professional-paraprofessional Cooperation in career development

Nationwide the “in” term is career development. The task is to develop a delivery system that gets to people where they are. Peterson and his associates describe in detail how a career development “curriculum” is systematically developed by professional counselors for implementation by paraprofessionals and lay church workers. A key feature of this article is the needs assessment procedure, since the curriculum is being constructed on the results of this procedure. Rarely has such an assessment been undertaken, even more rarely with such comprehensiveness. This article describes what may well be the largest professional-paraprofessional cooperative effort in the world.     

The Assessment of College Student Need: First Step in a Prevention Response

This article introduces the assessment process, reviews selected assessment studies, and presents a unique procedure for identifying college student needs, leading to a prevention response.     

Determinants of expectancy of examination results

Abstract.— In a group of undergraduate psychology students, expectancy of examination results was found to be positively related to experienced effort (work put out for the exam) and estimated importance of success for future career, both for men and women. The assumptions that men consider success to be more important for self esteem and future career than women do, and that women consider success to be more important in connection with social acceptance than men do, were not supported. Women were found to have a lower expectancy level than men in spite of there being no sex difference as to experienced effort. It was suggested that women perceive their ability to be lower than men do. In a group of persons who were homogenous as to the importance of success for future career, incentive value of success for social acceptance correlated positively with expectancy for men, but negatively for women.     

A Didactic Course for Family Therapy Trainees

This paper describes the rationale, procedures, and reading materials used in a didactic course included in a training program for family therapists.     

A Comparison of the Social Interactions of Workers with and without Disabilities

In this study, the authors investigate the social interactions of workers with and without disabilities. Results are discussed in terms of valued social skills and curriculum implications.     

Sex differences in achievement motivation

Abstract.— Norwegian undergraduate psychology students were given Heckhausen's TAT test of achievement motivation prior to or after final course examination. Women obtained higher mean score on Fear of Failure than men on both occasions. There was no sex difference in length of protocol, nor was this variable related to any of the motivation scores. Success in terms of examination results did not affect motivation scores, whereas failure led to higher score on Hope of Success for men but not for women.     

Observed and latent variables: Discussion of a basic LISREL paradigm

The aim of the present paper is to discuss a general paradigm of LISREL: that observed psychologocal variables are causally determined by non-observed, latent variables. An example from the LISREL manual is used to show that this basic assumption is not generally meaningful. The possibility of understanding the theoretical variables of LISREL in an instrumentalist way is also considered. But instrumentalism, it is concluded, does not provide a tenable way of defending the LISREL paradigm. For LISREL conceives latent variables as causes of observed variables, and this is not compatible with an instrumentalist understanding of theoretical terms.