BOOK AND ARTICLE REVIEW SECTION

Book reviewed in this article: Crites, John O. “Measurement of Vocational Maturity in Adolescence: Attitude Test of the Vocational Development Inventory,” Psychological Monographs. McCall, John N. and Moore, Gilbert D., “Do Interest Inventories Measure Estimated Abilities,” The Personnel and Guidance Journal.     

Book Reviews

Book reviewed in this article: Youth—Toward Personal Growth: A Rational-Emotive Approach by Donald J. Tosi. Development and Management of School Guidance Programs by Robert L. Gibson, Marianne H. Mitchell, and Robert E. Higgins. Vocational Guidance and Human Development edited by Edwin L. Herr. The Counselor-in-Training by Susan K. Gilmore. MUST: Manual for Users of Standardized Tests by Jonell H. Kirby, William H. Culp, and Joe Kirby. Personal and Vocational, Interplay in Identity Building by Jeannette G. Friend. Human Relations Development: A Manual for Educators by George M. Gazda, Frank R. Asbury, Fred J. Balzer, William C. Childers, R. Eric Desselle, and Richard P. Walters.     

Book Reviews

Book reviewed in this article: Guidance: An Orientation by Robert E. Glennen. The Testing of Negro Intelligence by Audrey M. Shuey. Studying the Child in the School by Ira J. Gordon. The High School Counselor Today edited by Thomas C. Hennessy, S.J. The Superior Student in American Higher Education edited by Joseph W. Cohen. Vocational Guidance and Career Development: Selected Readings edited by Herman J. Peters and James C. Hansen. Contrary Imaginations: A Psychological Study of the Young Student by Liam Hudson.     

Reporting a program evaluation: Needs,program plan,intervention, and decisions

The approach to intervention programs varies depending on the methodological perspective adopted. This means that health professionals lack clear guidelines regarding how best to proceed, and it hinders the accumulation of knowledge. The aim of this paper is to set out the essential and common aspects that should be included in any program evaluation report, thereby providing a useful guide for the professional regardless of the procedural approach used. Furthermore, the paper seeks to integrate the different methodologies and illustrate their complementarity, this being a key aspect in terms of real intervention contexts, which are constantly changing. The aspects to be included are presented in relation to the main stages of the evaluation process: needs, objectives and design (prior to the intervention), implementation (during the intervention), and outcomes (after the intervention). For each of these stages the paper describes the elements on which decisions should be based, highlighting the role of empirical evidence gathered through the application of instruments to defined samples and according to a given procedure.     

Book Reviews

Book reviewed in this article: Counseling Strategies and Objectives by Harold Hackney and Sherilyn Nye. Counseling Children in Groups: A Forum edited by Merle M. Ohlsen. Principles and Techniques of Vocational Guidance by H. H. London. Counseling and Accountability: Methods and Critique by Harman D. Burck, Harold F. Cottingham, and Robert C. Reardon. Mental Health on Campus: A Field Study by Raymond M. Glasscote and Michael E. Fishman. Guidance for Human Growth by Norman A. Sprint-hall. La Causa Chicana: The Movement for Justice edited by Margaret M. Mangold. Women in the Work Force: Confrontation with Change edited by Mildred E. Making Vocational Choices: A Theory of Careers by John L. Holland. Creative Approach to Sex Education and Counseling by Patricia Schiller. New York: Association Press, 1973. 255 pp. $12.00. Career Education: New Approaches to Human Development by Larry J. Bailey and Ronald W. Stadt.     

Book Reviews

Book reviewed in this article: Equal Educational Opportunity edited by the Harvard Educational Review Editorial Board. Colleges Today and Tomorrow by Lewis B. Mayhew. Beggar to King by Walter Duckat. Research for Tomorrow's Schools: Disciplined Inquiry for Education edited by L. J. Cronbach and Patrick Suppes The Vocational Counseling of Adults and Young Adults by E. C. Thoroman. The Guidance Function in Education by Percival W. Hutson. Second Edition. Guidance of the College-Bound by Edwin L. Herr and Stanley H. Cramer. Beyond Racism by Whitney M. Young, Jr. Guidance of the College-Bound by Edwin L. Herr and Stanley H. Cramer. Beyond Racism by Whitney M. Young, Jr. Theories of Career Development by Samuel H. Osipow.     

