New Directions in Career Guidance: A Special Report for the Profession

Bonaparte, G., Chapman, J., & Steinberg, J. (1987). Michigan: Two career guidance models. Vocational Education Journal, 62(6), 142–143. Greenwood, K. (1987). Counseling adults in career transition. Vocational Education Journal, 62(6), 44–46. Herr, E.L. (1987). Comprehensive career guidance and vocational education: Natural allies. Vocational Education Journal, 62(6), 30–33. Lambert, R. (1987). A guide to career information. Vocational Education Journal, 62(6), 34–36. Lester, J.N., & McCormac, M.E. (1987). The NOICC career guidance standards project. Vocational Education Journal, 62(6), 47–48. Otto, L.B. (1987). Parents: Key advisors. Vocational Education Journal, 62(6), 37–38.     

A Content Analysis of LGBTQ Qualitative Research in Counseling: A Ten‐Year Review

This content analysis examines the qualitative methodology used in counseling research with lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues published over the last 10 years (1998–2008) in 4 counseling and counseling psychology journals (Journal of Counseling & Development, Journal of Counseling Psychology, Journal of LGBT Issues In Counseling, and The Counseling Psychologist). LGBTQ qualitative investigations in counseling research continue to be rare. Recommendations to increase the trustworthiness and scope of future LGBTQ counseling research are provided.     

Perfectionism, acne and appearance concerns

This study investigated the relationship between perfectionism and two aspects of appearance worry: acne-related concerns and dysmorphic concerns. One-hundred and sixty five female university students completed measures of three facets of perfectionism: self-oriented, other-oriented and socially prescribed [Hewitt, P. L., & Flett, G. L. (1991a). Perfectionism in the self and social contexts: conceptualization, assessment and association with psychopathology. Journal of Personality and Social Psychology, 60, 456–470], general psychopathology (GHQ-28), acne health related quality of life [Girman, C. J., Hartmaier, S., Thiboutot, D., Johnson, J., Barter, B., DeMunro-Mercon, & Waldstreicher, J. (1996). Evaluating health-related quality of life in patients with facial acne: development of a self-administered questionnaire for clinical trials. Quality of Life Research, 5, 481–490] and dysmorphic concerns [Oostuizen, P., Lambert, T., & Castle, D.J. (1998). Dysmorphic concern: prevalence and associations with clinical variables. Australian and New Zealand Journal of Psychiatry, 32, 129–132]. Multiple regression analyses showed that, after controlling for general psychopathology, a high level of socially prescribed perfectionism was associated with a greater tendency to be concerned about acne in particular and appearance in general.     

Counseling as an Interpersonal Influence Process: A Perspective for Counseling Practice

J. D. Corrigan, D. M. Dell, K. N. Lewis, & L. D. Schmidt. Counseling as a social influence process: A review. Journal of Counseling Psychology, 1980, 27, 395–441 (Monograph).     

Progressing measurement in sport motivation with the SMS-6: A response to Pelletier,Vallerand, and Sarrazin

Measurement in sport psychology is a major issue and attempts to progress measurement should be valued and encouraged. Construct validation is an ongoing process [Marsh, H. W., & Jackson, S. A. (1999). Flow experience in sport: Construct validation of multidimensional hierarchical state and trait responses. Structural Equation Modeling, 6, 343–371] and the publication of the SMS-6 [Mallett, C. J., Kawabata, M., Newcombe, P., Otero-Ferero, A., & Jackson, S. A. (2007). Sports Motivation Scale-6 (SMS-6): A revised six-factor Sport Motivation Scale. Psychology of Sport and Exercise, 8, 600–614] was an attempt to progress measurement in contextual sport motivation using self-determination theory (SDT) [Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press]. Mallett et al. argued for the need to re-develop the Sport Motivation Scale (SMS) [Pelletier, L. G., Fortier, M. S., Vallerand, R. J., Tuson, K. M., Brière, N. M., & Blais, M. R. (1995). Toward a new measure of intrinsic motivation, extrinsic motivation, and amotivation in sports: The Sport Motivation Scale (SMS). Journal of Sport & Exercise Psychology, 17, 35–53], primarily because the SMS did not measure integrated regulation, and secondly due to consistently reported problems with the lack of convergent and discriminant validity. Pelletier, Vallerand, and Sarrazin's [Pelletier, L. G., Vallerand, R. J., & Sarrazin, P. (2007b). Something old, something new, and something borrowed. Psychology of Sport and Exercise, 8, 615–621] commentary on the SMS-6, focused on two legitimate questions: “Does the SMS need to be revised?”, and “Is the revised 6-factor SMS a better scale?” In addressing the first question, this article provides strong evidence that supports the arguments that the SMS does need revision. In addressing the second question, we provided sound arguments for the development of the SMS-6. However, we concluded that the superiority of the SMS-6 in measuring contextual sport motivation across diverse age and cultural groups is a question for future and continuing research. Further examination of the SMS-6 is necessary before such claims can be endorsed.     

