A Behavioral Model for the Practicum Supervision of Counselor Candidates

This article presents a behavioral model of supervisor behavior for the counseling practicum that involves supervisor, counselor, and client. Five identifiable stages in supervision are presented: (a) the initial session, (b) the development of a facilitative relationship, (c) goal identification and determination of supervisory procedures, (d) the use of supervisory techniques and procedures, and (e) termination and follow-up. This supervisory process between supervisor and counselor is related to the counseling process between counselor and client.     

Graduate and Undergraduate Internships in Human Services: A National Directory

The authors describe a national, generic directory of bachelor's, master's, and doctoral internships for human service agencies. Internships are listed for the following types of human service agencies: community mental health, mental retardation, corrections, rehabilitation, and others. Each internship listing includes, by degree level, the following information: (a) number of internship positions available, (b) availability of stipends, (c) typical intern roles and functions emphasized and percentage of time spent in each, (d) length of internship, (e) major theoretical orientations of agency staff, and (f) prerequisite training and experiences. By degree level, the number of human services internship positions listed in the directory are as follows: bachelor's, 65; master's, 246; and doctoral, 163.     

THE USE OF EXPERIMENTAL DESIGN IN EDUCATIONAL EVALUATION

Considerable controversy has existed concerning the utility of experimental design in educational evaluation. The polar positions are that experimental design has no utility in educational evaluation and that experimental design is the only valid evaluation strategy. This article examines these positions in terms of conceptualizations of evaluation according to the'LCIPP Evaluation Model "and of experimental design according to the "true comparative experiment." An alternative position including three main points is developed: (a) The methodology of educational evaluation includes much more than the methodology of experimental design; (b) Experimental design does have potential utility in the areas of input and product evaluation, but not within the areas of context and process evaluation; (c) The utility of experimental design can be increased by following a set of procedures that do not require the use of common criterion instruments and uniform decision rules for all students in an experiment; this allows judgment of a program in terms of the number of students for whom it was successful.     

Facilitating Holistic Curriculum Development

There is a movement in higher education to think of a curriculum less as a sequence of independent courses and more as a set of highly integrated learning and assessment experiences designed to help students develop clearly defined outcomes. This paper reports on a case study that illustrates how internal curriculum assessment processes used by an environmental science and policy department in an institution of higher education lead to the creation of an innovative tenure-track faculty line for someone whose primary activities and scholarship focus not on traditional disciplinary scholarship but instead on coordinating the holistic development of an integrated curriculum. This paper goes on to show how I, the person hired into this position, am facilitating the coordinated development of a senior thesis programme, a junior entry course into the major and a disciplinary writing programme for the purpose of developing a more integrated curriculum.     

Mood responses to athletic performance in extreme environments

Competition at elite level can require athletes to perform optimally in extreme environmental conditions. This review focuses on mood responses in such conditions and proposes practical guidelines for those working with athletes. Different environments are considered, including altitude and extreme heat and cold. Performing in extreme heat, cold or at altitude can produce a stress response characterized by increased negative mood and relatively poor performance. Positive adaptations to extreme conditions can be accelerated, but the rate of adaptation appears to be highly individualized. Monitoring mood responses to training under normal conditions provides a basis for identifying the psychological effects of extreme conditions. It is suggested that practitioners carefully monitor the interplay between vigour, fatigue and depressed mood. Reductions in vigour and increases in fatigue are normal responses to hard training, but other aspects of mood disturbance, especially symptoms of depressed mood - however small - may be indicative of a maladaptive response, and practitioners should consider intervening when such symptoms first appear.     

Medical books publishing in traditional printed formats: current trends

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