生物反馈疗法对大学生考试焦虑的治疗作用

探讨生物反馈疗法对大学生考试焦虑的治疗作用。在某大学随机抽取学生1500名,采用考试焦虑量表进行筛查,选取焦虑组和对照组各30名。利用生物反馈疗法进行干预,采用脑电α波相对功率、肌电和皮电导联进行检测,每周2次,持续4周。结果表明：1.经过4周的干预,焦虑组干预前后各生理指标存在差异;2.生物反馈疗法干预考试焦虑在疗效上存在性别差异。结论：生物反馈疗法能有效降低大学生考试焦虑水平,对其治疗取得良好的效果。     

BOOK REVIEWS

Book reviewed in this article: Guidance Services in the Modern School by Merle M. Ohlsen. Girls at Vocational High by H. J. Meyer, E. F. Borgatta, and C. J. Wyatt. Organization and Conduct of Guidance Services by Lester D. Crow and Alice Crow. The Genius of the Apostolate By Paul F. D'Arcy and Eugene C. Kennedy. Youth and the Social Order by F. Musgrove. College Entrance Guide (Revised 1966) by Bernice W. Einstein. Decisions for Tomorrow by Ralph F. Berdie and Albert D. Hood. Employment and Unemployment in the United States by Seymour L. Wolfbein.     

BOOK REVIEW

Book reviewed in this article: New Careers for the Poor by Arthur Pearl and Frank Riessman. Guidance in Agricultural Education by Harold H. Byram. Second edition. Vocational Guidance Readings edited by George D. Demos and Bruce Grant. Psychotherapy and the Psychology of Behavior Change by Arnold P. Goldstein, Kenneth Heller, and Lee B. Sechrest. Junior College Student Personnel Programs: Appraisal and Development National Committee for Appraisal and Development of Junior College Student Personnel Programs. A report to the Carnegie Corporation of New York. Evaluating Executive Decision Making : The In Basket Technique by Felix M. Lopez Bureaucracy in Higher Education by Herbert Stroup.     

Challenges of Evaluating Multilevel Interventions

This article uses the Comprehensive Mixed-Methods Participatory Evaluation (CMMPE; Nastasi and Hitchcock Transforming school mental health services: Population-based approaches to promoting the competency and wellness of children, Thousand Oaks, CA: Corwin Press with National Association of School Psychologists 2008; Nastasi et al. School-based mental health services: creating comprehensive and culturally specific programs. Washington, DC: American Psychological Association 2004) model as a framework for addressing the multiplicity of evaluation decisions and complex nature of questions related to program success in multilevel interventions. CMMPE defines program success in terms of acceptability, integrity, social or cultural validity, outcomes (impact), sustainability and institutionalization, thus broadening the traditional notions of program outcomes. The authors use CMMPE and an example of a community-based multilevel sexual risk prevention program with multiple outcomes to discuss challenges of evaluating multilevel interventions. The sexual risk program exemplifies what Schensul and Tricket (this issue) characterize as multilevel intervention–multilevel evaluation (M–M), with both intervention and evaluation at community, health practitioner, and patient levels. The illustration provides the context for considering several challenges related to M–M designs: feasibility of randomized controlled trials within community-based multilevel intervention; acceptability and social or cultural validity of evaluation procedures; implementer, recipient, and contextual variations in program success; interactions among levels of the intervention; unanticipated changes or conditions; multiple indicators of program success; engaging multiple stakeholders in a participatory process; and evaluating sustainability and institutionalization. The complexity of multilevel intervention and evaluation designs challenges traditional notions of evaluation research and experimental designs. Overcoming these challenges is critical to effective translation of research to practice in psychology and related disciplines.     

Book Reviews

Book review in this Article
Wage Rates in Union Agreements. Washington: Bureau o National Affairs, 1948. Pp. 647.
K aplan , O scar J. (Ed.) Encyclopedia of Vocational Guidance. (2 Vols.)
F lanagan J ohn C. (Ed.) The Aviation Psychology Program in the Army Air Forces.
F erguson , L. W. (Chairman). Clerical Salary Administration.
B aker , H elen, and T rue , J ohn M. The Operation of Job Evaluation Plans; A Survey of Experience.
F roehlich , C. P., and B enson , A. L. Guidance Testing.
D arley , J. G. (Chairman). The Use of Tests in College.     

BOOK REVIEWS

Book reviewed in this article: A Complete Guide for the Working Mother by Margaret Albrecht. Guidelines for Guidance: Readings in the Philosophy of Guidance edited by Carleton E. Beck. The Psychology of Vocational Choice by John L. Holland. The Young Negro in America: 1960–1980 by Samuel D. Proctor. The Quality of Education in Developing Countries by C. E. Beeby. Employment for the Handicapped: A Guide for the Disabled, Their Families, and Their Counselors by Julietta K. Arthur. Measuring Pupil Achievement and Aptitude by C. M. Lindvall. Testing Problems in Perspective edited by Anne Anastasi. The Psychology of Childhood by Karl C. Garrison, Albert J. Kingston, and Harold W. Bernard.     

Book Reviews

Book reviewed in this article: Dictionary of Personnel and Guidance Terms edited by William E. Hopke. Vocational Behavior: Readings in Theory and Research edited by Donald G. Zytowski. Jobs To Take You Places—Here and Abroad by Adrian A. Paradis. An Introduction to Pastoral Counseling by Michael J. O'Brien, C. S. V. Staten Island.     

