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Edwin L. Herr 《Journal of counseling and development : JCD》1966,45(1):47-52
This paper discusses the paradox which exists between counselor education and counselor practice as related to counseling and guidance of the college-bound. Theory and research about higher education, the school counselor mandate concept, and implications for strengthening counselor education are explored. The position is taken that the gap between counselor education and counselor practice in guidance services for the college-bound is too great but that correctives exist which must be examined and implemented. 相似文献
956.
Richard Mowsesian Brian R. C. Heath John W. M. Rothney 《Journal of counseling and development : JCD》1966,45(3):238-242
The relationship between the occupational preferences of 147 superior students and their fathers' occupations was traced over the 4-year period that the students attended high schools in Wisconsin. Analysis of the data indicated that both male and female superior students tended to state vocational preferences at the professional level early in high school and to maintain this preference throughout. Their occupational preferences were generally at a higher level than those of their fathers. There was no trend away from general preferences for work at a professional level toward naming of specific occupations within that level. The results suggest that theories of vocational development that imply that stages are passed through during later adolescent periods do not apply to the superior student population of this study. 相似文献
957.
Thomas E. Edgar 《Journal of counseling and development : JCD》1966,44(10):1025-1029
Two recommendations from a recent statement of standards for counselor education are examined for underlying philosophical assumptions. The first recommendation, that counselors should possess ability for and conduct scientific research, assumes that the counseling process is lawful and orderly, that theoretical concepts can be operationally defined and that empirically testable predictions can be derived from counseling theories. A second recommendation suggests that counselors-in-training be selectively admitted and retained. Underlying this recommendation is the assumption that counseling is a process of influence that can be evaluated. Such evaluation must be based on conditions outside the counseling relationship, in the social context of the life of the client. The serious implications of these assumptions are illustrated and discussed. 相似文献
958.
Judgments of the location of short bursts of noise in sentences were used to reveal perceptual segmentation of sentences. It was assumed that segmentation would correspond to major constituent boundaries. In order to control for correlated variables of pitch and intonation, identical acoustic material was provided with alternate constituent structures. It was found that differences in response to identical strings were predicted by the points of variation in constituent structure. 相似文献
959.
Fourteen rats with hypothalamic electrodes needed at least 3,000 reinforcements in self-stimulation before extinction scores reached their peak. In a series of up to 36 further extinctions and reconditionings, involving a total of 10,500 reinforcements, extinction scores fell to the extreme low values typical of self-stimulation. The extent of this fall was shown to depend on the number of extinctions administered, but not on the number of reinforcements, indicating that a process of conditioned inhibition may be partially responsible for rapid extinction after self-stimulation. 相似文献
960.
Recall of auditory narrative material was measured under three conditions of presentation. These were a single source condition with material from one speaker, a four source fixed sequence condition with material from four speakers in a fixed sequence of 3-sec. lengths, and a four source random condition with material from four speakers in a random sequence of 3-sec. lengths. Recall was better for the single source condition than for the four source conditions. No significant difference was found between the fixed and random sequential presentations. Results are discussed in terms of the attentional behaviors involved in the tasks. 相似文献