Icelandic and American Students' Expectations About Counseling

The Expectations About Counseling‐Brief Form (H. E. A. Tinsley, 1982) was administered to 261 Icelandic and 225 American undergraduates. A 2 (Nationality: Icelandic & American) x 2 (Sex: men & women) x 3 (Holland Type: A, S, E) between subjects multivariate analysis of covariance (MANCOVA) was calculated with prior counseling experience as a covariate and expectations about counseling as dependent variables. Icelanders had higher expectations about counselor expertise than did Americans. In addition, women expected to be more personally committed in counseling than did men. Results are discussed in terms of counselor roles and functions and the role of help seeking in Iceland.     

Predictors of Racial Prejudice in White American Counseling Students

This study extends the research on racial prejudice by combining previously identified predictors into 1 study to determine their relative importance in contributing to racial prejudice. Results revealed that White racial identity significantly predicted racial prejudice when demographic variables were controlled. Implications of reducing racial prejudice of White American counseling students are discussed. Este estudio extiende la investigación sobre el prejuicio racial combinando pronosticadores previamente identificados en 1 estudio para determinar su importancia relativa a contribuir al prejuicio racial. Los resultados revelaron que la identidad racial Blanca apreciablemente predijo el prejuicio racial cuando los variables demográficas son controladas. Las implicaciones para reducir el prejuicio racial de estudiantes Americano Blanco que aconsejan es discutido.     

Career Counseling Black Women in a Predominantly White Coeducational University

A career counseling workshop for Black women featuring the Model—Mentor Process may be an alternative career intervention in a predominantly White coeducational university.     

Black Students' Reactions to Feedback Conveyed by White and Black Teachers1

The present investigation examined some processes mediating self-fulfilling prophecies among black students. Specifically, we hypothesized that feedback conveyed by black and white teachers would differentially influence black students' perceptions of how the teacher viewed their success/failure, effort, ability, luck and task difficulty. In addition, we hypothesized that negative feedback would affect perceptions of evaluations differently than positive feedback. Ninety black undergraduates participated in an experiment in which a black or white teacher (confederate) expressed one of five evaluative feedback responses to a student's score on an analogies test. The results provided partial support for the first hypothesis: black female students perceived white teachers as assessing their performance less positively: that is, they perceived them to underestimate their ability and the difficulty of the task. Negative feedback also led students to believe the teacher held an unfavorable but inaccurate impression of their ability and effort, and that the teacher underestimated the difficulty of the task. These findings suggest that black students—black females in particular—may assume that white teachers hold less favorable assessments of them than black teachers and all students may be sensitive to negative evaluations.     

White and Black American Children's Implicit Intergroup Bias

Despite a decline in explicit prejudice, adults and children from majority groups (e.g., White Americans) often express bias implicitly, as assessed by the Implicit Association Test. In contrast, minority-group (e.g., Black American) adults on average show no bias on the IAT. In the present research, representing the first empirical investigation of whether Black children's IAT responses parallel those of Black adults, we examined implicit bias in 7-11-year-old White and Black American children. Replicating previous findings with adults, whereas White children showed a robust ingroup bias, Black children showed no bias. Additionally, we investigated the role of valuing status in the development of implicit bias. For Black children, explicit preference for high status predicted implicit outgroup bias: Black children who explicitly expressed high preference for rich (vs. poor) people showed an implicit preference for Whites comparable in magnitude to White children's ingroup bias. Implications for research on intergroup bias are discussed.     

Single-Session Brief Counseling in a High School

Counseling designed to be time-limited is a valuable tool for counselors in school settings. Three approaches to brief counseling were investigated in this naturalistic study: problem-focused with task, problem-focused without task, and solution-focused with task. Quantitative and qualitative measures were used to explore aspects of single-session brief counseling. High school students made significant changes from the second-week follow-up to the sixth-week follow-up in alleviating their concerns and increasing the percentage of goal achieved. Students dramatically decreased the intensity of undesired feelings from before the counseling session through the second follow-up. Solution-focused counseling was as effective as the other two approaches, while taking less time.     

高中生的自我概念与其学校适应

本研究对258名高一、高二年级的学生进行了问卷调查．对其自我概念和学校中的社会行为、同伴关系、学业成绩进行了研究,结果发现：高中生的自我概念不存在显著的年级和性别差异,其年级和性别的交互作用也没达到显著水平;自我概念与敏感退缩行为没有密切关系;身体自我概念与社会喜好、学业成绩有显著负相关,并且对两者有显著预测效果;自我概念部分因子与社会影响、亲社会行为、攻击行为有显著正相关,且也对它们具有显著预测力。     

Parental Involvement in School Counseling Services: Challenges and Experience of Counselor

School counselors include parents as informants in school counseling for various reasons like for consultation and client’s intervention which could lead to a different experience. The objective of the present study was to explore the challenges faced by school counselors when involving parents in the school counseling process and the ways they handle the challenges. The participants consisted of seven school counselors, with whom in-depth interviews were conducted. The subjective experiences of the school counselors were objectively interpreted by the researcher using interpretative phenomenological analysis. The research results were categorized into master and subordinate themes using double hermeneutics. The results revealed that although school counselors have their own individual perceptions of challenges and methods of handling parental inclusion in the school counseling context, there still exist similarities in their methods of handling. The study highlights school counselors’ beliefs about parents’ perceptions and expectations of counseling as well as parents’ reaction toward their child’s problem as a challenge. The findings throw light on the need for stronger evidence-based practices and policies for school counseling programs. Training and competence-building programs for school counselors would improve the service delivery.     