The Passage of Counselor Legislation in the 1991 Arkansas State Legislature

In the summer of 1990, the Board of Directors of the Arkansas Associationfor Counseling, Guidance, and Development (now the Arkansas Counseling Association) committed to proposing a legislative package to the 1991 Arkansas General Assembly that included bills to grant privileged communication to school counselors; a third-party payment bill for licensed professional counselors; and a resolution calling for the reduction of noncounseling-related duties for school counselors. This article details the legislative efforts of the Arkansas Association for Counseling, Guidance, and Development in the 1991 Arkansas General Assembly and provides insight for other American Association for Counseling and Development (now the American Counseling Association) state affiliates in planning and implementing a successful legislative program.     

Three‐dimensional living

This article is based on a plenary address given to an international audience (from 32 countries) in Vancouver, Canada, as part of the 2001 Going for Gold conference. This conference included delegates from the following associations: the International Association of Educational and Vocational Guidance, the Canadian Counselling Association, Aspect, and the Labour Market and Career Information Association. The article uses a metaphor to broadly address the issue of lifestyle for counselors and clients.     

“心灵鸡汤”对温度知觉、他人评价和自我评价的影响

本研究基于具身认知观点和概念隐喻理论,采用三个实验探讨了 “心灵鸡汤”对环境温度的感知觉影响、对陌生他人人品评价的影响以及对自我人格特质评定的影响。结果发现,“心灵鸡汤”的阅读能有效提高个体对环境温度的评定,且不存在性别差异;阅读“心灵鸡汤”后倾向于对陌生人的人品有更高的积极评定;“心灵鸡汤”对自我评定不存在显著影响。     

The measurement of cyberbullying: dimensional structure and relative item severity and discrimination

In relation to a sample of 1,092 Italian adolescents (50.9% females), the present study aims to: (a) analyze the most parsimonious structure of the cyberbullying and cybervictimization construct in male and female Italian adolescents through confirmatory factor analysis; and (b) analyze the severity and the discrimination parameters of each act using the item response theory. Results showed that the structure of the cyberbullying scale for perpetrated and received behaviors in both genders could best be represented by a monodimensional model where each item lies on a continuum of severity of aggressive acts. For both genders, the less severe acts are silent/prank calls and insults on instant messaging, and the most severe acts are unpleasant pictures/photos on Web sites, phone pictures/photos/videos of intimate scenes, and phone pictures/photos/videos of violent scenes. The items nasty text messages, nasty or rude e-mails, insults on Web sites, insults in chatrooms, and insults on blogs range from moderate to high levels of severity. Regarding the discrimination level of the acts, several items emerged as good indicators at various levels of cyberbullying and cybervictimization severity, with the exception of silent/prank calls. Furthermore, gender specificities underlined that the visual items can be considered good indicators of severe cyberbullies and cybervictims only in males. This information can help in understanding better the nature of the phenomenon, its severity in a given population, and to plan more specific prevention and intervention strategies.     

Sources of Journal Articles in Select APGA Journals According to Academic Rank of Authors

The academic rank of authors of articles appearing in The Personnel and Guidance Journal, The Rehabilitation Counseling Bulletin, Vocational Guidance Quarterly, and Counselor Education and Supervision during 1975, 1976, and 1977 is reported. The greatest percentage of authors (41.19%) held no academic rank. Relative to their colleagues with academic rank, Assistant Professors were most frequently represented. Students and Instructors were infrequently represented. Variables that may influence the observed frequency of authorship as well as limitations of this study are discussed. It is recommended that counselor educators encourage their students to conduct studies and to report the results as part of their training.     

督导重要事件对新手咨询师专业成长的影响

目的：了解个别督导过程中重要事件的类型、内涵及对新手咨询师专业成长的影响。方法：采用重要事件法，访谈4对受督者和督导师，并用共识性质性研究法分析。结果：有益重要事件包括督导关系、概念化、历程化、个人化4大类；督导促进了新手咨询师干预技巧能力、治疗计划目标等8个专业领域的成长。结论：督导对于新手咨询师专业成长非常重要。各类督导事件对于新手咨询师的促进作用并不均衡。     

督导重要事件对新手咨询师专业成长的影响

目的：了解个别督导过程中重要事件的类型、内涵及对新手咨询师专业成长的影响。方法：采用重要事件法,访谈4对受督者和督导师,并用共识性质性研究法分析。结果：有益重要事件包括督导关系、概念化、历程化、个人化4大类;督导促进了新手咨询师干预技巧能力、治疗计划目标等8个专业领域的成长。结论：督导对于新手咨询师专业成长非常重要。各类督导事件对于新手咨询师的促进作用并不均衡。