Preschool Assessment: Implications for Counselors

Paget, K.D., & Nagle, R.J. (1986). A conceptual model of preschool assessment. School Psychology Review, 15, 154–165. Wilson, C.C. (1986). Family assessment in preschool evaluation. School Psychology Review, 15, 166–179.     

Prestige in interest activity assessment

Prestige has been demonstrated to be a component in interest assessment [Tracey, T. J. G. (1997). The structure of interests and self-efficacy expectations: An expanded examination of the spherical model of interests. Journal of Counseling Psychology, 44, 32-43; Tracey, T. J. G. (2002). Personal Globe Inventory: Measurement of the spherical model of interests and competence beliefs [Monograph]. Journal of Vocational Behavior, 60, 113-172; Tracey, T. J. G., & Rounds, J. (1996a). The spherical representation of vocational interests. Journal of Vocational Behavior, 48, 3-41]. However, the content of prestige and thus its meaning in activity and competency preferences has not been clarified, nor has it been differentiated from alternative explanations such as sex-typing. A vector fitting procedure was utilized from theoretical and empirical approaches with samples of college students who rated each activity item from the Personal Globe Inventory (PGI; [Tracey, T. J. G. (2002). Personal Globe Inventory: Measurement of the spherical model of interests and competence beliefs [Monograph]. Journal of Vocational Behavior, 60, 113-172]) for the following content: prestige, effort required, skill required, competition involved, and female and male sex-typing. These content ratings were matched with the theoretical structure of the PGI scales in the first sample (N = 124) and the empirical structure of the PGI items in a second sample (N = 267). Across both approaches, the PGI prestige dimension was highly related to ratings for prestige, effort, skill, effort and skill, and competition, but unrelated to sex-typing. These results support the inclusion of prestige in interest activity assessment and also assist in its interpretation.     

A Parallax View of Counseling: The Social Influence Model

Heppner, Paul, & Heesacker, Martin. Interpersonal Influence Process in Real-Life Counseling: Investigating Client Perceptions, Counselor Experience Level, and Counselor Power Over Time. Journal of Counseling Psychology, 1982, 29, 215–223. Hackman, Hollis, & Claiborn, Charles. An Attributional Approach to Counselor Attractiveness. Journal of Counseling Psychology, 1982, 29, 224–231.     

Ethical Principles in Counseling

Kitchener, K.S. (1984). Intuition, Critical Evaluation and Ethical Principles: The Foundation for Ethical Decisions in Counseling Psychology. Counseling Psychologist, 12(3), 43–55.     

Racism's Impact on Counselors' Professional and Personal Lives: A Response to the Personal Narratives on Racism

The author identifies common themes among the personal narratives pertaining to racism (Journal of Counseling & Development, 77[1], 1999) and discusses implications of some themes for counselors' professional and personal development.     

Emotional reactivity to daily events in youth with anxiety disorders

Background: Although research supports associations between anxiety and emotional reactivity in adults (Cisler, J. M., Olatunji, B. O., Feldner, M. T., &; Forsyth, J. P. (2010). Emotion regulation and the anxiety disorders: an integrative review. Journal of Psychopathology and Behavioral Assessment, 32(1), 68–82.), few studies have examined emotional reactivity in anxious youth (e.g., Carthy et al., 2010; Tan, P. Z., Forbes, E. E., Dahl, R. E., Ryan, N. D., Siegle, G. J., Ladouceur, C. D., &; Silk, J. S. (2012). Emotional reactivity and regulation in anxious and nonanxious youth: a cell-phone ecological momentary assessment study. Journal of Child Psychology and Psychiatry, 53(2), 197–206.). Methods: Using daily diary methodology, this study examined both negative affect (NA) and positive affect (PA) reactivity to daily events in youth diagnosed with anxiety (N?=?68; 60% female; 78% non-Hispanic White; M age?=?11.18 years, SD?=?3.17). We also examined whether parent-reported emotion regulation would predict emotional reactivity. Results: Participants reported more NA on days they experienced more negative parent and teacher events and less PA on days that they experienced more negative peer events. Additionally, better emotion regulation was associated with less NA reactivity to negative teacher events and to both negative and positive academic events. Conclusions: Interpersonal events have a salient effect on daily affect for anxious youth. Youth anxiety therapists should target emotion regulation associated with negative events involving adults and address barriers to developing and maintaining positive peer relationships.     