Service Delivery and High School Peer Counseling Systems

Earlier rationales supporting peer counseling systems have emphasized possibilities of increased service delivery and innovative counseling models. An ongoing peer counseling program was studied through questionnaires administered to clients, teachers, the general student body, and peer counselors themselves. Specific attention was directed to numbers of students served. Distinctions between formal and informal counseling relationships and problem content areas are discussed. Results suggested the existence of two distinct service delivery systems. An informal system served large numbers of self-referred students and dealt primarily with personal-social problems. A formal system reached fewer students, relied upon staff referral, and addressed academic difficulties. Implications for the design of peer counselor programs with varying goals were discussed.     

Evaluations of White American versus Black American discrimination claimants' political views and prejudicial attitudes

Although White Americans experience less frequent and less severe forms of discrimination than ethnic minorities (Schmitt & Branscombe, 2002), White Americans may actually be more likely to claim discrimination compared to ethnic minorities (Goldman, 2001). The present research investigated evaluations of White and Black American discrimination claimants' political views and prejudicial attitudes. Across two studies, a White American target was evaluated as more politically conservative when claiming discrimination compared to a control condition. In contrast, a Black American target was evaluated as more politically liberal when claiming discrimination compared to a control condition. Both the White and Black American target were evaluated as more prejudiced against the outgroup when claiming discrimination; however the increase in prejudice evaluations was more pronounced for the White American target. The present research suggests that lay people make distinct inferences about the political views and prejudicial attitudes of White versus Black American discrimination claimants.     

中学生笔记策略及其干预研究

做笔记(note-taking)是学生在听课和阅读时普遍使用的学习策略,借此可适当记录所学内容以促进记忆和思考,从而有效控制自己的认知过程和对材料信息的加工,有助于发现和建立新旧知识的内在联系,建构对知识的理解。本研究运用调查法、实验法和训练法对中学生的笔记策略进行实证研究。第一,通过自编问卷调查了中学生的笔记策略运用状况并揭示其特点;第二,通过实验研究探索了学生笔记水平与学业成绩的关系,并分析笔记策略运用的影响因素;第三,运用训练法比较了笔记策略辅导的不同方式对学生的影响,探讨学习策略辅导有效性的影响因素。本研究对认知心理学研究的重要领域~学习策略研究以及学校心理辅导的重要工作~学习策略辅导具有一定的启迪作用。     

The Influence of Acculturation and Enculturation on Mexican American High School Students' Decision to Apply to College

This study examined the influence of acculturation, enculturation, parental education level, financial concerns, and gender on 106 Mexican American high school students' decisions to apply to college. Results indicated that acculturation and female gender were significant predictors. Implications for interventions with Latino high school students are discussed. Este estudio examinó la influencia de la aculturación, la enculturación, el nivel de educación de los padres, las preocupaciones financieras y el sexo del sujeto sobre la decisión de 106 estudiantes de secundaria mejicanos‐americanos de solicitar acceso a estudios universitarios. Los resultados indicaron que la aculturación y el sexo femenino mostraron una capacidad de predición significativa. Se discuten las implicaciones para intervenciones con estudiantes de secundaria latinos.     

High School and Employment Agency Client Views on Career Counseling

Individual interviews of Improved Career Decision Making (ICDM) workshop-trained counselors and focus-group interviews of 41 clients in high schools and state employment agencies in 3 states resulted in findings that may have significance for ICDM training, counselor education programs, and effective delivery of career counseling services to clients. An important emerging concept relates to the notion that exposure to strategies derived from career decision-making models alone will not ensure effective client career decisions. A major implication for counselor training and practice is the need to emphasize metacognitive processing of knowledge and skills (gained from experiential activities) by clients so that they will be motivated to effectively plan for careers.     

Relationships Between Selected Social Factors and Extent of High School Counseling

This research compares highly counseled and non-counseled secondary school students for differences in social status, attitudinal, and parental characteristics. The 2 guidance functions of career and non-career guidance were studied. Subjects were selected from a larger pool of seniors at 8 diverse high schools. The data revealed that subjects who received extensive career guidance (a) participated more actively in high status social and leadership activities in school, (b) reported their parents to be more active in community, social, and recreational activities, (c) had higher educational goals, and (d) that extensively counseled males were more other-directed, while highly counseled females were more inner-directed. Parental social status and academic achievement did not distinguish between highly counseled and non-counseled students. Few measures differentiated the 2 groups on amount of non-career guidance. These results were interpreted as indicating that utilization of secondary school guidance services may be determined to an important degree by factors extrinsic to the interpersonal process of the guidance situation.