A Comparison of Two Approaches to Counselor-Free Career Exploration

This study was conducted to advance previous research in the use of computer-based, counselor-free career guidance systems instead of conventional counselor-free systems. The participants, Undergraduate college students (20 men and 20 women), were asked to rate their reactions to using the DISCOVER II microcomputer career guidance system and the Self-Directed Search. The majority of the participants preferred the DISCOVER II as a vocational exploration program.     

Roles of Counseling in Enabling Persons With Disabilities

The role of counseling in enabling students with disabilities has changed over the past 10 years. Other personnel in school settings now counsel students with disabilities, in addition to school and rehabilitation counselors. Evidence to support these contentions is described through a national survey. The specific roles of other counseling-related personnel are noted, and the primacy of transition issues is highlighted. Finally, there are implications for implementation of a collaborative consultation model in special education.     

College Students and Their Part-Time Jobs: Job Congruency,Satisfaction, and Quality

Randomly selected undergraduate students (1,438) at an urban west coast university were surveyed about their college employment experiences. Results indicate that students employed in part-time jobs congruent with their career interests were more likely to be satisfied with their jobs. Implications for practice and research are discussed.     

Brief Christian and Non-Christian Rational-Emotive Therapy With Depressed Christian Clients: An Exploratory Study

The current outcome study operationalized a brief “Christian” form of rational-emotive therapy (CRET) and compared the therapeutic efficacy of this treatment with a standard version of brief rational-emotive therapy (RET) with depressed Christian clients. Results indicated that both treatments were effective in reducing depression and automatic negative thoughts, while only the CRET reduced clients' irrational beliefs. No between-group differences were obtained for clients' perceptions of the counselor. Findings are discussed in terms of applied integration issues and the long-standing antagonism of rational-emotive philosophy toward religious beliefs.     

WHERE ALL THE CHILDREN ARE ABOVE AVERAGE: THE PERFORMANCE APPRAISAL PURPOSE EFFECT

More than 40 years ago, Taylor and Wherry (1951) hypothesized that performance appraisal ratings obtained for administrative purposes, such as pay raises or promotions, would be more lenient than ratings obtained for research, feedback, or employee development purposes. However, research on appraisal purpose has yielded inconsistent results, with roughly half of such studies supporting this hypothesis and the other half refuting it. To account for those differences, a meta-analysis of performance appraisal purpose research was conducted with 22 studies and a total sample size of 57,775. Our results support Taylor and Wherry's hypothesis as performance evaluations obtained for administrative purposes were, on average, one-third of a standard deviation larger than those obtained for research or employee development purposes. In addition, moderator analyses indicated larger differences between ratings obtained for administrative and research purposes when performance evaluations were made in field settings, by practicing managers, and for real world subordinates. Implications for researchers and practitioners are discussed.     

LIBERAL INDOCTRINATION AND THE PROBLEM OF COMMUNITY

Responding to claims to the contrary, this essay shows how liberal education, the education of critical exposure, indoctrinates students into a style of belief and belief formation. It argues that a common liberal view about what constitutes freedom from indoctrination is precisely the form of indoctrination feared by many conservative communitarians. While I support the style and procedures of liberal education, I argue that we cannot excise all indoctrinating components from it by semantic, logical or epistemic analyses of what indoctrination or education means.     

Note on the Perceived Occupational Future of Physically Disabled College Students

How do physically disabled college students perceive their occupational future? The findings indicate that although the vast majority of students held high career aspirations, many sensed that their career goals may be unattainable. The findings also show that nearly three out of four respondents preferred a career that involved working with people. At the same time, most wanted to work for either a large or small business rather than an educational institution or state or federal governmental agency.     

U.S. Employment Service: First 50 Years, 1933–1983

This article reviews some of the landmarks and trends during the first 50 years of the U.S. Employment Service. It was originally written as the introductory chapter of a longer paper, “The Occupational Information Needs and Functions of the Employment Security-Job Service,” which was submitted at the request of the Occupational Coordinating Council, Washington, D.C., March 1980. The purpose of the chapter was to describe the role and functions of the Employment Service and to show how the service could become more relevant during an age of computerized employment service operations involving highspeed electronic communications and retrieval systems. Under the Reagan administration, much of the federal-state employment service has been systematically dismantled. The Comprehensive Employment and Training Act (CETA) has been repealed and with it, large parts of the research, development, and counseling capacities have been wiped out. Only the great “supply side” depression of 1980–1983 saved the entire system from being demolished.     

Personality Consistency and Perceived Problem-Solving Behavior and Attitudes: An Extension of Holland's Typology

Holland's construct of consistency was used to predict self-perceived behavior and attitudes typically associated with “successful” problem solving. The results tend to support Holland's premise that the higher the degree of personality consistency, the more students perceive their problem-solving behavior and attitudes as successful.