Folk Concepts, Natural Language, and Psychological Constructs: The California Psychological Inventory and the Five-Factor Model

ABSTRACT Both the California Psychological Inventory (CPI; Gough, 1987) and the five-factor model of personality have roots in folk concepts of personality. The present article offers a conceptual analysis of CPI scales in terms of the five-factor model. In the first study, judges rated the item content of CPI scales in terms of the five factors. In the second, CPI scales were correlated with the factors as measured by the NEO Personality Inventory (NEO-PI; Costa & McCrae, 1985b) in a sample of 348 men and women ages 19 to 92. Both studies showed meaningful links between CPI scales and four of the factors; Agreeableness appeared to be underrepresented in CPI scales. The utility of systematic rational item analysis in terms of the five factors and the evolving relation of folk concepts to psychological constructs are discussed.     

Concepts,Constructs, Cognitive Psychology,and Personal Construct Theory

In this article, I have addressed the efforts to locate and integrate personal construct psychology with other perspectives in psychology (Neimeyer, 1985). The general domain is cognitive psychology, but with a focus on the basic building block of the cognitive perspective, the concept. Personal construct psychology is particularly interesting in this regard at this time because Kelly (1955) was adamant that his construct encompassed more than concept. Now, 36 years after his deliberations, a discussion of concepts and constructs contributes to an ongoing theoretical debate in psychology that can only serve to better reinforce the discipline.     

A Framework for Classifying Concepts of and Research on the Personal Selling Process

Abstract

A parsimonious conceptual framework is presented to facilitate organization and comparison of the various approaches to personal selling. Implications for managers and researchers, as well as suggestions for future directions in personal selling research, are discussed.     

The Counselor and Student Discipline: Suggested Roles

The problem of role definition for counselors relative to discipline problems has been persistent. Difficulties in defining and adopting appropriate roles in discipline have been exacerbated by conflicting expectations between and among administrators, counselors, and faculty. This article provides a short summary and analysis of the literature on the counselor's role in school discipline; possible counselor roles are grouped into six categories: mediator, ombudsman, consultant, psychological educator, special program developer, and counselor. From the variety of roles defined and discussed, counselors may find one or a combination of several roles that both satisfy the needs of their students and are appropriate to their own personalities and/or skill levels.     

The Polyvalent Counselor

Employment counselors must serve many different kinds of clients and provide a wide variety of services. They must be capable of providing individual and group counseling services as well as environmental intervention. The counseling process is somewhat different for the employment counselor who must also consider the available job market, motivational forces, aptitudes, skills, and interests. This article discusses the framework in which the polyvalent employment counselor works. This article was the basis of a workshop for the Employment Security Commission at their state meting in Burlington, North Carolina, in June 1977.     

Selling Babies and Selling Bodies

I will argue the free market in babies or in women's bodies created by an institution of paid surrogate motherhood is contrary to Kantian principles of person-hood and to the feminist principle that men do not have—and cannot gain through contract, marriage, or payment of money—a right to the sexual or reproductive use of women's bodies.     

The Counselor and the Curriculum

The counselor is involved in the curriculum structure of high school because of the amount of time he spends in educational planning with students. His record of participation in curriculum change has been poor. Educational counseling has consisted of adjusting the student to the curriculum that exists, rather than working for curriculum change that can benefit all levels of students. Curriculum resources should be thought of in a broad sense of not only formal courses and units but also extracurricular activities both in and out of school. The counselor is stationed at the crossroads of student and community needs. What is he doing to help integrate these needs through continual curriculum revision?     

Human Freedom and The Counselor

The nature and the source of human freedom have prompted considerable discourse and controversy among behavioral scientists and practitioners. Some believe that man's behavior results from a series of free choices while others contend that all behavior is determined and is therefore not free. This apparent dilemma often leads to the erroneous conclusion that we must either see man as determined and treat personal experiences of freedom as illusory, or preserve the existential experience of being free by denying prior causes for behavior. But there is no essential inconsistency in viewing all behavior as caused while also accepting and valuing the existential experience of being free. Counselors who acknowledge the causes of free experiences are in a position to establish the conditions necessary for such experiences for their clients.     

The Need for Speed: Agility Selling

In turbulent business times, organizations have sought to become more agile. Organizational agility has been asserted to require workforce agility, but thus far, little focus has been given to workers. Traditionally, salespeople have sought ways to differentiate themselves and create advantage for customers. This paper asserts that, in order to continue this tradition of differentiation and advantage, salespeople must engage in agility thinking. Agility has been studied as it applies to manufacturing processes and other firm activities. Agile salespeople have a mental dexterity at the point of customer contact. They are quick to observe opportunities and are able to anticipate customers’ ever-changing needs, wants, and preferences. This paper presents a framework for agility selling, applying concepts from the agility manufacturing literature and proffering distinct characteristics of sales force agility.