Boundary Considerations Between Doctoral Students and Master's Students

Counselor educators have a responsibility to teach students about boundary issues and multiple relationships. In addition to counselor–client concerns, there has been increased attention to faculty–student multiple relationships. Like faculty, doctoral students in counselor education programs often engage in roles with master's‐level students in which they hold a position of authority. This article reviews the professional literature on multiple relationships and boundary issues within counselor preparation programs and applies the research to boundary considerations between graduate students. Potentially fruitful areas for research are also suggested.     

Helping Students Think

This article outlines a conceptual framework describing predictable differences in the intellectual development of college students and suggests applications leading to sound counseling and educational intervention.     

不同年级学生执行功能发展水平研究

工作记忆、抑制控制及认知灵活性是执行功能的主要成分。以小学三年级、五年级,初中二年级、高中二年级320名学生为被试,研究了他们执行功能各成分的发展。结果发现:工作记忆广度、抑制控制、认知灵活性的发展随着年级(或年龄)的增长而发展,各年级之间存在显著差异。     

青少年学生的自立人格

经过5个步骤编制出了人格特质词的《大学生问卷》、《高中生问卷》、《初中生问卷》和《青少年学生问卷》,分别对大学生、高中生和初中生进行调查和探索性因素分析。结果发现：①《大学生问卷》显示的自立人格包括主动性、开放性、人际责任、积极性和独立性五个维度;②《高中生问卷》显示的自立人格包括人际开放与责任性、灵活与独立性、主动性和行为责任四个维度;③《初中生问卷》显示的自立人格包括主动与行为责任、开放性、人际责任、积极性、灵活与独立性五个维度;④《青少年学生问卷》显示的自立人格包括灵活与独立性、责任性、主动性、人际开放四个维度。最后,对自立人格构念的合理性、自立人格中“开放性”与“责任性”维度的特点、青少年学生自立人格结构的一致性程度以及本研究在探索自立人格结构方面的优劣等问题进行了讨论     

优生与差生自我调节学习的对比研究

对优生与差生的自我调节学习进行了对比,力图从这一角度探讨差生学习不良的原因.被试为小学高年级学生(差生37名,优生44名),考察其目标定向、认知加工方式及失败应对策略.结果表明,两组被试在自我调节学习上存在一定差异,差生在学习活动中倾向于进行回避定向,对学习材料多进行表层加工或产生自我阻碍,遭遇失败时多采用情绪发泄的策略进行应对;两组被试在自我调节学习各成分之间的关系上也存在一定差异,最主要表现为成绩定向对优生的学习有一定的促进作用,但对差生的学习则有破坏作用.此外,两组被试在自我调节学习各成分之间的关系上也表现出一定相似性.     

大中学生四卡问题推理能力发展的实验研究

该文研究了大中学生四卡问题推理能力的发展,以及材料性质和指导语形式对这种发展的影响。结果发现：(1)具体材料上被试四卡问题的推理能力具有明显的发展趋势,高中时期是四卡问题推理能力发展的转折期。(2)存在主题促进效应。(3)指导语形式影响高中生在具体材料的四卡问题上的推理。     

Creativity Development of High-Achieving Students

Few studies on creativity have focused on creativity development in various grade levels for high-achieving students. The purpose of this study was to explore the developmental trajectories of creative ability for high-achieving students. The participants constituted a national representative sample of 982 male (N = 506) and female (484) students from grades 1 to 10 in five governorates in Oman (Muscat, South-Al Batinah, South- Al Sharqia, Dhofar, and Al Dhakilia). The students completed two subtests of the Profile of Creative Abilities (PCA), a measure of creative potential, namely drawings and categories. There was an evidence of a developmental trend of creativity across grade levels. The Multi-variate analysis of variance (MANOVA) showed that the main effect of grade was statistically significant for the drawings subtest. Also, the main effect of gender was also statistically significant for the drawings subtest. The main effect of interaction (gender X grade) was not significant. Overall, females’ creative performance was significantly better than males’ in the Creativity Index score. The results of the study are discussed in the light of existing literature about developmental trends and gender differences in creative thinking.     

Computer-Based Assessment of Special-Needs Students

The assessment of special-needs students is recognized as an important but somewhat troublesome task for many educators. Emerging microcomputer technology can be used to overcome some of the inherent problems in the assessment process. This article describes how microcomputers are currently being used in the assessment of reading and spelling skills. In addition, an overview of "expert systems" is provided, as well as a discussion of how this segment of the field of artificial intelligence is beginning to be used in the assessment of special-needs students.     

Vulnerabilities of Academically Gifted Students

Abstract

It is often assumed that gifted students enjoy relatively good social and emotional adjustment, vibrant mental health, and overall well being. Unfortunately, this is not always the case, and a significant number of gifted students experience painful, troubling and often debilitating psychological problems. Gifted children and youth possess a set of personality characteristics that make them uniquely vulnerable. School personnel and parents need to be cognizant of these risk factors so that they can provide coordinated and comprehensive educational and social opportunities to foster resilience and, when needed, provide preventive and therapeutic mental health interventions for those gifted students with actual psychological problems.     

听障学生与正常学生社会认知能力的比较研究

以配对比较的方法,通过观点采择、个性特征认知、故事复述等社会认知能力测验,考察听障学生与正常学生的社会认知能力的差异,结果表明:(1)在智力、年龄相同的情况下,听障学生的社会认知能力发展明显比正常学生迟缓;(2)听障学生与正常学生的社会认知能力不存在性别差异;(3)听障学生社会认知发展迟缓与其社会互动经验的缺乏有关联。     

Effects of Cross-Age Peer Tutoring Networks Among Students with Autism and General Education Students

In this investigation peer networks were formed consisting of students with autism and fourth grade peers. They were trained to tutor first grade students in sight word recognition. The purpose of the study was to determine if the target students could be trained effectively as tutors, to determine outcomes for the first graders, and to determine effects on social integration of network students. Effects were measured for implementation of tutoring steps, increases in sight words learned on a weekly basis for the tutees, and social interactions among network students during free time activities. Using a reversal design, with a multiple baseline component, results demonstrated higher gains on weekly pre- and posttests for first graders than control students who received classroom instruction only, successful implementation of peer tutoring steps by the network participants, and increased duration of social interaction time for the target students with autism and network companions. These findings were replicated in the following year. The peer network system for students with autism, thus not only increased their time and social engagement with typical peers but also provided a productive, socially acceptable activity for increasing academic performance for first graders exhibiting delays.