Self-narration,Autobiography and Identity Construction

This article explores the links between personal story-telling, autobiographical writing and the processes of identity construction. The paper draws upon the work of the gender and sexuality group at the Department of Cultural Studies, University of Birmingham. Personal stories, written by the author, for the gender and sexuality group, are used to illustrate the complexities involved in the construction and reconstruction of identity. It is suggested that autobiographical writing produces particular versions of identity, framed by social context and dominant gender relations. A more critical approach to personal story-telling is outlined as a way of making sense of experiences in relation to gender, sexuality and identity.     

Reflections on Trends in Teacher Education in Europe Using the Scenario Perspective

In the preceding papers the scenario model of ATEE-RDC19 is used as a reflecting instrument on trends and development in teacher education in different European countries. In this short contribution, a reflection on those papers is made to see whether common trends arise. In this rough picture, it is possible to see that in all analysed countries there is a tendency towards a more pragmatic and individualistic approach in society, influencing teacher education. But these two trends (toward pragmatism and towards idealism) are not in all case studies strongly connected. However, bearing in mind some critical comments on the scenario model, strong and definitive conclusions are to be avoided.     

The Infusion of Counseling Observations Into a Graduate Counseling Program

This article discusses innovative methods for incorporating both live and videotaped counseling sessions conducted by faculty into a graduate counseling program.     

The Fakability of the Personality Orientation Inventory

Attempts to fake a good impression on the POI typically result in lower scores for subjects unknowledgeable in self-actualization, and in higher scores for knowledgable subjects. POI fakahility during counselor selection procedures was investigated through two test administrations with a group of 21 new graduate students in counseling. Subjects were not given self-actualization information. Scores under counselor selection fake-set procedures were significantly higher (p <. 05) on 4 of the 12 scales than scores obtained under standard testing instructions. The results imply new counseling students have sufficient information about self-actualization to dissimulate POI scores.     

Effect of Experimentally Induced Sets of High and Low ‘Expertness' During Brief Vocational Counseling

A study was designed to evaluate the effects of an experimentally induced set of “expertness” on clients' evaluations of their selected experiences during brief vocational counseling. Thirty-one college freshman males were randomly assigned to two induced sets of high and low expertness, and client responses to both quantitative and qualitative aspects of the interview were obtained. The results suggested that (a) clients responded more favorably to relationship aspects of the interview with a counselor who was introduced as a nonexpert than with a counselor who was introduced as an expert, (b) informational recall was greater for clients interviewed by the expert counselor, and (c) global ratings of counselor effectiveness did not differentiate between expert and nonexpert counselors. Implications for counselor training and counselor practice are discussed.     

Characteristics of Female Members of ACES

This article presents data on characteristics of female members of the ACES organization. Data regarding the (a) personal characteristics, (b) education, (c) employment, and (d) participation in national and regional ACES activities of ACES women is presented.