This article contains an overview of the historical development of the specialized practice, preparation standards, and credentialing of career counseling. Discussion also focuses on commonalities of career counseling, general counseling, and other specialized forms of counseling, with attention to questions and implications for the future of career counseling practice and standards. 相似文献
Model legislation seeks to facilitate uniformity of counselor licensure laws and promote accepted professional standards. The text of the model bill as endorsed by the 1994 American Counseling Association Governing Council is provided with commentary accompanying those sections in which significant changes have occurred. The article concludes with 15 specific suggestions based on experiences gained in the development and implementation of previous legislation for licensed professional counselors. 相似文献
We evaluated procedures for training supervisors in a residential setting to provide feedback for maintaining direct-service staff members' teaching skills with people who have severe disabilities. Using classroom-based instruction and on-the-job observation and feedback, 10 supervisors were initially trained to implement teaching programs themselves. The training improved supervisors' teaching skills but was insufficient to improve the quality of feedback they provided to direct-service staff regarding the staff members' teaching skills. Subsequently, classroom-based instruction and on-the-job observation and feedback that targeted supervisors' feedback skills were provided. Following training in provision of feedback, all supervisors met criterion for providing feedback to their staff. Results also indicated that maintenance of teaching skills was greater for direct-service staff whose supervisors had received training in providing feedback relative to staff whose supervisors had not received such training. The need for analysis of other variables that affect maintenance of staff performance, as well as variables that affect other important areas of supervisor performance, is discussed. 相似文献
We evaluated a prework assessment for predicting work-task preferences among workers with severe multiple disabilities prior to beginning supported work. The assessment involved comparing worker selections from pairs of work tasks drawn from their future job duties. Results of workers' choices once they began their jobs in a publishing company indicated that the assessment predicted tasks that the workers preferred to work on during their job routines. Results are discussed regarding other possible means of determining preferred types of supported work. 相似文献
In order to separate the effects of experience from other characteristics of word frequency (e.g., orthographic distinctiveness), computer science and psychology students rated their experience with computer science technical items and nontechnical items from a wide range of word frequencies prior to being tested for recognition memory of the rated items. For nontechnical items, there was a curvilinear relationship between recognition accuracy and word frequency for both groups of students. The usual superiority of low-frequency words was demonstrated and high-frequency words were recognized least well. For technical items, a similar curvilinear relationship was evident for the psychology students, but for the computer science students, recognition accuracy was inversely related to word frequency. The ratings data showed that subjective experience rather than background word frequency was the better predictor of recognition accuracy. 相似文献
The impact of questionnaire purpose (job screening interview vs. consumer survey) and the impact of questionnaire mode (paper-and-pencil vs. computer) on multiple measures of socially desirable responding (SDR) were examined. Students (N= 85) participated in experimental job screening (high SDR demand) and consumer survey (low SDR demand) conditions. Dependent measures included the Marlowe-Crowne Social Desirability Scale and the impression management subscale of the Balanced Inventory of Desirable Responding, Version 6. Significant questionnaire purpose effects suggest one possible, context-related explanation for mixed SDR findings between earlier experiments. Mode effects were nonsignificant, adding further evidence of paper-and-pencil and computer equivalence with respect to SDR. 相似文献
We examine the sensitivity to change in the Evaluation of Social Systems (EVOS) scale, which assesses relationship quality and collective efficacy. In Study 1 we conducted a waitlist‐control, short‐term couple therapy RCT study (N =43 couples) with five systemic therapy sessions treating communication and partnership problems; our intent was to provide high external validity. Construct validity of EVOS was assessed by comparison with additionally applied scales (Family Scales; Outcome Questionnaire, OQ‐45.2). In Study 2, N =332 individuals completed an experiment with high internal validity in order to verify sensitivity to change in three different social contexts. Results from Study 1 revealed a significant increase in relationship quality in the treatment group directly after treatment, as compared to the control group. Sensitivity to change was slightly better for EVOS than for other measures. While this positive change could not be fully sustained between posttreatment and a 4‐week follow‐up, EVOS score did not fall below baseline and pretreatment levels, supporting moderate‐to‐large sensitivity to change. Study 2 supported high sensitivity to change in EVOS for couple relations, family relations, and work‐team relationships. Therefore, EVOS can be used as an outcome measure to monitor the process of systemic interventions focusing on relationship quality and collective efficacy. Due to its sensitivity to change, EVOS can provide evidence for treatment success with regard to relationship aspects. 相似文献
