Defining and Assessing Problem‐Solving Style: Design and Development of a New Tool

VIEW: An Assessment of Problem Solving Style (Selby, Treffinger, & Isaksen, 2002) is a new instrument for assessing problem‐solving style, for use with individuals from ages 12 through adult. It measures three dimensions of style relating to creative problem solving and change management. In this article, we discuss the construction of the instrument, the initial evidence supporting the instrument's reliability and validity, and a very brief overview of the instrument's foundations. Our reliability data involve both stability and internal consistency. We report evidence for the criterion‐related validity, based on correlational studies with relevant measures of learning style, cognitive style, and psychological type. We also conducted principal components factor analyses that support our three‐factor structure. Researchers and practitioners studying and applying Creative Problem Solving and change management methods can use VIEW in several ways. Finally, we identify several research directions that will contribute to the refinement and development of the instrument as well as to a better understanding of the “problem‐solving style” construct.     

'Wholly Present' Defined

Three‐dimensionalists, sometimes referred to as endurantists, think that objects persist through time by being “wholly present” at every time they exist. But what is it for something to be wholly present at a time? It is surprisingly difficult to say. the three‐dimensionalist is free, of course, to take ‘is wholly present at’ as one of her theory's primitives, but this is problematic for at least one reason: some philosophers claim not to understand her primitive. Clearly the three‐dimensionalist would be better off if she could state her theory in terms accessible to all. We think she can. What is needed is a definition of ‘is wholly present at’ that all can understand, in this paper, we offer one.     

Negligent Liability and the Foreseeability Factor: A Critical Issue for School Counselors

Negligent liability suits involving school counselors are not common, but such litigation seems to be increasing. In most of the cases cited, the defendant's alleged negligence emanated from his or her failure to provide reasonable care to individuals who were later injured or killed. Reasonable care is the standard of conduct that a reasonable and prudent person maintains in protecting those to whom he or she owes a duty of care from unreasonable risks. The author emphasizes the role that the element of foreseeability plays in determining the outcome of negligence cases and indicates those areas of responsibility that are most subject to litigation.     

Robert O. Stripling: A Man Dedicated to Standards and Accreditation in Counselor Education

Robert O. Stripling, a leader in counselor education in the development of standards of preparation and the procedure for accreditation, discusses his personal development, the development of his principal works, and his thoughts about important issues in counselor education.     

Psychotherapist Diagnosis of Premenstrual Syndrome

The authors examined the ability of psychotherapists to diagnose premenstrual syndrome (PMS). They developed two case vignettes that were identical except that symptoms were described as cyclical in one and noncyclical in the other. Participants were asked to provide selected demographic information and requested to make a diagnosis, to indicate the clinical feature in which they made the diagnosis, and to select a treatment they would recommend for treating the case. The results indicated that most therapists can distinguish a PMS case from a non-PMS case based on the cyclical versus noncyclical feature. The number of psychotherapists who misdiagnosed the case, however, is seen as cause for concern.     

A Decade of Career Development Research: Implications for Theory,Practice, and Research

This study examines trends in the area of career development programs, practices, and research during the last decade based on program sessions at the American Educational Research Association's annual meetings.