An Integrative Psychological Developmental Model of Supervision for Professional School Counselors‐in‐Training

Professional school counselors (PSCs) at higher levels of psychological development negotiate complex situations and perform counselor‐related tasks with empathy, flexibility, tolerance for ambiguity, boundary setting, personal and interpersonal awareness, and self‐care more effectively than do individuals at lower levels of development. This article introduces an integrative clinical supervision model designed to promote the psychological growth (ego maturity) of PSCs‐in‐training; presents practical components of the model; and discusses implications for PSC educators, supervisors, and researchers.     

Building Ego and Racial Identity: Preliminary Perspectives on Counselors‐in‐Training

Loevinger's (J. Loevinger & R. Wessler, 1976) Washington Sentence Completion Test of ego development and Black and White versions of the Racial Identity Attitude Scale (J. E. Helms & R. T. Carter, 1990; T. A. Parham & J. E. Helms, 1981) were administered to 38 graduate students at the beginning, middle, and end of their counseling program. All 3 counseling tracks were included in the research: community agency, school counseling, and student development. Preliminary perspectives are discussed as well as implications for counselor education programs and future research.     

Experiences of Altruism in the Therapeutic Relationship: Perspectives of Counselors‐in‐Training and Their Clients

The purpose of this phenomenological investigation was to explore experiences of altruism in the therapeutic relationship to better understand how counselors‐in‐training (CITs) and their clients mutually perceived the construct in sessions. Findings from interviews with clients (n = 14) included emotional–relational characteristics and cognitive–behavioral aspects of altruism by their counselors. Findings from interviews with CITs (n = 10) included explorations of the role of altruism in counseling, overall experiences of altruism in counseling sessions, and experiences of altruism with specific clients. Implications for practice and research are discussed.     

The Rape Myth and Blame‐Based Beliefs of Counselors‐in‐Training Toward Male Victims of Rape

The authors surveyed counselors‐in‐training at counselor education programs nationwide, accredited by the Council for Accreditation of Counseling and Related Educational Programs, to examine trainees' acceptance of rape myths and their willingness to make blame‐based attributions toward a male victim of rape. Results suggested that male counselor trainees with no experience counseling sexually assaulted clients tended to endorse the greatest degree of acceptance of rape myths. Trainees of both sexes thought that a male rape victim who showed no resistance to his attacker should have done so. The authors discuss implications for counselor training and supervision.     

Pinyin and English Invented Spelling in Chinese-Speaking Students Who Speak English as a Second Language

This study examined pinyin (the official phonetic system that transcribes the lexical tones and pronunciation of Chinese characters) invented spelling and English invented spelling in 72 Mandarin-speaking 6th graders who learned English as their second language. The pinyin invented spelling task measured segmental-level awareness including syllable and phoneme awareness, and suprasegmental-level awareness including lexical tones and tone sandhi in Chinese Mandarin. The English invented spelling task manipulated segmental-level awareness including syllable awareness and phoneme awareness, and suprasegmental-level awareness including word stress. This pinyin task outperformed a traditional phonological awareness task that only measured segmental-level awareness and may have optimal utility to measure unique phonological and linguistic features in Chinese reading. The pinyin invented spelling uniquely explained variance in Chinese conventional spelling and word reading in both languages. The English invented spelling uniquely explained variance in conventional spelling and word reading in both languages. Our findings appear to support the role of phonological activation in Chinese reading. Our experimental linguistic manipulations altered the phonological awareness item difficulties.     

African American Counselors‐in‐Training,the Black Church,and Lesbian‐, Gay‐, and Bisexual‐Affirmative Counseling: Considerations for Counselor Education Programs

This article examines the challenges that may be particular to African American counseling students who identify as Christian in learning to provide competent and affirming counseling to lesbian, gay, and bisexual (LGB) clients. The role and importance of the Black Church, race survival consciousness, and cultural constructions of sexuality and mental health may present unique barriers for these students in affirming LGB clients. Recommendations for counselor education programs are discussed.     

Development of Counseling Trainees' Multicultural Awareness Through Mentoring English as a Second Language Students

This study reports the development of trainee multicultural awareness through a content analysis of reflections on mentoring English as a second language students. Identified themes show relationships with the Multicultural Counseling Inventory (G. R. Sodowsky, 1996) and White Racial Identity Attitudes Scale (J. E. Helms, 1990). Results suggest that guided experiential components of multicultural training can be effective. Este estudio informa el desarrollo de conocimiento multicultural por reflejos de aprendizes quién son mentores de estudiante de segunda lengua por un análisis del contenido. Los temas identificados muestran las relaciones con el Multicultural Counseling Inventory (G. R. Sodowsky, 1996) y el White Racial Identity Scale (J. E. Helms, 1996). Los resultados surguiren que los componentes de experiencia de los aprendizes multiculturales pueden ser efectivos.     