Psychometric functions are typically estimated by fitting a parametric model to categorical subject responses. Procedures to estimate unidimensional psychometric functions (i.e., psychometric curves) have been subjected to the most research, with modern adaptive methods capable of quickly obtaining accurate estimates. These capabilities have been extended to some multidimensional psychometric functions (i.e., psychometric fields) that are easily parameterizable, but flexible procedures for general psychometric field estimation are lacking. This study introduces a nonparametric Bayesian psychometric field estimator operating on subject queries sequentially selected to improve the estimate in some targeted way. This estimator implements probabilistic classification using Gaussian processes trained by active learning. The accuracy and efficiency of two different actively sampled estimators were compared to two non-actively sampled estimators for simulations of one of the simplest psychometric fields in common use: the pure-tone audiogram. The actively sampled methods achieved estimate accuracy equivalent to the non-actively sampled methods with fewer observations. This trend held for a variety of audiogram phenotypes representative of the range of human auditory perception. Gaussian process classification is a general estimation procedure capable of extending to multiple input variables and response classes. Its success with a two-dimensional psychometric field informed by binary subject responses holds great promise for extension to complex perceptual models currently inaccessible to practical estimation.
We examined penalties against individuals who temporarily de-prioritize their employee or parenting role. Experiment 1 (N = 488) utilized vignettes depicting a mother/father who briefly left their child with a babysitter to engage in work/self-care/did not leave (control). Both mothers and fathers were viewed as less parentally competent, likeable, dedicated to their family (and putting their child at greater risk) when they very briefly de-prioritized their caregiving role by leaving their child for either reason, relative to controls. Experiment 2 (N = 494) utilized vignettes depicting a female/male employee who briefly left work to engage in childcare/self-care/did not leave (control). Both male and female employees were rated as less professionally competent, likeable, dedicated to their work and deserving of organizational rewards (and more deserving of organizational penalties, and putting their organization at greater risk) when they very briefly de-prioritized their employee role by leaving work for either reason, compared to controls. However, employees who left for self-care were viewed more negatively than those who left to engage in childcare. Unexpectedly, results did not reveal target gender differences; they were also largely unaffected by participant gender. This suggests that parents and employees face penalties when they must de-prioritize either of these important roles for even very short periods. Implications for well-being, work-life balance, and productivity are discussed. 相似文献
The question of whether overt recall of to-be-remembered material accelerates learning is important in a wide range of real-world learning settings. In the case of verbal sequence learning, previous research has proposed that recall either is necessary for verbal sequence learning (Cohen & Johansson Journal of Verbal Learning and Verbal Behavior, 6, 139–143, 1967; Cunningham, Healy, & Williams Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 575–597, 1984), or at least contributes significantly to it (Glass, Krejci, & Goldman Journal of Memory and Language, 28, 189–199, 1989; Oberauer & Meyer Memory, 17, 774–781, 2009). In contrast, here we show that the amount of previous spoken recall does not predict learning and is not necessary for it. We suggest that previous research may have underestimated participants’ learning by using suboptimal performance measures, or by using manual or written recall. However, we show that the amount of spoken recall predicted how much interference from other to-be-remembered sequences would be observed. In fact, spoken recall mediated most of the error learning observed in the task. Our data support the view that the learning of overlapping auditory–verbal sequences is driven by learning the phonological representations and not the articulatory motor responses. However, spoken recall seems to reinforce already learned representations, whether they are correct or incorrect, thus contributing to a participant identifying a specific stimulus as either “learned” or “new” during the presentation phase. 相似文献