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JAMES E. ROBYAK RODNEY K. GOODYEAR MARK PRANGE 《Counselor Education & Supervision》1987,26(4):299-309
The authors examined the effects that supervisor's sex, amount of supervisory experience, and supervisory focus had on preferences for the referent, expert, and legitimate power bases. Supervisors from seven counseling center training programs (20 women, 36 men) rated the utility of responses reflecting each power base in enhancing the professional development of a female trainee. Results indicated that men preferred the referent power base to a greater extent than did women and that supervisors with relatively little experience preferred the referent power base to a greater extent than did supervisors with more experience. Supervisors who focused on trainee self-awareness preferred the expert power base to a greater extent than did supervisors who focused on the trainees' conceptualization skills. Significant differences were not found in the preferences for the legitimate power base. Results were discussed in terms of differences between counseling and supervisory-relationships and the characteristics of each power base. 相似文献
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JAMES H. PITTS 《Counselor Education & Supervision》1992,32(2):142-151
Practicum and internship programs encounter two basic types of problems: those which require structural change and those which do not. This article presents a model that helps identify and solve both types. 相似文献
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Gibb (1964) defined test-wiseness (TW) as the ability to respond advantageously to multiple-choice items containing extraneous clues and therefore to obtain credit without knowledge of the subject matter being tested. This study investigated TW in a sample of 6th grade pupils. A test instrument was developed utilizing fictitious material similar to the strategy employed by Slakter, Koehler & Hampton (1970). The study examines the cognitive correlates of TW through the interpretation of correlational matrices. The results lend support to the notion that TW is not a general trait, but rather is clue-specific. 相似文献
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