Dissociation of binding and learning processes

A single encounter of a stimulus together with a response can result in a short-lived association between the stimulus and the response [sometimes called an event file, see Hommel, Müsseler, Aschersleben, & Prinz, (2001) Behavioral and Brain Sciences, 24, 910–926]. The repetition of stimulus–response pairings typically results in longer lasting learning effects indicating stimulus–response associations (e.g., Logan & Etherton, (1994) Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1022–1050]. An important question is whether or not what has been described as stimulus–response binding in action control research is actually identical with an early stage of incidental learning (e.g., binding might be seen as single-trial learning). Here, we present evidence that short-lived binding effects can be distinguished from learning of longer lasting stimulus–response associations. In two experiments, participants always responded to centrally presented target letters that were flanked by response irrelevant distractor letters. Experiment 1 varied whether distractors flanked targets on the horizontal or vertical axis. Binding effects were larger for a horizontal than for a vertical distractor-target configuration, while stimulus configuration did not influence incidental learning of longer lasting stimulus–response associations. In Experiment 2, the duration of the interval between response n – 1 and presentation of display n (500 ms vs. 2000 ms) had opposing influences on binding and learning effects. Both experiments indicate that modulating factors influence stimulus–response binding and incidental learning effects in different ways. We conclude that distinct underlying processes should be assumed for binding and incidental learning effects.

     

An Evaluation of the Effects of Diagnostic Composition on Individual Treatment Outcome Within Transdiagnostic Cognitive–Behavioral Group Therapy for Anxiety

Recently, studies have supported the efficacy of treating anxiety disorders utilizing a transdiagnostic, or non-diagnosis-specific, framework (Erickson, D. H. (2003). Group cognitive behavioural therapy for heterogeneous anxiety disorders. Cognitive Behaviour Therapy, 32, 179–186; Garcia, M. S. (2004). Effectiveness of cognitive-behavioural group therapy in patients with anxiety disorders. Psychology in Spain, 8, 89–97; Norton, P. J., & Hope, D. A. (2005). Preliminary evaluation of a broad-spectrum cognitive-behavioral group therapy for anxiety. Journal of Behavior Therapy and Experimental Psychiatry, 36, 79–97). Transdiagnostic group treatment packages focus on the common aspects inherent across the anxiety disorders such as behavioral and cognitive avoidance, and faulty cognitive appraisals of threat potential or meaning (Barlow, D. H., Allen, L. B., & Choate, M. L. (2004). Toward a unified treatment for emotional disorders. Behavior Therapy, 35, 205–230). Although research supports the overall efficacy of transdiagnostic cognitive behavior therapy (CBT) for anxiety disorders (Norton, P. J., & Philipp, L. M. (2008). Transdiagnostic approaches to the treatment of anxiety disorders: A quantitative review. Psychotherapy: Theory, Research, Practice and Training, 45, 214–226), the effect of diagnostically mixed group composition on individual outcomes is less clear. This study investigated the relationship between group composition and treatment outcome within diagnostically heterogeneous groups with the purpose of determining if diagnostic heterogeneity differentially impacted treatment outcome for 84 individuals during a 12-week transdiagnostic cognitive–behavioral group anxiety treatment program (Norton, P. J. (2012a). Group cognitive-behavioral therapy of anxiety: A transdiagnostic treatment manual. New York: Guilford). The diagnostic makeup of the treatment group was examined at the beginning of treatment and at the end of treatment, and the results indicated that the diagnostic makeup of the treatment group had no significant impact on individual treatment outcome. These findings have direct implications for the delivery of transdiagnostic treatments, and are discussed in terms of their global implications for the transdiagnostic approach to the treatment of anxiety disorders.     

Evaluation of the Dispositional Hope Scale in injury survivors

Hope is a higher-order cognitive construct that encompasses the belief in one’s ability to accomplish personal goals. Hope has been conceptualised as consisting of two constructs – Pathways (the individual’s perceived means available to achieve goals) and Agency (belief in ones ability to succeed in using the identified Pathways). This study aimed to validate a measure of hope, the Dispositional Hope Scale (DHS: [Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigman, S. T., et al. (1991). The will and the ways: Development and validation of an individual differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570–585]) in a large sample of traumatic injury survivors (N = 1025). The findings support the psychometric properties of the scale, as well as the two-factor structure of Agency and Pathways, in this population. This study provides support for the use of the DHS as a measure of hope in traumatised populations.     

