Some Appraised Instruments of Values for Counselors

The article by Kavanagh reviews several instruments that have been available for some time but perhaps neglected by counselors. Analyzing strengths and weaknesses of these items, he concludes that their judicious use can help toward the upgrading of counseling effectiveness. Clark Power 's addendum introduces what could be called the forefront of values assessment. He looks at the varied values needs of the counselor and researcher and offers information about material that is still being researched or has recently become available.     

Reference List Inaccuracies: A Four-Decade Comparison

Errors in the reference lists of journal articles have been reported in studies conducted on journals issued in the 1970s and 1980s. On the average, faults and errors were found to occur in about 40% of the entries. The Personnel and Guidance Journal and a journal related to information science were the data sources for a four-decade study. Results indicated that error rates were lower in the mid-1950s in this sample but were very similar in the last three decades and similar to rates found in other studies. One or more errors occurred in about 40 to 45 of any 100 entries sampled from reference lists. Implications are explored.     

The Negotiation of Values in Therapy

Values are integral to all social systemic operations and therefore to the heart of the therapeutic process. For the therapist, values are an essential component in defining and assessing a problem, determining goals, and selecting therapeutic strategy. Therapists do not have a choice about whether they need to deal with values in therapy, only about how well. The training of therapists about their values needs to be integrated with the training about their own emotional and family issues. This training should be carried out in the context of treating families and have as its primary focus the relationship of the therapists' personal issues to the conduct of their therapy with families. Personal insight and mastery over handling their own values and family issues will maximize therapeutic effectiveness.     

Educational Equality versus Educational Adequacy: A Critique of Anderson and Satz

Some theorists argue that rather than advocating a principle of educational equality as a component of a theory of justice in education, egalitarians should adopt a principle of educational adequacy. This paper looks at two recent attempts to show that adequacy, not equality, constitutes justice in education. It responds to the criticisms of equality by claiming that they are either unsuccessful or merely show that other values are also important, not that equality is not important. It also argues that a principle of educational adequacy cannot be all there is to justice in education.     

WILLIAM HAZLITT,OBSESSIVE LOVE,AND LIBER AMORIS

William Hazlitt, a distinguished literary figure of the early nineteenth century and a forerunner of psychoanalytic insights, had a keen awareness of the impact of the imagination on assessing works of art. At forty‐two, he became hopelessly involved in an obsessive love affair with a nineteen‐year‐old woman and could not extricate himself from the relationship. The affair followed the death of his father, a powerful influence on his life. Factors in his obsessive love included finding an object of idealization subject to his imaginative creation and narcissistically reexperiencing himself about to begin a new life.     

Deceptive Strategic Identity Support: Misrepresentation of Information to Protect Another Individual's Public Self‐Image1

Two laboratory studies identified conditions under which individuals are willing to misrepresent information regarding another person's performance to protect that other person's public self‐image (i.e., to provide deceptive strategic identity support). The extent to which deceptive strategic identity support arises is determined by the salience of another person's need for impression‐management assistance. Factors increasing the salience of a person in need (including performance discrepancy, relationship closeness, location of the target, and trait empathy) motivated individuals' willingness to engage in deceptive strategic identity support. State empathy was found to mediate the effects.     

Graduate attributes of the 4‐year Australian undergraduate psychology program

This paper outlines the background, process and outcomes for a project that delineated a set of graduate attributes of the 4‐year Australian undergraduate psychology program. The nature of the current undergraduate psychology program and its quality assurance system is described, followed by a consideration of current issues in psychology education and training. The processes involved in delineating the six graduate attributes (i.e., knowledge and understanding, research methods, critical thinking, values, communication, and application) are then described. Some issues and suggestions related to their implementation are then outlined. Finally, the authors summarise what has been accomplished in delineating the graduate attributes, and what still needs to be achieved.     

THE FATE OF INDEPENDENT THOUGHT IN TRADITIONAL CHINA

China, like a huge dragon, gobbles all in its path. Like a huge vat, dyes all the same color. Sun Jingxuan, A Spector Prowls Our Land (1980)