The Development of an SVIB Interest Scale for School Counselors

A professional school counselor key was developed on the Strong Vocational Interest Blank using Campbell's revised procedures. Of the 403 counselors initially contacted, 340 responded. Of this number, 203 were identified as professional counselors and were included in the professional school counselor scale. Each of these individuals was fully certified, possessed three or more years' experience as a counselor, was a member of a professional guidance association, and was thoroughly satisfied with his job as a counselor. Differences between professional counselors and non-professional counselors seemed to indicate a greater people-orientation in the professional counselor group. This was further supported by relationships of the professional counselor key with other scales on the SVIB.     

Relational perception and modes of perceiver operation

Judgments were made of the size of a small, luminous (inner) square appearing in the center of a somewhat larger, variable (outer) square, the whole pattern appearing in the dark. Accuracy of judgment was greatest when the outer square was constant from trial to trial but deteriorated when the outer square also varied in size, reaching a lower limit less than the accuracy produced under the absolute judgment condition (no outer square presented). An application of multiple discriminant analysis and the use of a maximum likelihood observer model provided estimates of the extent to which Os responded to inner and outer size variation as separate aspects of stimulation. Although Os differed markedly in this respect, their ability to identify inner square size under the various conditions did not reflect this difference.     

National-Level Projection for Elementary School Guidance

This paper offers a series of proposals for furthering the development of elementary school guidance. Certain assumptions underlying future action were stated. In proposing a national-level plan to determine the nature and characteristics of guidance in the elementary school, several possibilities were offered as to organizational plans and leadership responsibility. The main proposal offered in this paper discussed functional operations both in the area of research and experimentation as well as in theory construction. Specific areas of investigation were proposed. A position statement was recommended and several features of such a position statement were suggested.     

Negatively biased recall in children with self-reported symptoms of depression

This study investigated differences in depressed and nondepressed children's recall of positively and negatively reinforced behavior. Twenty-six children with self-reported symptoms of depression in the fourth through sixth grades were compared with a matched sample of 26 nondepressed children to determine if there was a negative bias in depressed children's recall. Subjects first generated guesses of the most common associations to each of a series of 40 words. Later, when compared with their nondepressed peers, the children with depressive symptomology were less accurate in recalling which words they had answered correctly and remembered fewer of their own correct responses. They also did more poorly when asked to recall the correct answers that had been provided by the investigator. The two groups did not differ, however, in their recall of which items had been answered incorrectly or in their recall of their previous wrong responses. These results suggest that children with self-reported depressive symptomology do not remember negative experiences more than do nondepressed children; rather, they recall positive experiences less well. Selective forgetting of positively reinforced behavior could be a serious handicap for depressed children in school. It could also play an important role in the maintenance and perhaps even the etiology of depressive symptomatology in children.We wish to thank Bruce Compas for his helpful comments on an earlier draft of this paper.     

Homosexuality in Biblical Perspective

Homosexuality in Biblical Perspective analyses, in their cultural context, biblical passages on homosexuality. Biblical anthropology did not distinguish between homosexual orientation and behavior. Biblical passages address homosexual behavior of heterosexual persons in cultic contexts, identifying the perpetrators with pagan worship practice, eclipsing their identity as the people of Yahweh. Such behavior is an abomination. The Bible says nothing about the morality of homosexual behavior within a committed and ethical troth relationship such as marriage.     

The Doctoral Degree in Counselor Education and Supervision

The doctoral degree in Counselor Education and Supervision (CES) is a terminal or final degree in the field of counseling. This article, provides an abbreviated look at the development of the CES doctoral degree, reviews the development of accreditation standards, reports on current status of the doctoral degree, and comments on the possible future of the CES doctoral degree.     

RESPONSE STYLE AND CROSS-CULTURAL COMPARISONS OF RATING SCALES AMONG EAST ASIAN AND NORTH AMERICAN STUDENTS

Abstract— This report examines cross-cultural differences in response style regarding the use of rating scales Subjects were high school students 944 from Sendai (Japan), 1,357 from Taipei (Taiwan), 687 from Edmonton and Calgary (Canada), and 2,174 from the Minneapolis metropolitan area and Fairfax County, Virginia Responses to fifty-seven 7-point Likert-type scales were analyzed The Japanese and Chinese students were more likely than the two North American groups to use the midpoint on the scales, the U S subjects were more likely than the other three groups to use the extreme values Within each cultural group, endorsement of individualism was positively related to the use of extreme values and negatively related to the use of the midpoint These small, albeit statistically significant, differences in response styles generally did not alter cross-cultural comparisons of item means.     

The WISC-III: A reality check

Although the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) is arguably the best instrument currently available for assessing students' intelligence, its use will present practitioners, especially school psychologists, with some unique challenges. Recent research suggests that significant reductions in special education students' WISC-III Verbal, Performance, and Full Scale IQ scores will be found, compared with their previous WISC-R results. This finding will have a profound impact on special education placement decisions. Specifically, students who were previously found eligible for learning disability programs may now no longer evidence the significant discrepancies necessary in order to receive continued services. Conversely, students earlier identified as “slow learners” may now be eligible to receive services for those classified under the category of educably mentally handicapped. In addition, the notion that the WISC-III may underestimate the ability of certain populations of students requires further exploration. This article will address these issues as well as implications for practitioners presently administering the WISC-III.     

The gap effect for eye and hand movements

A temporal gap between fixation point offset and stimulus onset typically yields shorter saccadic latencies to the stimulus than if the fixation stimulus remained on. Several researchers have explored the extent to which this gap also reduces latencies of other responses but have failed to find a gap effect isolated from general warning effects. Experiment 1, however, showed a robust gap effect for aimed hand movements (which required determination of a precise spatial location), regardless of whether the hand moved alone or was accompanied by a saccadic eye movement. Experiment 2 replicated this aimed hand gap effect and also showed a smaller effect for choice manual keypress responses (which required determination of the direction of response only). Experiment 3 showed no gap effect for simple manual keypress responses (which required no spatial determination). The results are consistent with an interpretation of the gap effect in terms of facilitation of spatially oriented responses.