Publishing Patterns in the Personnel and Guidance Journal

This reviews the leading institutional and individual producers of articles in the Personnel and Guidance Journal. The review covers the past 16 volumes of the Journal.     

Authorship,Co‐Authorship,and Multiple Authorship

In this article, I use the example of the novel Micro, authored by Michael Crichton and Richard Preston, to tease out the relationships between an author and his work and with other authors of that work. The case presents a complication for a number of contemporary views on authorship and co‐authorship, which suggest that Crichton is either not an author of the novel or an author but not a co‐author—both, I suggest, are counterintuitive views. After working through the leading views on the topic, I present my own view of authorship, co‐authorship, and multiple authorship, centrally resting on issues of power, responsibility, and creation.     

Publication Patterns of The Personnel and Guidance Journal/Journal of Counseling & Development: 1978 to 1993

The purposes of this study were (a) to identify the primary institutional sources of articles to The Personnel and Guidance Journal/Journal of Counseling & Development from 1978 to 1993 (Volumes 57–71); (b) to identify the primary individual contributors to this journal during the survey period; (c) to identify and compare the program affiliations of individual contributors by editor during the survey period; and (d) to speculate as to whether the study results, collectively, indicate a trend toward more psychologists than counselors contributing to this journal. A total of 1,843 articles were reviewed. Of the 2,198 authors, 69% were academicians and 31% were practitioners. The data suggest that there has been a clear pattern of more psychologists than counselors contributing to this journal.     

Institutional Affiliations of Contributors to the Personnel and Guidance Journal: Volumes 47–62

The institutional affiliations of contributors to the Personnel and Guidance Journal were examined for a 16-volume period (Vols. 47–62). Authors from colleges and universities represented the major source of contributions (80%). Colleges and universities were then ranked according to the number of articles submitted in each of the two 8-volume periods studied. The top 25 institutions for the entire 16-volume period were identified and ranked according to their contributions to the Journal. Results were compared to a previous study of Journal contributors to highlight trends across a 32-volume period.     

Two Empirical Inquiries Into the Role of The Personnel and Guidance Journal As a Professional Publication

A survey of the APGA membership was undertaken in the fall of 1977 to determine interest and content-process priorities of readers of the Personnel and Guidance Journal. The survey was sent to a stratified random sample of members reflecting appropriate distribution by division membership and geographic area of residence. The list of members was obtained from the APGA central office. The result of the data analyses suggests that the Personnel and Guidance Journal has generally served the diverse interests of the membership well. Some differences in emphasis and content preferences were identified between divisions.     

Authorship trends in the Journal of Applied Behavior Analysis: An update

The Journal of Applied Behavior Analysis (JABA) is considered the flagship journal for the discipline of applied behavior analysis. Thus, popular research topics and other publication trends within JABA reflect the current cultural and scientific contingencies governing the field of behavior analysis. Researchers have previously quantified a number of authorship trends in JABA (and other behavior-analytic journals) across a number of variables, such as gender identity and sex of author, country of origin, or seniority within the field (Dunlap et al., 1998) to examine demographic and organizational factors associated with successful publication in JABA. These analyses ought to be conducted continuously to monitor trends and detect any potential biases (e.g., sexism). Accordingly, the purpose of the present investigation was to replicate previous research in this area (e.g., Dymond et al., 2000) and provide an update of current publication trends within JABA. Implications for future research and publishing practices are discussed.     

Article Characteristics,Content, and Authorship in the Journal of Employment Counseling

This article is an analysis of general journal and article characteristics, content, and authorship for volumes 1 through 15 of the Journal of Employment Counseling, covering the years 1964 through 1978. It attempts to determine to what extent and in what ways the membership of the National Employment Counselors Association (NECA) is served by the Journal. The average length of the journal and its articles are noted as well as the number of authors and references per article. Each article is reviewed for content classification, authorship, and the author's institutional affiliation. The basic facts and overall publication trends are identified and discussed. It is noted that only a small proportion of published articles concerned Employment Service counseling techniques. The data in this article was originally prepared for the graduate course entitled “Psychology 411: Professional Problems in Psychology” at the University of Missouri-Columbia.     

A 12-Year Prospective Study of Patterns of Social Information Processing Problems and Externalizing Behaviors

This study investigated how discrete social information processing (SIP) steps may combine with one another to create distinct groups of youth who are characterized by particular patterns of SIP. SIP assessments were conducted on a community sample of 576 children in kindergarten, with follow-up assessments in grades 3, 8, and 11. At each age, four profiles were created, representing youth with no SIP problems, with early step SIP problems (encoding or making hostile attributions), with later step SIP problems (selecting instrumental goals, generating aggressive responses, or evaluating aggression positively), and with pervasive SIP problems. Although patterns of SIP problems were related to concurrent externalizing during elementary school, the consistency between cognition and future externalizing behavior was not as strong in elementary school as it was between grades 8 and 11. In some cases, youth characterized by the co-occurrence of problems in early and later SIP steps had higher externalizing scores than did youth characterized by problems in just one or the other.