Allgemeinbildung: readiness for living in risk society

Sociologists increasingly note that one lives in a risk society, characterized by the unpredictable consequences of techno‐scientific innovation and production and by increasing complexity. Life in risk society, particularly in truly democratic societies, increasingly requires competencies not only to understand and change one's own circumstances but also to participate in collective decision‐making and to care for others who, for various reasons, have less control over their circumstances. It is argued that Allgemeinbildung encompasses exactly the kind of competencies that are required by risk society. Concrete case materials are presented to illustrate participation in risk society by adults and educational contexts that allow children to develop Allgemeinbildung.     

Student sexual orientation,promiscuity and urban acculturation as factors that influence teacher judgments about HIV+ students

Attributions toward HIV⁺ adolescents made by teacher education students who graduated from rural or urban high schools were examined. Participants read vignettes in which level of promiscuity and sexual orientation were varied, then completed a rating scale that reflected various attitudes toward HIV⁺ students. The vignette student labeled promiscuous was blamed and judged more personally responsible for contracting the disease than the non‐promiscuous student. Participants who reported graduating from urban high schools indicated more positive affect and positive attitude toward integration, but also higher levels of fearfulness, than did those from rural high schools. Sexual orientation and the participant's high school location interacted on the need for reporting/precautions variable. Those from urban high schools indicated a higher need for reporting and safety precautions than did those from rural high schools when the HIV⁺ student was labeled heterosexual. School Psychologists should be aware of the varied factors that are involved in teacher judgments concerning HIV⁺ students. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 173–182, 2003.     

Assessing the Barriers and Changes of Cross-Cultural Supervision: A Case Study

This article examines conflicts and communication problems that can occur in cross-cultural supervisory relationships when cultural issues are not addressed. Recommendations for cross-cultural supervision are discussed.     

Training Counselors to Work with Disabled Clients: Cognitive and Affective Components

This study examines the relationship of cognitive complexity, counselor anxiety, and client disability condition to accurate empathy on the part of students in training. A sample (n = 28) of students in a graduate counseling program observed a series of eight vignettes of counseling interviews (four clients with disabilities and four without disabilities) and reported a verbal counseling response to a client statement. A significant main effect was found for the cognitive complexity variable only (p < .05). A significant interaction among cognitive complexity, anxiety, and client disability condition (p < .01) indicated that all three factors interact to influence empathy. Implications for research and the training of counselors are discussed.     

CRITERION-REFERENCED TESTING: COMMENTS ON RELIABILITY1

Currently there is concern among some educators regarding the reliability of criterion-referenced (CR) measures. In this comment, a recent attempt to develop a theory of reliability for CR measures is examined, and some considerations for determining the reliability of CR measures are discussed. Conventional reliability statistics (e.g., coefficient alpha, standard error of measurement) are found appropriate for CR measures satisfying the assumptions of the measurement model underlying classical test theory. For measures with underlying multidimensional traits, conventional reliability statistics may be used at the homogeneous subscale level. When the confidence interval about a student's “below criterion score” includes the criterion, additional evidence about the student should be obtained. Two-stage sequential testing is suggested as one method for acquiring additional evidence.     

A Survey of Psychiatric Rehabilitation Counseling Training Needs

A total of 580 vocational rehabilitation counseling professionals from Rehabilitation Services Administration Region III responded to a 40-item, forced-choice questionnaire regarding perceived needs for training in the area of psychiatric rehabilitation. Although it was identified as least available, opportunity for continuing education was rated as the optimal vehicle for training rather than formal academic course work or agency in-service programs. Translating psychiatric diagnoses into functional behavioral terminology was ranked foremost as a specific training need; training in career counseling and realistic goal planning and job-seeking skills and job placement needs of the psychiatrically disabled client ranked second and third.     

A Multimethod Model for Practicum and Clinical Supervision in Nursing Homes

Nursing homes are an increasingly important setting for gerontological counseling. This article portrays a multimethod approach to counselor training and supervision in nursing homes.