Review of Handbook for the College and University Career Center

Handbook for the College and University Career Center, by Edwin L. Herr, Jack R. Rayman, & Jeffrey W. Garis. Westport, CT: Greenwood Press (1993), 328 pages, ($65.00).     

Availability and Representation of Women in Counselor Education with Strategies for Recruitment,Selection, and Advancement

In this article the progress toward increasing representation and improving the status of women in counselor education and higher education in general is reported. Strategies and action steps for recruiting, selecting, and advancing female faculty members are also presented. These approaches can be used by counselor education departments or individuals interested in cultivating and maintaining an environment that is conducive to obtaining maximum potential of female faculty members.     

Suggestions for Teaching an Advanced Career Counseling Practicum

Counselor educators need to explore methods for enhancing students' career counseling knowledge and competencies. Suggestions are offered for conducting an advanced career counseling practicum as one such opportunity.     

Infusing Counseling Skills in Test Interpretation

This instructional model infuses test interpretation with counseling techniques and theory. A process is outlined for teaching test interpretation by incorporating Neuro-Linguistic Programming patterns.     

Gender Bias and the DSM-III-R

Various types of gender bias in the criteria and use of the Diagnostic and Statistical Manual of Mental Disorders (3rd edition, revised; DSM-III-R; American Psychiatric Association, 1987) by counselors are discussed. Recommendations for addressing such bias in counselor training are provided.     

Advising Doctoral Students Seeking Counselor Education Faculty Positions

This article provides suggestions, information, and resources for advisors to use in assisting students to obtain tenure-track counselor education positions. Recommendations for research are also presented.     

A study of the interrelationship between the behaviour and social status of a class of Year 2 pupils

The influence of social status on child development has been the subject of research for several decades, with children who are not accepted by their peers being shown to be at risk of a range of difficulties both at the time and in later life. Strong links have also been established between behaviour and social status. A small‐scale action research project considered the social structure of a Year 2 class and used data gathered through sociometric interviews and observations to identify some factors which may have influenced the social status of individuals within that group. From this data, three children considered at risk of peer rejection or isolation were identified and an intervention programme was implemented. At the end of the year sociometric interviews and observations were repeated and it was found that one child's social behaviours and status among his peers had increased significantly over the course of the project.     

What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review

This article reports on a three‐year systematic literature review funded by the UK Training and Development Agency for Schools. In order to begin to answer the question posed by the title of this article, the researchers systematically reviewed the literature with reported outcomes for the academic and social inclusion of pupils with special educational needs. This review process led to a focus upon peer‐group interactions, the nature of teacher and pupil interactions and whole‐class, subject‐based pedagogies. This series of reviews highlights that within the complexities of a diverse mainstream classroom teachers' effectiveness is strongly influenced by their recognition of their responsibility for all learners and the centrality of social interaction to learning, as well as having a shared understanding of characteristics, skills and knowledge associated with a subject. It is also strongly influenced by a facility to plan for and to encourage participation in a communal learning experience through flexible groupings and roles, offering diverse opportunities to engage with concepts and practices using activities the learner finds meaningful. Effective practices are not about the teacher alone, but are rooted in the community of learners – including other practitioners – with whom they work.