Boundary Considerations Between Doctoral Students and Master's Students

Counselor educators have a responsibility to teach students about boundary issues and multiple relationships. In addition to counselor–client concerns, there has been increased attention to faculty–student multiple relationships. Like faculty, doctoral students in counselor education programs often engage in roles with master's‐level students in which they hold a position of authority. This article reviews the professional literature on multiple relationships and boundary issues within counselor preparation programs and applies the research to boundary considerations between graduate students. Potentially fruitful areas for research are also suggested.     

Helping Students Think

This article outlines a conceptual framework describing predictable differences in the intellectual development of college students and suggests applications leading to sound counseling and educational intervention.     

优生与差生自我调节学习的对比研究

对优生与差生的自我调节学习进行了对比,力图从这一角度探讨差生学习不良的原因.被试为小学高年级学生(差生37名,优生44名),考察其目标定向、认知加工方式及失败应对策略.结果表明,两组被试在自我调节学习上存在一定差异,差生在学习活动中倾向于进行回避定向,对学习材料多进行表层加工或产生自我阻碍,遭遇失败时多采用情绪发泄的策略进行应对;两组被试在自我调节学习各成分之间的关系上也存在一定差异,最主要表现为成绩定向对优生的学习有一定的促进作用,但对差生的学习则有破坏作用.此外,两组被试在自我调节学习各成分之间的关系上也表现出一定相似性.     

工读学生与普通学生对责任判断的比较研究

用内隐联想测验对40名工读学生与普通学生的责任判断进行比较研究,结果表明:工读学生比普通学生辨别攻击词以及与"责任在他"有关的短语的反应时短;工读学生辨别与"责任在他"有关的短语的速度比辨别与"责任在我"有关的短语的速度快,而普通学生辨别与"责任在他"有关的短语的速度比辨别与"责任在我"有关的短语的速度要慢;工读学生在"责任在他—攻击,责任在我-不攻击"的联合辨别反应时上比普通学生短。这些反应时的差异反映了工读学生存在着敌意归因与对攻击信念的内隐联想。     

Students and group-analytic psychotherapy

The practice of group analysis as a form of therapy, and its application to students in higher education, are discussed. A therapist's viewpoint is juxtaposed with that of a participant who gives a personalised account of his feelings as a group member.     

Counseling Foreign Law Students

This article examines issues that foreign students studying law in the United States may encounter, issues that are proposed within the context of existing information on foreign students, law students, and the law school experience. Implications for counseling are discussed.     

Satisfied and Dissatisfied Students

Satisfaction toward school was assessed by means of a 60-item questionnaire and was related to measures of academic success, intellectual ability, social, class, and personal values. For the total sample of 258 high school juniors, there was no significant relation between their evaluation of school experiences and their achievement, as measured by standardized tests and teachers' grades. Teachers rated satisfied students as less impulsive and more responsible than average students. The teachers' ratings also revealed a marked positive bias in favor of girls. Extreme groups on the satisfaction measures were compared and tentative explanations are offered for some of the major differences.     

Keeping Students in School

This paper examines strategies for the development of programs to prevent students from dropping out of school before graduation. The first set of strategies involves increasing the opportunities for students to succeed in school. This may be accomplished by setting standards that are challenging but within reach of students, by providing students with appropriate support to meet those standards, and by making the school curriculum relevant to the current and future lives of students. The second set of strategies involves increasing the opportunties for students to develop positive relationships in school. Such relationshps may be with adult staff members, with other students, or with the school as an institution.     

不同年级学生执行功能发展水平研究

工作记忆、抑制控制及认知灵活性是执行功能的主要成分。以小学三年级、五年级,初中二年级、高中二年级320名学生为被试,研究了他们执行功能各成分的发展。结果发现:工作记忆广度、抑制控制、认知灵活性的发展随着年级(或年龄)的增长而发展,各年级之间存在显著差异。     

听障学生与正常学生社会认知能力的比较研究

以配对比较的方法,通过观点采择、个性特征认知、故事复述等社会认知能力测验,考察听障学生与正常学生的社会认知能力的差异,结果表明:(1)在智力、年龄相同的情况下,听障学生的社会认知能力发展明显比正常学生迟缓;(2)听障学生与正常学生的社会认知能力不存在性别差异;(3)听障学生社会认知发展迟缓与其社会互动经验的缺乏有关联。