Learning to Earn Is Not Learning to Live: Student Development Educators As Meaning Makers

The article argues that student personnel professionals must become knowledgeable about the implications of the learning-earning conflict in higher education. Through the use of a case study, the authors discuss several issues related to career training in higher education. They offer an alternative model for career development that is based on helping students discover and create meaning in their studies. The principle of meaning making is an elaboration of Frankl's work and projects a new importance for student development education.     

Pupil Personnel Services in the Elementary School

Student personnel services for the elementary school utilizing counselor, social worker, and psychologist are discussed with respect to their overlapping and unique skills. As a solution to the manpower shortage, a program for multidisciplinary training of paraprofessionals is suggested.     

A Design for First Line Supervisory Training In Manpower Agencies

This article describes a training program to increase supervisory skills in manpower agencies. Supervisors taking part in this program were employed by a state manpower agency in Maryland and trainers were university faculty in rehabilitation counselor education. Reading material and structured assignments combining cognitive and affective material were given, but there was much freedom within the program for participant feedback. Some of these suggestions were used to revise the program as it progressed. Affective activities employed included relaxation, guided fantasy, role playing, and microcounseling. Participants' reactions ranged from satisfaction with the useful skills provided to resentment at the selection method for the training and the time involved, which made further progress impossible. The majority of the participants suggested recommendations for further training of this nature.     

Nontraditionally Trained Women as Mental Health Counselors/Psychotherapists

Among a number of mental health needs is that of additional manpower for providing traditional counseling/psychotherapeutic services. An intramural NIMH pilot training program, conducted by Rioch, aimed at this problem through the training of mature, bright, socially sensitive women who had raised families of their own. The women so trained have been employed in various mental health settings over the past three years. The results of this program have been under continuous study during this three-year period. Methods of study have included inventories, tapes, and ratings. Considerable weight was given to evaluations by supervisors and by co-workers in the various agencies. The results indicate these women to be providing quite creditable professional counseling and psychotherapy. The implications for mental health manpower are numerous and are discussed at some length.     

The Place of Counseling in the Preparation of Student Personnel Workers

The nature of preparation of student personnel workers is currently under discussion. Because of the variety of settings within higher education in which student personnel workers function and the specialized nature of their functions, their preparation should be different from counseling psychologists. Consideration is given to the possible conflicting nature of the student personnel worker's commitment to the institution and his commitment to individual students. The inadequacy of a philosophy of counseling based on radical individualism is discussed. An attempt is made to formulate a consistent and integrated rationale for student personnel work. The position is taken that education as a counselor, based upon an adequate philosophy of individual development within lines that will benefit the whole society, is crucial to adequate functioning as an effective student personnel worker.     

The school psychologist in a non-school setting

School psychologists may be found in non-school settings which allow them to use training and experience gained in a school psychology doctoral program. This article briefly describes one such setting and emphasizes the need in multidisciplinary clinics for more psychologists with this training, since it enables them to make unique contributions to education, interdisciplinary communication, clinical diagnoses, and research. Children's clinics need a person who is knowledgeable in both education and psychology and who is trained to work effectively with other disciplines.     

Review and Discussion of Strategies to Address Low Trainer‐to‐Staff Ratios

Researchers have developed an array of highly adaptable intervention packages with well‐documented efficacy for staff and teacher training. As indicated by Parsons, Rollyson, and Reid (2012) in their article on best practices in staff training, behavior analysts must use methods that are both effective and efficient given the limited resources of many human service settings (e.g., low trainer‐to‐staff ratios). The purpose of this paper is to summarize research on practical innovations for staff and teacher training, including the use of video‐based technology and self‐instruction materials that may help trainers to operate effectively despite limited time and personnel. Results are discussed in terms of the current state of the evidence for each practical innovation and considerations for integrating these strategies with best practices in staff training. Copyright © 2015 John Wiley & Sons, Ltd.     

