Development and validation of the groupwork skills questionnaire (GSQ) for higher education

The aim of the present study was to develop and provide psychometric evidence in support of the groupwork skills questionnaire (GSQ) for measuring task and interpersonal groupwork skills. A 46-item version of the GSQ was initially completed by 672 university students. The number of items was reduced to 15 following exploratory factor analyses, and a two-factor model consisting of task and interpersonal groupwork skills was revealed. Confirmatory factor analyses with model re-specification on new data (n = 275 students) established that the best fitting model consisted of 10 items and the same two factors (task and interpersonal). Concurrent validity of the GSQ was then determined with 145 participants by demonstrating significant relationships (p < 0.05) with attitudes towards groupwork and groupwork self-efficacy. Test–retest reliability was examined over a one-week interval. Overall, the GSQ demonstrates good validity and reliability, and has potential for both research and pedagogical application.     

The cost of academic leadership: Department Chair Stress

Department chairs find themselves trapped between the stresses of performing not only as an administrator but faculty member as well. Over eight hundred chairs from 101 doctorate-granting and research universities were surveyed using the Department Chair Stress Index to assess (1) their most stressful situations, (2) emergent themes from these Stressors, and (3) the differences between chair and faculty Stressors. Chairs experienced most stress from their heavy workload and the general stresses of time pressures, confrontation with colleagues, organizational constraints and their faculty duties. Chairs were found to be in a paradoxical situation; feeling double pressure to be an effective leader and productive faculty member. Suggested actions for the institution and individual are provided.Walter H. Gmelch is professor and chair of the Educational Administration Department at Washington State University where he also serves as Director of the National Center for the Study of Department Chair. He earned his MBA from the University of California (Berkeley) and a Ph.D. in the Educational Executive program from the University of California (Santa Barbara). Dr. Gmelch conducts research on the topics of leadership, team development, conflict, stress and time management. His extensive writings include a co-authored book entitled,Strategic Leadership Skills for Department Chairs. John S. Burns is associate director of the Center for the Study of the Department Chair at Washington State University. He obtained a Master's in Counseling Psychology and a Ph.D. in Educational Administration from Washington State University. The Center's research agenda focuses on collecting data about the position of department chair with the goal of developing research-based recommendations for the restructuring of the administration of higher education.     

A look at the single parent family: Implications for the school psychologist

The purpose of this article is to: (a) review briefly the efects on parents and children of living in a single parent family, and (b) to suggest ways in which a school psychologist can aid schools and single parent families in dealing more effectively with this type of structure. School-based interventions for children and parents are presented. These include achievement and behavioral assessment, evaluation of a child's support systems, counseling groups, bibliotherapy, parent education classes, in-service training for teachers, and referrals to community agencies. Changes in administrative policies to meet the needs of single parent families are suggested.     

The “least intrusive intervention” strategy for behavior change procedures: The use of public and private feedback in school classrooms

Many classroom behavior modification procedures have failed to be adopted by practicing classroom teachers because the procedures are overly intrusive into the regular classroom routine. A strategy for teachers and consultants which moves from less to more intrusive interventions is described and demonstrated with a case example. Private feedback was ineffective in reducing a child's inappropriate behavior, but the introduction of public feedback resulted in a decrease in inappropriate behavior to below the class average. Attitudinal measures of the teacher's evaluation of the child and his selfevaluation were related to the child's behavior during the public feedback procedure.