Salient Effects of Practice Poster Sessions on Counselor Development: Implications for Research Training and Professional Identification

This study examined the effects of a 2-step practice poster session on first-year doctoral students' self-efficacy beliefs about making professional presentations, and evaluated the usefulness of an active-learning teaching assignment. Quantitative and qualitative data were collected from participants after each of 2 practice poster sessions. The results (a) suggest that the relatively brief training exercise significantly increased participants' self-efficacy to give scholarly presentations, and (b) replicate earlier reports about the usefulness of the learning assignment.     

Supervisor Malpractice: Liability to the Supervisee in Clinical Supervision

Legal liability of supervisors to supervisees beyond the principles of respondeat superior or vicarious liability was explored. After defining 4 widely accepted elements of malpractice, it was determined that each of the 4 elements could be applied in the supervisory relationship.     

Computerization in a housebound library service

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Learning to Rest: A Pieperian Approach to Leisure in Education

In response to the intensifying vocationalisation and instrumentalisation of education, scholars have invoked the ideal of leisure and its educational embodiment in the tradition of liberal learning. Drawing on the work of Josef Pieper, this article seeks to bring to the fore an overlooked yet fundamental aspect of leisure, that of existential rest, a state of being and a mode of engagement with the world in which the basic outlook is one of affirmation of the goodness of the world, which is experienced as being in harmony with oneself and the world. The article also suggests three different approaches to cultivating existential rest in education derived from the educational visions of Pieper, Michael Oakeshott and John Dewey.     

‘Asking for the moon’? a critical assessment of Australian disability discrimination laws in promoting inclusion for students with disabilities

The aim of this paper is to critique the dichotomy between the legal regulation of disability discrimination in Australia, particularly in the State of New South Wales, and inclusion policy as espoused by public education authorities. It is argued that the law and inclusion policy are aiming at different outcomes. As a result, through legal regulation, New South Wales undermines the human rights of individuals with disabilities by restricting their access to ‘mainstream’ education. Extracts from a variety of sources are used to enable the voices of students, parents, carers, advocates, teachers and members of the judiciary to be heard, a novel approach in a paper which is essentially concerned with the law. The paper begins with a consideration of the context in which disability discrimination in education laws operate, and the distinctions between policies and practice in that context. The paper then asks to what extent disability discrimination law is capable of expressing inclusive ideals. Finally, the paper suggests means by which international law norms could be incorporated into New South Wales law and policy, so as to achieve effective human rights protection. The paper concludes with Carla's story, which serves to demonstrate that inclusive ideals have not yet been appropriately incorporated into law or practice in New South Wales.     

BOOK REVIEWS

Education and Culture: Anthropological Approaches . George D. Spindler, Editor.
The Gutenberg Galexy . Marshall McLuhan.