Are there multiple channels through which we connect with beauty and excellence?

This research answers the question whether there are multiple channels through which we connect with beauty and excellence, and thus contributes to the understanding of the structure of appreciation. Two models were examined: the appreciation of beauty and excellence (ABE) model [Haidt, J., & Keltner, D. (2004). Appreciation of beauty and excellence [awe, wonder, elevation]. In C. Peterson & M.E.P. Seligman (Eds.). Character strengths and virtues (pp. 537–551). New York, NY: Oxford University Press], and the engagement with beauty model [Diessner, R., Solom, R., Frost, N.K., Parsons, L., & Davidson, J. (2008). Engagement with beauty: Appreciating natural, artistic, and moral beauty. The Journal of Psychology: Interdisciplinary and Applied, 142, 303–329]. Study 1 describes the development and initial validation of the ABE Test (ABET), which assesses the types of appreciation included in Haidt and Keltner's (2004) model. In study 2, the ABE subscale of the Values In Action Inventory of Strengths [VIA-IS; Peterson, C., Park, N., & Seligman, M.E.P. (2005). Assessment of character strengths. In G.P. Koocher, J.C. Norcross, & S.S. Hill III (Eds.), Psychologists’ desk reference (Vol. 3, pp. 93–98). New York, NY: Oxford University Press], the Engagement with Beauty Scale (Diessner et al., 2008), and the ABET were included in a structural equation modeling analysis. Results suggested a new model encompassing the two previous ones, and distinguishing between natural beauty, artistic beauty, and non-aesthetic goodness.     

Self-determined work motivation predicts job outcomes,but what predicts self-determined work motivation?

Self-determined work motivation predicts important job outcomes, such as job satisfaction [Richer, S. F., Blanchard, C., & Vallerand, R. J. (2002). A motivational model of work turnover. Journal of Applied Social Psychology, 32, 2089–2113], but what predicts self-determined work motivation is less fully understood. We tested general causality orientation—specifically autonomy and control orientation—as a predictor of self-determined work motivation, which in turn was expected to predict job satisfaction and identification commitment as job outcomes. Regression analyses confirmed our hypotheses such that autonomy orientation predicted job outcomes via increased self-determined work motivation. Control orientation predicted self-determined work motivation but did not affect either of the two job outcomes. Findings are discussed with respect to the importance of individual differences in understanding job outcomes.     

Re-conceptualizing the past: Historical data in vocational interest research

Noteworthy progress has been made in the development of statistical models for evaluating the structure of vocational interests over the past three decades. It is proposed that historically significant interest datasets, when combined with modern structural methods of data analysis, provide an opportunity to re-examine the underlying assumptions of J.L. Holland’s [Holland, J. L. (1959). A theory of vocational choice. Journal of Counseling Psychology, 6, 35–45; Holland, J. L. (1997). Making vocational choices (3rd ed.). Odessa, FL: Psychological Assessment Resources] RIASEC model. To illustrate this potential, data obtained from J. P. Guilford’s study of interest structure were re-analyzed using modern circumplex and hierarchical clustering techniques to evaluate Holland’s and I. Gati’s [Gati, I. (1979). A hierarchical model for the structure of interests. Journal of Vocational Behavior, 15, 90–106; Gati, I. (1991). The structure of vocational interests. Psychological Bulletin, 109, 309–324] interest structures. Obtained results indicate that a circumplex model can be used to effectively represent the structure underlying Guilford’s interest measures. However, hierarchical clustering results suggest that Holland’s RIASEC types may not be the most effective categories for grouping specific interest measures into broader interest areas. The current findings provide support for the continued investigation of alternatives to Holland’s interest categories using modern measures of basic interests.     

A Call for Greater Collaboration Between the Counseling Psychology and School Counseling Professions

Recently, The Counseling Psychologist (Vol.32[2], 2004) published a special issue titled “Counseling Psychology and School Counseling.” A cadre of counseling psychologists and counselor educators was assembled by the special issue editors, F. A. Hoffman and R. T. Carter (2004), to react and respond to J. L. Romano and M. M. Kachgal's (2004) article that stressed the need for greater collaboration between the counseling psychology and school counseling professions. A range of perspectives and views was represented in this issue. The current article summarizes these accounts and offers implications for counseling psychology.