Assessment and Development of Rehabilitation Plans for Counselors Who Have Sexually Exploited Their Clients

Counselors who have sexually exploited clients require rehabilitation if they are to return to practice. The authors present a model, derived from their clinical experience with more than 1,000 cases, for the assessment and development of rehabilitation plans for impaired practitioners who have sexual contact with their clients. They present a classification system for the perpetrator, an assessment process that leads to the development of a rehabilitation plan, and a method for deciding if rehabilitation has been successful.     

Employment in Care-Giving Jobs for Mentally Disabled Young Adults: A Feasibility Study

The authors describe a study of the feasibility of employing mildly mentally retarded persons as care givers in a day care center.     

Bridging the High School—College Gap for Early Admitted Students

Trends toward early admissions require that counselors give increasing attention to the special needs and expectations of students who enter college environments at younger ages.     

An Examination of Outside Work Experience of Public School Personnel

This study is one segment of a research project initiated by the Bureau of General Research, Kansas State University, Manhattan, to examine work attitudes and work experience of school personnel and their implications for career education. This article deals with the work-experience portion of that project. Data were obtained through the use of Work Attitude Inventory of Teachers (WAIT), a survey instrument that included a work-experience questionnaire. The instrument was administered independently to school administrators, vocational educators, secondary teachers other than vocational, elementary school teachers, and guidance and counseling personnel. Respondents recorded work experience outside teaching as well as teaching experience. The responses were categorized according to length of employment (full, part time, summer) and according to the U.S. Office of Education's 15 career clusters. The combined sample of 831 respondents to the work-experience element showed an average of 14.5 years of teaching experience and one out of five persons with no work experience outside education. Most work experience recorded was of a temporary nature and usually in a low-level or menial category.     

Group guidance on sex education

High school students participated in a group which was structured to emphasize the changes and problems associated with adolescence. The group was given the opportunity as a whole—as well as in segregated sections of boys and girls—to discuss various aspects of human sexuality. Among the major themes were sexual arousal in boys and girls, masturbation, development of sexual roles, and responsibility in sexual behavior. Individuals clarified their own values, feelings, and self-concepts through interaction with peers in a counseling atmosphere.     

TEST PREPARATION PROGRAMS IN SELECTION CONTEXTS: SELF-SELECTION AND PROGRAM EFFECTIVENESS

Research examining coaching effects on test performance and other outcomes in selection settings has been limited despite an increase in test orientation programs. This study examined factors potentially related to self-selection into a test preparation program, the outcomes of such a program, and the differential effectiveness of the program. Attendees were more likely to be female, African American, and low in Stress Tolerance. After considering potential differences due to self-selection, attendance was unrelated to ability test performance, anxiety, or motivation levels. No evidence of the differential effectiveness of the program based on characteristics of attendees was found. Implications for research and practice related to test preparation programs in selection contexts are discussed.     

TESTING FOR FAIRNESS WITH A MODERATED MULTIPLE REGRESSION STRATEGY: AN ALTERNATIVE TO DIFFERENTIAL ANALYSIS1

It is argued that analyses of subgroup differences utilizing a bivariate correlation strategy do not provide an adequate examination of test fairness. An analysis of differential prediction, which involves slopes and intercepts of regression lines results in more complete coverage of the test fairness issue, since the overall regression line determines the way in which a test is used for prediction. While subgroup correlation coefficients yield information concerning the slopes and intercepts, means and standard deviations must also be examined. A moderated multiple regression strategy is recommended as an alternative to separate analyses by subgroups. An ordered step-up regression procedure is presented which is more encompassing than the bivariate strategies, while avoiding inherent problems associated with subgroup coding in multiple regression.