A Microcomputer Assessment System (MAS) for administering computer-based surveys: Preliminary results from administration to clients at an impaired-driver treatment program

The Microcomputer Assessment System (MAS), written in C language, allows a researcher to design and administer computer-based surveys by manipulating ASCII text files and requires no knowledge of a traditional programming language. The system was designed to provide maximum user flexibility: MAS allows both multiple-choice and open-ended (fill-in) questions and allows control over text color, allowable answers, and summary output. MAS also assesses response latency and includes support for random assignment of different instruments to respondents. MAS runs under MS-DOS 3.0 or higher, requires 640K of RAM, a color screen (EGA or better), and an extended keyboard. Preliminary results from an application of MAS to a sample of. 121 clients at an impaired-driver treatment program are summarized.     

Longitudinal scalogram analysis: A methodology and microcomputer program for Guttman scale analysis of longitudinal data

Guttman scalogram analysis has been limited to cross-sectional analysis. Longitudinal scalogram analysis (LSA), a direct extension of cross-sectional scalogram analysis to longitudinal-data, is proposed as an alternative methodology. The benefits of LSA relative to cross-sectional methods of analysis are discussed.     

Multidimensional unfolding: Determining configuration from complete rank order preference data

Within the model of isotonic space, a principle is presented which generalizes the unfolding technique to the multidimensional case. The availability of exhaustive configurational solutions given complete data is pointed out. Finally three criteria are suggested for the choice of a particular solution from among the set of all solutions, which are applicable in the case either of complete or incomplete data.Deceased.     

Addressing the Complexities of Culture and Gender in Counseling

The purpose of this article is to describe a model for organizing and systematically considering 9 complex and overlapping cultural influences that counselors need to be addressing in their work: Age and generational influences, Disability, Religion, Ethnicity, Social status, Sexual orientation, Indigenous heritage, National origin, and Gender (which together form the slightly misspelled acronym ADRESSING). The ADRESSING model is particularly useful in helping counselors and educators to (a) examine their own biases and areas of inexperience regarding minority cultures and (b) consider the salience of multiple cultural influences and identities with their clients.     

Testing Models of Counselor Development With a Measure of Counseling Self-Efficacy

Models of counselor development have become very popular, but empirical research has found differences primarily between beginning graduate students and doctoral interns. In the research described here, a counseling self-efficacy instrument was developed and was used to test hypotheses based on self-efficacy theory and models of counselor development, both of which would make similar predictions about increases in counseling self-efficacy resulting from clinical training and experience. The findings include strong reliability and validity evidence for the instrument and several significantly different groups of participants that correspond roughly to the groups hypothesized in stage models of counselor development.     

The Effect of Manipulating Training Demands and Consequences on Experiences of Pressure in Elite Netball

Testing the efficacy of a pressure training framework (Stoker, Lindsay, Butt, Bawden, &; Maynard, 2016 Stoker, M., Lindsay, P., Butt, J., Bawden, M., &; Maynard, I. (2016). Elite coaches' experiences of creating pressure training environments. International Journal of Sport Psychology, 47(3), 262–281.[Web of Science ®] , [Google Scholar]), the present study investigated whether manipulating training demands and consequences altered experiences of pressure. Elite Netballers (M_age = 26.14 years) performed a Netball exercise in a randomized, within-subject design with four conditions: a control, consequences, demands, and demands plus consequences condition. Compared with the control, self-reported pressure was significantly higher in the consequences and demands plus consequences condition but not in the demands condition. The findings provide mixed support for manipulating demands and strong support for manipulating consequences as a means for producing pressure.     

Assessing Multicultural Competence in Counselor Trainees: A Review of Instrumentation and Future Directions

As the diversity within the U.S. population continues to increase, multicultural counseling competency (MCC) remains a central focus in counselor education and research. Accordingly, assessment of competencies is necessary to ensure culturally appropriate counseling services to an increasingly diverse clientele. This article discusses available tools for evaluating counselors' awareness, knowledge, and skills for working with culturally diverse clients, as well as new directions and trends in MCC assessment.     

A person-environment analysis of job stress: a contingency model explanation

The contingency model of leadership was applied in a field study of job stress. Fifty-one university administrators completed a series of questionnaires that assessed their leadership style, degree of situational control within their work setting, perceived job stress, physical health, and psychological well-being. Multivariate analyses of variance (MANOVAs) showed that administrators whose leadership style and level of situational control were "in match" reported significantly less job stress, fewer health problems, and fewer days missed from work than administrators who were "out of match." The results are discussed as supporting the person-environment fit model of job stress.     

A longitudinal study of friendship development

At 3-week intervals during their first term at the university, 84 male and female freshman completed questionnaires regarding their relationships with two same-sex individuals whom they had just met. Results showed that dyads which successfully developed into close friendships by the end of the fall school term differed behaviorally and attitudinally from dyads that did not progress. As the friendships developed, the intimacy level of dyadic interaction accounted for an increasing percentage of the variance in ratings of friendship intensity beyond that accounted for by the sheer quantity of interaction. Ratings of relationship benefits were consistently positively correlated with friendship intensity and increased as the relationship progressed. There were no differences in ratings of relationship costs between close and nonclose friends. Dyadic behavior patterns and attitude ratings at the end of the fall school term were good predictors of friendship status 3 months later. Motivational and situational factors were also correlated with friendship outcomes.