广东省医学高等教育的现状调查与分析

调查分析了广东省卫生人力及医学高等教育的现状和存在的问题,并以此为依据,用以指导医学高等院校适度调整医学高等教育的培养规划,旨在探索如何更好地促进医学高等教育及卫生人力资源的优化配置的健康发展,科学规划医学招生规模,确保高等医学院校人才培养与就业岗位有机结合。     

人格测验在人事测评中的应用

在人事测评过程中,利用成熟的人格测验方法对管理者或应聘人员的人格特征进行诊断,可以为合理利用人力资源提供参考依据。文章首先强调了人格测验在人事测评中的必要性,在此基础上介绍了四种经典人格测验和三种管理情境中的人格测验,分析了人格测验在预测个体未来工作表现、工作风格以及实现人岗匹配方面所发挥的作用。最后,文章提出:加入社会评价性维度的人格测验可以鉴别个体是否具有健康人格,更好地发挥人格测验的三大功能。有助于企业在人事测评中合理使用人格测验。     

Interprofessional Education: Preparing Psychologists for Success in Integrated Primary Care

Rapidly occurring changes in the healthcare arena mean time is of the essence for psychology to formalize a strategic plan for training in primary care settings. The current article articulates factors affecting models of integrated care in Academic Health Centers (AHCs) and describes ways to identify and utilize resources at AHCs to develop interprofessional educational and clinical integrated care opportunities. The paper asserts that interprofessional educational experiences between psychology and other healthcare providers are vital to insure professionals value one another’s disciplines in health care reform endeavors, most notably the patient-centered initiatives. The paper highlights ways to create shared values and common goals between primary care providers and psychologists, which are needed for trainee internalization of integrated care precepts. A developmental perspective to training from pre-doctoral, internship and postdoctoral levels for psychologists in integrated care is described. Lastly, a call to action is given for the field to develop more opportunities for psychology trainees to receive education and training within practica, internships and postdoctoral fellowships in primary care settings to address the reality that most patients seek their mental health treatment in primary care settings.     

Preparing Rural Adolescents for Post‐High School Transitions

In this study, the authors evaluated the impact of 4 career development curricular strategies and emotional/instrumental support in preparing rural adolescents to make successful post‐high school transitions. Curriculum strategies and perceived support helped 8th‐, 10th‐, and 12th‐grade students attain critical aspects of career development, enhanced student satisfaction that their education was better preparing them to achieve future educational and career goals, and increased student intentions to enter post‐high school settings that required greater levels of education and training. Girls reported earning higher grades and participating in more work‐based learning activities and intended to enter post–high school training settings that required more education than did boys.     

Family therapy for continuing professional education

This is a report on a program of family therapy instruction intended as a continuing professional education service to mental health personnel. The rapid expansion of the program since its inception in late 1971 is due to increasing demand from human service agencies in and around the Greater Philadelphia area. By the end of 1978 more than 550 had participated. Approximately 15% went on to higher levels of family therapy training available at the Department of Family Psychiatry of Eastern Pennsylvania Psychiatric Institute. Some characteristics of participants are described: most are master's level personnel representing a wide variety of human service agencies within a 100-mile radius of Philadelphia; most had a positive response to the training; most did not intend to become family therapists but wanted an exposure to theory and methods. Comments are included by selected category of how participants use what they learn.     

Roles of Counseling in Enabling Persons With Disabilities

The role of counseling in enabling students with disabilities has changed over the past 10 years. Other personnel in school settings now counsel students with disabilities, in addition to school and rehabilitation counselors. Evidence to support these contentions is described through a national survey. The specific roles of other counseling-related personnel are noted, and the primacy of transition issues is highlighted. Finally, there are implications for implementation of a collaborative consultation model in special education.     

A Review of North American Selection Procedures: Canada and the United States of America

This article reviews North American selection procedures used to make employment decisions (hiring, promotion, training, layoff and demotion) within public and private organizations in Canada and the United States of America. We present the conclusions of several surveys of selection practices including those conducted by the International Personnel Management Association and the American Management Association. We summarize the literature on assessment centers, biodata, computerized assessment, education and experience criteria, individual assessment, education and experience criteria, individual assessment, integrity testing, interviews, job knowledge tests, physical and psychomotor tests and written tests. We also describe selection procedures being used for a variety of occupations from Air Traffic Controller to Telephone Operator. We conclude by describing future trends in personnel assessment in North America and predict greater collaborative research efforts between our two countries.     