The Portrayal of Women in Nationally-Endorsed English as a Foreign Language (EFL) Textbooks for Senior High School Students in Indonesia

From a critical feminist perspective, women are not fairly represented in English as a foreign language (EFL) textbooks. The unequal representation of women in EFL textbooks potentially affects students’ negative perceptions and misconceptions about gender identity (re)construction. The findings of previous studies on gender issues in language textbooks mostly indicate that they depict gender biases and stereotypes, but some studies reported positive images of women. To continue a critical discourse analysis (CDA) of EFL textbooks from a feminist perspective, the present study looks at visual and textual discourses representing images of women in EFL textbooks in the Indonesian secondary school context. The findings reveal that some gendered discourses expressed by female characters and social actors in the analyzed textbooks support the continuation of gender biases and stereotypes, but some emerging discourses represent constructive images of women. This textual study suggests that as English plays an increasingly important role in a transcultural and post-feminist world, authors of English textbooks must pay attention to the issue of gender in language education.     

Home Literacy Environment and English Language and Literacy Skills Among Chinese Young Children Who Learn English as a Second Language

The present study explored the home literacy environment for Chinese ESL kindergarteners and examined the relationships between home literacy practices and language and literacy skills. Ninety Hong Kong Chinese ESL kindergarteners were assessed for English vocabulary, phonological awareness, letter knowledge and word reading. Their parents completed a questionnaire about home literacy practices. Results showed that these practices can be classified into three aspects: shared reading, exposure to English materials and home teaching. Shared reading uniquely predicted receptive and expressive vocabulary, syllable awareness and word reading in English. Exposure to English materials predicted expressive vocabulary and home teaching predicted letter knowledge.     

Boundary Identification in Experiential Groups as a Tool for Practice,Research, and Training

Psychological boundaries are an integral part of group processes. A novel evaluation method presented in this article seeks to reveal chronological boundary changes. Through the application of this method, the triangular relationships among the group process, the content, and the frame of reference are identified. A unique feature of this computer-assisted (Atlas.ti) analysis is that boundary shifts are tracked and quantified, allowing for specific qualitative exploration. The innovative use of qualitative thematic content analysis shown here, combined with the quantification of elements of the group process, can possibly provide group leaders with a framework for the conceptualization and identification of boundary movement in the group.     

Early Literacy Skills and English Language Learners: an Analysis of Students In A Title I School

This article examined student literacy assessments in light of students' levels of English language proficiency. The study supported the hypotheses that a student's level of language proficiency positively predicted their DIBELS Composite score at the beginning, middle, and end of kindergarten by utilizing a simple linear regression. An ANOVA discovered differences in scores between native English speakers and multiple levels of English Language Learners at the beginning of the school year, whereas no significant differences were found at the end of Kindergarten. Future research analyses regarding the effects of a student's level of language proficiency on literacy assessments are included.     

Parental choice: What parents want in a son‐in‐law and a daughter‐in‐law across 67 pre‐industrial societies

Parents are influential over mate choice, and in most human societies they choose spouses for their offspring according to their own preferences. However, surprising little is known about the qualities which make a woman desirable as a daughter‐in‐law and a man desirable as a son‐in‐law. Using evidence from 67 societies such traits are identified and three hypotheses are tested: first, the hypothesis is tested that parents desire in an in‐law qualities which are beneficial to them and their kin. Second, it is hypothesized that such preferences are contingent upon the sex of the in‐law, as traits are weighted differently in a daughter‐in‐law and in a son‐in‐law. The third hypothesis tested is that parental preferences vary according to the subsistence type of a given society, as traits are valued differently in agropastoral societies and foraging societies. The evidence presented here provides support for all three hypotheses.     

The development of national in‐group bias: English children's attributions of characteristics to English,American and German people

This study investigated the development of national in‐group bias in 5–11‐year‐old children. Three hundred and seven English children were asked to attribute characteristics to their own national group either on its own or in conjunction with attributing characteristics to one of two national out‐groups, either Americans or Germans. The importance which the children ascribed to their own national identity in relationship to their other social identities was also assessed. It was found that, with increasing age, there was an increase in the number of negative characteristics attributed to the national in‐group, and an increase in the number of positive characteristics attributed to the two out‐groups, the net result being an overall reduction in in‐group bias across this age range. However, in‐group favouritism was still exhibited at all ages. Greater importance was attributed to national identity with increasing age. However, the characteristics attributed to the English in‐group did not vary as a function of the comparative out‐group which was present while the attributions were being made. The presence of a comparative out‐group also did not affect the importance that was ascribed to the national identity. These findings suggest that children are relatively insensitive to the prevailing comparative context when making judgments about national groups.     

Word-Level and Sentence-Level Automaticity in English as a Foreign Language (EFL) Learners: A Comparative Study

The present study aimed to investigate second language (L2) word-level and sentence-level automatic processing among English as a foreign language students through a comparative analysis of students with different proficiency levels. As a multidimensional and dynamic construct, automaticity is conceptualized as processing speed, stability, and accuracy which are indexed by reaction time, coefficient variation and accuracy rate. Sixty students (39 undergraduate students and 21 graduate students) who majored in English participated in this study. They completed the lexical semantic classification task, the sentence construction task, the sentence verification task under two different modalities (visually- and aurally-presented situations). Multivariate analyses were conducted to examine the differences between the students with different proficiency levels pertaining to their L2 performance. The results indicated that the processing speed was not found to be a good indicator of automatic language processing. Moreover, both levels of students appeared to reach a plateau in word-level processing but there were some variations in students’ sentential processing. Finally, the findings showed that automatic language processing seemed to be module-specific and non-sharable across different modalities and skills.     

