Toward Accountability in Supervision: A Single-Case Illustration

This article illustrates the potential of a single-case research design as a method for demonstrating supervisor accountability. A supervisor in training employed a multiple baseline design to evaluate the effectiveness of a brief supervisory intervention. The targeted counselor behaviors were a decrease in the use of questions and an increase in reflections of feelings. The intervention consisted of counselor self-monitoring and supervisor reinforcement. The data showed marked decreases in counselor questioning, accompanied by increases in reflections of feeling. Concomitant changes in client behavior included more active participation in the session and more frequent discussion of feelings. The decrease in counselor questions was stable over a follow-up period. The process and decisions involved in using a single-case design to evaluate supervisor effectiveness are discussed.     

Anxiety and Empathy in a Counseling and Guidance Institute

This article investigates the relationship between anxiety and the development of empathy in counselor trainees during a full-year counseling and guidance institute. Anxiety was assessed three times during the program and empathy twice. It was found that anxiety decreased significantly during the course of the institute. No significant relationship was found between anxiety and empathy changes. It appears that such changes in trainees may be related to length of training. It is suggested that research concerning effects of training be longitudinal and focus on trainee change throughout the training period.     

Humility as a Virtue in Teaching

ABSTRACT Some have denied that humility is a virtue in teaching, and others have found the idea problematic especially as concerns the teacher's authority and the matter of self-esteem. These difficulties have encouraged the emergence of narrow approaches to teaching, or have spawned simplistic solutions which confuse humility with outright scepticism. This discussion links humility with two chief ideals, both requiring careful consideration: deference to reason and evidence and respect for the student's interpretation; and it suggests a connection with the Socratic conception of wisdom, itself often misunderstood. Some tentative suggestions emerge with respect to humility in the practice of teaching.     

Participant Change During an EPDA Institute: Personality,Attitudinal, and Learning Dimensions

This article reports a study of personality, attitude, and cognitive changes in experienced pupil personnel workers who participated in a retraining experience at an EPDA Institute. The subjects were from Detroit Metropolitan Area schools that have a large percentage of disadvantaged pupils. The program offered an interdisciplinary approach since its designers believe that traditional approaches are inadequate for disadvantaged youth. Measures were taken of cognitive, attitudinal, and personality need changes in the subjects over two summers and a part-time academic year. Significant overall content learnings were found, while the most drastic attitudinal changes took place in understanding. The subjects differed from entering counselor trainees and demonstrated more understanding responses than students enrolled in administration.     

SOME CHARACTERISTICS AND CORRELATES OF THE MEIER ART TEST OF AESTHETIC PERCEPTION UNDER TWO SYSTEMS OF SCORING

Unlike the Meier Art Test of Aesthetic Judgment, published data about the Meier Art Test of Aesthetic Perception (MATAP) are rare. Hence the goals of this study on the MATAP were to provide reliability and validity data and to test an alternate scoring system. With data from three samples, the MATAP exhibited unsatisfactory internal consistency and test-retest reliability. Significant, but low, positive correlations were found with the Illinois Art Ability Test, the Kuder Artistic scale, and biographical items concerning art training and interests. The MATAP correlated negatively with the Child Test of Esthetic Sensitivity. Most art related course grades and all American College Testing Program scores were not significantly related to the MATAP. The psychometric benefits of the alternate scoring system appeared marginal.