Feelings of Loss in Response to Divorce: Assessment and Intervention

This article presents a cognitively based model to use as a basis for assessment and intervention strategies for assisting individuals to cope with feelings of loss they may experience in response to divorce.     

College counseling: between the rock and the hard place

Professional counseling in institutions of higher education is facing a serious crisis. The crisis is not due simply to the fact that institutional administrators are asking their professional counselors to account for their activities, nor is it due simply to the fact that professional counselors have lost touch with an increasing proportion of students who are turning to self-initiated counseling arrangements for their most immediate needs. The crisis of counselor survival arises mainly from the fact that those services that administrators expect professional counselors to perform as part of their organizational role are actually counterproductive to the establishment of trusting and meaningful relationships between counselors and students.     

EFFECT OF SITUATIONAL INTERVIEWS, CONVENTIONAL STRUCTURED INTERVIEWS, AND TRAINING ON INTERVIEW RATING AGREEMENT: AN EXPERIMENTAL ANALYSIS

The present study examines the degree to which agreement in interviewer ratings may be influenced by training, use of structured conventional interviews, or situational interviews. Results of an experimental study conducted among 42 managers who were experienced as interviewers revealed no training effect on rating agreement, but the impact of the situational format on consistency in assessments of applicant suitability was significant. Implications of these findings for usefulness of situational employment interviews and future research investigating the reliability of situational interview formats are discussed.     

ANOTHER VIEW OF DYNAMIC CRITERIA: A CRITICAL REANALYSIS OF BARRETT, CALDWELL, AND ALEXANDER

We argue a divergent perspective from that taken by Barrett, Caldwell, and Alexander (1985) in a critical reanalysis of the evidence for dynamic criteria. Those authors distinguished three definitions of the dynamic criterion phenomenon and concluded, on the basis of secondary analyses of several sets of published data, that dynamic criteria do not exist. Moreover, they concluded that most of the temporal changes in criteria reported in those data sets could be explained by methodological artifacts. In several cases these artifacts were listed in summary form, without a complete consideration of the implications of invoking these artifacts as post hoc explanations. The purpose of this comment is to clarify the debate on dynamic criteria by critiquing the Barrett et al. study. We suggest that a fruitful solution to the problem may lie in trying to understand criteria per se rather than searching for artifacts.     

University Based Career Education: A Model for Infusion

This article presents a field-tested model for training and introducing university faculty to the philosophy, concepts, and practices of career education.