Academic Performance of High School Students as a Function of Mental Capacity,Cognitive Style,Mobility‐Fixity Dimension,and Creativity

The purpose of this study is to explore how creativity and the cognitive variables (mental capacity, cognitive style & mobility‐fixity dimension) can explain academic performance of high school students. Students at a high school in Maturin (Venezuela) were tested to determine creativity (Torrance Tests), cognitive variables and academic performance. Results based on multiple regression analyses showed that the mobility‐fixity dimension was the most consistent predictor of academic performance, by explaining a significant amount of the variance in Spanish, English, Geography, Biology, Chemistry, Earth Science, Mathematics, Physics and the Mean score. Creativity scores explained a significant amount of the variance in Spanish, Geography, Earth Science and the Mean score. It appears that the mobility‐fixity dimension and creativity although related, perhaps represent different aspects of academic performance.     

Strengthening and Expanding Child Services in Low Resource Communities: The Role of Task‐Shifting and Just‐in‐Time Training

In the United States, the demand for child mental health services is increasing, while the supply is limited by workforce shortages. These shortages are unlikely to be corrected without significant structural changes in how mental health services are provided. One strategy for bridging this gap is task‐shifting, defined as a process by which services that are typically delivered by professionals are moved to individuals with less extensive qualifications or training. Although task‐shifting can increase the size of the workforce, there are challenges related to training new workers. In this paper, we propose Just‐In‐Time Training (JITT) as one strategy for improving task‐shifting efforts. We define JITT as on‐demand training experiences that only include what is necessary, when it is necessary, to promote competent service delivery. We offer a proof of concept from our own work shifting counseling and academic support tasks from school mental health professionals to pre‐baccalaureate mentors, citing lessons learned during our iterative process of JITT development. We conclude with a series of key considerations for scaling up the pairing of task‐shifting and JITT, including expanding the science of JITT and anticipating how task‐shifting and JITT would work within the context of dynamic mental health service systems.     

When Language Gives Out: Conceptualization,and Aspect‐Seeing as a Form of Judgment

This article characterizes aspect‐perception as a distinct form of judgment in Kant's sense: a distinct way in which the mind contacts world and applies concepts. First, aspect‐perception involves a mode of thinking about things apart from any established routine of conceptualizing them. It is thus a form of concept application that is essentially reflection about language. Second, this mode of reflection has an experiential, sometimes perceptual, element: in aspect‐perception, that is, we experience meanings—bodies of norms. Third, aspect‐perception can be “preparatory”: it may help us to decide what linguistic norms to develop and how to conceptualize—make the world thinkable. Fourth, the article discusses the forms of justification for which aspect‐perception allows—the necessity and normativity involved in employing this form of judgment.     

Double foot‐in‐the‐door,social representations,and environment: application for energy savings

This study aims to determine the most effective procedure to bring individuals to adopt pro‐environmental behaviors, specifically to make energy savings for several weeks. A link was established between two fields of research traditionally separated in social psychology literature: free will compliance and social representations theories. An experiment was carried out to test the effectiveness of several simple and double foot‐in‐the‐door procedures, activating central or peripheral cognitions of the social representation of energy savings. Basically, the results indicate that the most effective procedure is the double foot‐in‐the‐door, which activates central cognitions. Twice as many participants accepted the target request and three times as many actually performed the expected behavior with this procedure.     

Multicultural Training and Interdependent and Independent Self‐Construal as Predictors of Universal‐Diverse Orientation Among School Counselors

The study investigated 159 school counselors' previous multicultural workshop experiences and interdependent and independent self‐construal (T. M. Singelis, 1994) as predictors of universal‐diverse orientation (M. L. Miville et al., 1999). Prior workshops in multicultural counseling and interdependent self‐construal were significantly related to universal‐diverse orientation (acceptance and awareness of similarities and differences). Implications for counseling, research, and training are discussed.     

Urban Aboriginal‐Australian and Anglo‐Australian children: in‐group preference,self‐concept,and teachers' academic evaluations

The in‐group preference and self‐concepts of urban Aboriginal‐Australian and Anglo‐Australian children have never been compared, nor their relationships to teachers' evaluations of academic performance. In this study, 60 Aboriginal (primarily local Nyoongah) and 60 Anglo children aged 6–12 years were tested on in‐group preference; children aged 8+ were tested on self‐concept. Also, their teachers evaluated them on their general academic performance. Results indicated that Anglo children showed greater in‐group preference and scored higher on teacher evaluations than Aboriginal children, although there was no difference on self‐concept. No correlation existed between in‐group preference and self‐concept. It was concluded that the problems faced by Aboriginal children are only likely to be alleviated by a great deal of structural change. Copyright © 2000 John Wiley & Sons, Ltd.