ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb03472.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb03473.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

The monolithic nature of our research tradition is described by contrasting assumptions basic to our methodolgy with those found in the literature of the physical sciences. It is proposed that pluralistic views will provide a badly needed professional dialectic in the area of research. The open questioning of value assumptions is basic to professional growth.

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb03474.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Although the “role” of the counselor is a current issue of concern, counseling literature has largely neglected role theory. Recent articles are criticized for untenable positions in defining counselor roles and functions. Role theory is discussed and the termsrole, role perception, androle expectationare introduced. The fact that role enactment is an interactive process is emphasized, thereby rendering meaningless any attempt toward “militancy” on the part of any professional group in the attempt to define roles. The process of change in role expectations and role enactment is discussed and certain strategies of change are suggested. Sources of role conflict are identified. Finally, it is suggested that there can never be, nor should there be, a single definition of what a counselor should do or should be since counselor roles are embedded within a particular social

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb03475.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb03476.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

54 11th grade volunteers for educational and vocational counseling were randomly assigned to three treatments: (a) reinforcement counseling (information‐seeking responses reinforced), (b) model‐reinforcement counseling (tape‐recording of a male counselee played to each client prior to reinforcement counseling), and (c) control. Findings: (a) Experimental groups engaged in more information‐seeking behavior outside the interview (external ISB) than control; (b) Reinforcement counseling produced significantly more external ISB than control for females but not males; (c) Model‐reinforcement counseling produced significantly more external ISB than control for males but not females; (d) The ratio of information‐seeking responses to other responses in the interview was positively correlated with e

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb03477.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

An examination of the published research on group procedures in schools from 1953 through 1963. Such research is categorized as relating to (a) group procedures with students, (b) group procedures with parents, and (c) group procedures with teachers. A rather liberal definition of the term “research” was necessary in order to develop this review. The problems of carrying out this kind of research and possible future directions for such research are explo

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb03478.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

The Manual for the Iowa Tests of Educational Development (ITED) suggests that student “growth” of two standard score points per year is a good rule of thumb to use in interpreting change scores on ITED. This article argues that this rule can be misleading, and shows that, in fact, the amount of change to be expected from one year to another is quite variable, and depends upon the particular sub‐test in question, the grade levels under consideration, and the achievement level at which the scores happen to fall. Graphs are presented that show the amount of standard score change from grade to grade for each test on the national norms at the median and at the 25th and 75th percen

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb03479.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

The function of high school guidance services in facilitating educational‐vocational decision‐making is twofold; it involves helping students make “good” educational‐vocational decisions and also helping them develop effective decision‐making skills. This paper presents a paradigm dealing with certain aspects of the decision‐making function and illustrates how the paradigm can be utilized in research to improve guidance services. The paradigm suggests that the greater the knowledge a student has concerning the possible sequences of experiences that lead from his present situation, the more likely he will be able to direct his development toward the outcomes he desires. Local guidance research, conducted in two secondary schools, which utilized this paradigm is discussed. A research strategy is developed and some research examples

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb03480.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

This descriptive account examines the background, structure, techniques, results, and implications of a project in group guidance that was executed by the counselor preparation section of the School of Education at Seattle University during the summer of 1964. As the project unfolded, four counselors‐in‐training, under the supervision of a university mentor, metjointlywith a group of high school youths from one of Seattle's public schools during a series of largely non‐structured, non‐adult‐dominated, free discussions. The dual purpose of this venture was (a) to determine “experientially” the worth of permissive group interaction procedures as a means of promoting more objective self‐awareness and a greater sense of social identity among discussants within a school setting, and (b) to ascertain the feasibility of utilizing a learning activity such as this as part of the practicum phase of a program of counselor education. The kinds of growth which were experienced by those who participated are described with a view toward helping guidance‐oriented educators to better recognize the guidance possibilities inherent in dynamic

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb03481.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY