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141.
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RICHARD B. CAPLE 《Counselor Education & Supervision》1972,12(1):31-41
This article describes a molar model for the preparation of professional student personnel workers. Five propositions are presented as a theoretical model. Although full formalization is not claimed, it is hoped that this model will spur further thought and experimentation. 相似文献
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J. RICHARD WINGERTER 《Educational theory》1973,23(3):240-259
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RICHARD R. WILMARTH JOHN C. MORACCO WARREN J. VALINE 《Counselor Education & Supervision》1982,22(2):162-172
Sixty undergraduate students enrolled in human relations training were randomly assigned to one of six treatment groups and asked to respond either orally or in written form. Mode of response was shown to have a significant effect on participants' level of responding, perceptions of their helpfulness, and length of response. 相似文献
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Specially constructed “speeded” and “unspeeded” forms of a Reading Comprehension test were administered to both regular center and fee-free center LSAT candidates in an effort to determine: (1) if the test was more speeded for fee-free candidates, and (2) if reducing the amount of speededness was more beneficial to fee-free candidates. Results of the analyses show: (1) the test is somewhat more speeded for fee-free candidates than for regular candidates, (2) reducing the amount of speededness produces higher scores for both regular and fee-free center candidates, and (3) reducing speededness is not significantly more beneficial (in terms of increasing the number of items answered correctly) to fee-free than to regular center candidates. Lower KR-20 reliability was observed under speeded conditions in the fee-free sample. 相似文献
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Several indicators suggest that older persons have been accepted as one of the special populations in U.S. society with whom counselors may appropriately work and for whom counselors need special preparation. Various approaches to providing such preparation are identified, including the integrated, separate course, concentration, and interdisciplinary models. Advantages and limitations of each model are discussed. The basic competencies described in the Accreditation Manual of the Council for Accreditation of Counseling and Related Educational Programs (1982) are proposed as an appropriate guide for the content of gerontological counseling curricula. Examples of how gerontological counseling topics can relate to the basic competencies are provided. 相似文献