Education for Manpower Staff

Undergraduate education for manpower staff was reviewed in relation to concern for need, curriculum content, and program design within the university. This article describes new curricula being developed for areas of manpower specialization, complemented by more traditional majors and offerings in economics, political science, psychology, public administration, and sociology.     

AN OBJECTIVE GROUP QUESTIONNAIRE AS A SUBSTITUTE FOR A PERSONAL INTERVIEW IN THE PREDICTION OF SUCCESS IN MILITARY TRAINING IN ISRAEL

The need for reliable and valid measures of personality and motivational factors in the prediction of success in military training was discussed. The personnel classification system currently used by the Israeli Army was briefly described. The personality factors used in that system are measured by an interview, which is individually administered to each enlisted man. The goal of the present study was to replace this interview by an objective group questionnaire, with the hope of saving time, manpower and effort without any loss to predictive validity. The criterion for validation of the system was the performance of the soldiers in elementary training. This performance was assessed by commanding officers and by peers. The results showed that the questionnaire is eventually equivalent to the interview as a predictor of performance in military training. It was concluded that the questionnaire should be preferred for economical reasons.     

Interventions for Children With Autism Spectrum Disorders in Inclusive School Settings

Students with ASD present unique challenges to school systems. Despite these challenges, federal laws require that schools implement research-based practices in the least restrictive environment (LRE). The LRE is often deemed to be the general education classroom and the primary intervention agent is often the classroom teacher. Ensuring students with ASD receive effective intervention in these least restrictive and inclusive school settings will depend, in part, on the extent to which teachers and school personnel are prepared to implement research-based interventions. The purpose of this article is to provide a summary of research-based interventions for students with ASD. Our focus in this summary is on interventions that can be implemented in inclusive school settings by teachers and classroom support personnel. We first provide a general overview of interventions designed to reduce challenging behavior, teach communication skills, and improve social relationships. This is followed by a discussion of the obstacles to intervention implementation that may be present in school settings. Finally, we conclude by offering a list of intervention guidelines.     

Student Spirituality and School Counseling: Issues,Opportunities, and Challenges

In this article, the professional school counseling community is introduced to the value of addressing student spirituality as a way to foster personal and social growth. Prior to discussing the robust theoretical and research foundation for this endeavor, 3 workable definitional strands of spirituality are summarized and applied to educational settings. Strategies for transitioning from the conceptual to school practice are explored, including the key issues related to legal and ethical practice and school counselor education and training. Finally, recommendations for future school counseling research in this area are briefly examined.     

Personnel exposure to violence in hospital emergency wards: a routine activity approach

This study analyzes violence against personnel in the emergency wards of all 25 general hospitals in Israel using a self-report questionnaire (N=2,356). Informed by the routine activity theory, the hypotheses related to the major concepts of this approach: exposure, target suitability, guarding and proximity to offenders. A General Exposure to Violence Index (GEVI) was constructed, based on the participants' reports about type and frequency of their victimization to violence during the preceding year. The multiple regression analysis for explaining the GEVI was composed of 15 independent variables relating to participants' professional and personal characteristics as well as to structural features of hospitals. As predicted, higher exposure to violence was related to security or nursing staff and positions of authority; high weekly workload; working in a profession other than that of training; inability of coping with verbal violence; having no access to an emergency button, and working in settings restricting the number of accompanying persons to one only. Unexpectedly, previous training in coping with violence was related to higher victimization. Younger age, male gender and being of European/American origin (mainly from the former Soviet Union) was also related to higher risk of victimization. The results support the utility of the routine activities approach in explaining differences in emergency ward personnel victimization. The findings also indicate, however, the need to add domain-specific contextual analyses to this approach to reach a fuller understanding of the behaviors under discussion. Implications of the finding to coping with violence against emergency ward personnel are discussed, and suggestions are put forward for further study in this field.     

Perceptions of Rehabilitation Counselor Behavior

A comparison of perceptions held by selected rehabilitation subgroups toward counseling behavior was conducted. As expected, rehabilitation counselor educators were most different from state agency personnel in rehabilitation. State agency personnel appeared to value active counselor behavior more than educators. However, the predicted similarity between educators and trained counselors in state agencies and in other settings did not materialize. Differences between subgroups are discussed with respect to possible environmental and group influences. Some implications for communication between subgroups and training programs for rehabilitation counselors are also presented.