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.     

Developing Movement as inclusive pedagogy

This article details the emergence of a training framework to support professional development in inclusive Movement teaching. This arose from a collaborative research project in spring 2008 (supported by the Training and Development Agency, UK), between two universities in England and Israel. Movement education is surprisingly underused globally, even in the early years, with some recent revival within special education. This is despite the long-recognised importance of interactive physical activity for underpinning children's development, and particularly for those with special educational needs, supported by findings from neuro-science. The training framework falls within a hermeneutic view of the teacher informed by humanistic psychology and reflective practice, with Movement seen as an empowering, creative and dialogic pedagogy.     

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.