摘要:

Recently there has been a re‐emphasis by both educators and counselors of the concept of commitment. Can this concept bear scrutiny or is it only a popular slogan? It is argued that this concept can find meaning only in a moral absolute. The author points out that relativism is itself a moral absolute. If then we take this concept seriously we are faced with certain difficulties. If this concept is valid for education and counseling then we must either re‐examine the issue of religion in the schools or be content with engendering a moral vacuum. It is maintained that the former is the only valid alternative and the author argues for the moral absolute of loving one's neighbor as himself rather than the more prevalent moral absolute of relativ

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1966.tb03611.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1966.tb03612.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

The helping professions are defined and the argument is advanced that because they are dealing with existential affairs, practitioners must rely more on values than on science. An image of man is proposed and the implications of this image for the work of those in the helping profession indicated.

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1966.tb03613.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

This article describes results of the first in a series of three large‐scale longitudinal studies conducted by the U.S. Employment Service to increase the usefulness of the GATB for counseling high school students. The final sample consisted of 26,708 high school students. All were tested with the GATB in 1958, and those in the lower high school grades were retested in the twelfth grade. Results were as follows: (1) Stability coefficients were highest for the eleventh grade sample and lowest for the ninth grade sample. (2) Interval between initial testing and retesting had very little relationship to size of practice effect. (3) Maturation increases were largest between the ninth and twelfth grade and smallest between the eleventh and twelfth grade. (4) OAP stability was increased through use of a “band” around the cutting s

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1966.tb03614.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

The study reported here investigated the use of the General Aptitude Test Battery for identification and counseling of students in vocational and academic clases in Ohio secondary schools. Frequency distributions of the GATB aptitude scores were developed for 4,000 ninth‐ and tenth‐grade boys and girls. A multiple regression analysis was performed using the aptitude scores of the GATB as the independent variables, and point hour ratio and single subject grades at the end of one year as the dependent variables. Freshmen and sophomore grade‐point average separately and in combination were the criteria used to determine the predictive ability of the aptitudes of the GATB. The GATB was useful in the predictive role for ninth‐ and tenth‐grade achievement in most of the area

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1966.tb03615.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

The attendance records of 235 second‐grade students were studied. Each child was classified by his teacher either into one of two problem groups (Learning‐Educational or Personal‐Social) or into one of two non‐problem groups (Enrichment or Average‐Normal). The teachers are represented in one of four groups: either being from a school serving a higher or a lower economic area and as having extended or limited classroom experience. Three types of absences were studied: single day, multiple day, and total days absent. Single day absences were expected to be most closely related to guidance needs. Multiple classification analysis of variance revealed no significant differences in the average number of days absent among the four pupil groups, and the four teacher groups or among their interactions, regardless of whether the data were single day, multiple day, or total days absent. Whether the data were studied in terms of pupil or teacher groups, the average number of days absent was never significantly different from zero. No support was found for the idea that school attendance is an index of pupil achievement or a

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1966.tb03616.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

An attempt was made to assess results of counseling with fourth‐grade students, using sociometric status as the criterion. A sociometric device was administered to four fourth‐grade classrooms. Students of low sociometric status were randomly assigned by classrooms to one of three treatment conditions: (1) counseling, (2) teacher guidance, and (3) control. When treatment conditions were compared, the evidence seemed to indicate significant differences in the relative frequency with which subjects increased or decreased in sociometric status, that the differences favored the counseling condition, and that these differences persisted over a period of seven months. The possibility of a temporary teacher influence on the sociometric criterion was indica

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1966.tb03617.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

This study compared a group of fourth‐grade underachieves with a control group in the areas of peer relationships and measured personality variables. The underachievers were identified by predicting their grade‐point average (GPA) from their WISC Verbal Scale IQ score by use of a prediction equation. If the predicted GPA was .8 standard error of estimate above their obtained GPA, the student was identified as an underachiever. This resulted in the identification of 84 male and 34 female underachievers. The results of the investigation indicated that regardless of sex, underachievers are selected less frequently by their peers and have a lower level of personality adjustm

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1966.tb03618.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Differences among six Navy occupational groups (Administrative, Technical, Mechanical, Electrical, Construction, and Cooks) were determined for 31 personality and value scales, including the Allport‐Vernon‐Lindzey Study of Values, the Survey of Interpersonal Values, and the FIRO‐B Inventory. Age and Navy experience were controlled by dividing groups into “experienced” and “inexperienced” categories. Significant differences between groups were present for 29 of the 62 comparisons. Most of the variance in test scores among groups could be accounted for by dichotomizing the six occupational specialties into two broad categories, “white collar” (Administrative and Technical) and “blue collar” (other groups). The results suggested relationships between choice of occupational specialty and the value systems, needs, and motivations of individuals

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1966.tb03619.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

30 matched pairs of high‐ and low‐achieving high school students were differentiated by total score of a semantic differential composed of evaluative terms descriptive of student behavior. Teacher rating was highly effective in discriminating between the groups, and a correlation of .79 was observed between teacher rating and cumulative grade point average. Other comparisons indicated that low‐achieving students misperceived the attitudes of their teachers. Attention was called to the saturation of high school rank with nonintellective factors, and implications for counseling intellectually able, low‐achieving students were di

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1966.tb03620.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY