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171.
RICHARD E. LAMPE 《Counselor Education & Supervision》1985,25(1):44-47
A national survey for all schools offering graduate training for school principals and for school counselors was conducted to determine the amount of preservice training principals receive related to school counseling and development. A questionnaire was mailed to the head of the administrator-training program at each of the 407 universities identified, and 376 responses were returned. Findings with respect to counseling and development courses required in administator-training programs, counseling and development courses available as electives, and counseling and development-oriented components in required administration courses are presented. Also, suggestions for counselor educators regarding methods of improving the counseling and development-related training received by educational administrators are offered. 相似文献
172.
RICHARD C. RANK CARL E. THORESEN RICHARD M. SMITH 《Counselor Education & Supervision》1972,11(4):270-278
Can the planned social modeling of affective, group-focused, personal responses significantly increase such group behaviors in counselor trainees? In the study reported here 32 counselor trainees were randomly assigned to four practicum discussion groups: two video social model groups, one video lecture group, and one discussion group (eight in each group). Pre- and post-response frequencies were analyzed from audiotapes of the counseling groups to study type of delivery, content, process, and focus. Social modeling treatment significantly increased the response frequencies on all measures, while insignificant changes were generally found for the video lecture and group discussion treatments. Questions about social modeling variables and the usefulness of planned modeling in training are considered. 相似文献
173.
By testing a sample of 840 school children from an urban school district, the authors examined the practical limitations of the use of an optically scored answer sheet. The independent variables were grade (two through nine) and degree of instruction and practice (three levels). The dependent variable was the number of easy items (embedded within a set of ordinary test items) that were correctly answered. The easy items, which were different for the various grades, were selected because other children, comparable to those used in the experiment, were able to answer them virtually without error when answering on a test booklet rather than on the answer sheet. The findings indicated that students in grades two and three, in the fall of the year, were unable to make valid responses. Students in grades four and five seemed able to make valid responses only after receiving specific instructions and a practice session. Above grade five, students made valid responses regardless of the types of instructions they received. 相似文献
174.
RICHARD J. SHAVELSON JAMES H. BLOCK MICHAEL M. RAVITCH 《Journal of Educational Measurement》1972,9(2):133-137
Currently there is concern among some educators regarding the reliability of criterion-referenced (CR) measures. In this comment, a recent attempt to develop a theory of reliability for CR measures is examined, and some considerations for determining the reliability of CR measures are discussed. Conventional reliability statistics (e.g., coefficient alpha, standard error of measurement) are found appropriate for CR measures satisfying the assumptions of the measurement model underlying classical test theory. For measures with underlying multidimensional traits, conventional reliability statistics may be used at the homogeneous subscale level. When the confidence interval about a student's “below criterion score” includes the criterion, additional evidence about the student should be obtained. Two-stage sequential testing is suggested as one method for acquiring additional evidence. 相似文献
175.
DOUGLAS C. STROHMER DONALD A. BIGGS RICHARD F. HAASE MICHAEL J. PURCELL 《Counselor Education & Supervision》1983,23(2):132-141
This study examines the relationship of cognitive complexity, counselor anxiety, and client disability condition to accurate empathy on the part of students in training. A sample (n = 28) of students in a graduate counseling program observed a series of eight vignettes of counseling interviews (four clients with disabilities and four without disabilities) and reported a verbal counseling response to a client statement. A significant main effect was found for the cognitive complexity variable only (p < .05). A significant interaction among cognitive complexity, anxiety, and client disability condition (p < .01) indicated that all three factors interact to influence empathy. Implications for research and the training of counselors are discussed. 相似文献
176.
A survey of the various categories of advertising spend in the United States in the healthcare market is reported upon and the position of the publishing industry within that is described. 相似文献
177.
RICHARD W. BRADLEY 《Counselor Education & Supervision》1973,13(1):30-35
Standards for counselor training have been a topic of concern since the 1930s. More recent accomplishments toward quality in counselor education were the adoption of ACES standards at the 1967 Dallas convention and the special issue of Counselor Education and Supervision, “Up-Grading Guidance Practices” (Hill & Munger 1968). This article concentrates on the career guidance and occupational information aspects of the 1967 ACES Standards. In this context, the degree to which some counselor education programs seem to emulate practices contained in the standards and some suggestions for facilitating such emulation are discussed. 相似文献
178.
The fundamental objective of Section 504 of the Rehabilitation Act of 1973 is to prohibit discrimination against all handicapped individuals attempting to participate in any program or activity that receives federal financial assistance. Therefore, this act has had a major impact on most institutions of higher education. Counselor education programs at these institutions are specifically affected in areas related to admission and treatment of handicapped students. A recent U.S. Supreme Court case is helpful in establishing guidelines for the application of Section 504 to these counselor education programs. 相似文献
179.
This study attempted to measure the generalization of the counseling skills learned via the microcounseling paradigm to the actual counseling setting. Twenty practicum counselors were assigned to two groups: (a) experimental group, training focused on the microcounseling skills of attending behavior, reflection of feeling, and summarization of feeling and (b) control group, no training. Measurements of the microcounseling skills were obtained at four intervals: (1) pretraining, (2) posttraining, (3) counseling session I, and (4) counseling session II. Results indicated that experimental subjects evidenced greater learning and retention of skills in reflection of feeling and summarization of feeling. There were no significant differences between subjects on attending behavior skills. Results are discussed with implications for training counselors via the microcounseling paradigm. 相似文献
180.
RICHARD L. BATDORF 《Counselor Education & Supervision》1973,12(4):271-277
An internship model is presented for graduate students in counselor education or counselor supervision, particularly those at the doctoral level. The author contends that the internship is a relatively neglected but singularly vital component of graduate training. The author's model proposes five behavioral and interrelated dimensions of intern involvement in the field agency: meetings, observations, conferences, consultations and program evaluations. The article also discusses problems associated with internships, including planning and funding responsibilities as well as the need for defining the internship in behaviorally explicit terms. 相似文献