineering subjects, steel structures.     

Peer Perceptions of Counselor Effectiveness: A Multiple Regression Approach

The present study investigates the relationship between the personal preferences of beginning counselor education students and the sociometric choices of their peers. Fifty-four subjects, who were enrolled in the entry-level guidance seminar at the University of Akron between March and December 1971 were administered the Edwards Personal Preference Schedule (EPPS). At the end of the seminars the students were asked to respond to a sociometric technique. The data from the EPPS (predictor variables) and from the sociometric technique (criterion) was then subjected to multiple regression analysis, which revealed that students with higher sociometric ratings demonstrated greater manifest needs for dominance, change, succorance, order, nurturance, and achievement than did those with lower sociometric ratings.     

An Attributional Approach to Counselor Supervision

The supervision process is examined from an attributional perspective. Counselor supervision is conceptualized as an interactional process in which trainees learn to describe and manage cause-effect relationships. Attribution theory from the social psychological literature is reviewed, and common biases and errors in the attribution process are discussed in terms of their relationship to supervision. Finally, several interventions are proposed to help supervisors minimize the influence of these attributional biases on their own and their trainees' perceptions and behaviors.     

Discriminative validity of the behavior assessment system for children‐parent rating scales in children with recurrent abdominal pain and matched controls

Examined discriminative validity of the Parent Rating Scale (PRS) of the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992, Circle Pines, MN: American Guidance Services). Two groups were compared: a cohort with recurrent abdominal pain (RAP) (n= 49) and children from the BASC‐PRS standardization sample (n = 49) matched on the background characteristics of age, race/ethnicity, and gender. A multivariate, two‐group discriminant function analysis was used to compare groups across standard scores from the nine clinical scales of the PRS. Results demonstrated that children with RAP could be differentiated (Wilks λ = .642, F = 6.45, df (9, 88), p < .001), and demonstrated higher scores on the Somatization, Depression, Anxiety, Attention Problems, and Withdrawal scales. Subsequent jackknifed classification analysis, diagnostic efficiency statistics, and an odds ratio for the classification analysis added to the overall validity of results. The practical utility of the BASC‐PRS is further supported in light of expanding roles for school psychologists in the assessment and treatment of children with health problems. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 145–154, 2003.     

Design and Evaluation of a Short-Term Paraprofessional-Training Program

A training program to teach counseling and interviewing skills to paraprofessionals is described. The content of the training includes Five areas thought to be important to counseling: conveying an open invitation to talk, reflective responding, problem solving, giving feedback, and setting goals. The training model includes five stages: A skill is defined and introduced; trainers model effective and ineffective use of the skill; trainees discriminate exemplars and nonexemplars of the skill; trainees practice the skill in a structured exercise; and trainees practice the skill in a role-played interview. Evaluation data indicate that the training program was well received and that the trainees increased their ability to use the skills. Four factors that probably contributed to the effectiveness of training are discussed.     

A Response to the Emperor's New Clothes

In reply to Alschuler's commentary on their original article, the authors argue that portfolios are reliable, valid means for assessing students' progress and for program evaluation.