Policy challenges confronting careers guidance: Introduction

A symposium on policy challenges facing careers guidance in five countries is introduced. The importance and the comparative neglect of the topic are noted. Some common themes of the contributions are highlighted: the impact of change; the politicisation of guidance; policy and service co-ordination; targeting of services; and the professional identity of guidance.     

Changes in absolute detection threshold and in subjective intensity of suprathreshold stimuli during olfactory adaptation and recovery

Olfactory adaptation and recovery to methyl isobutyl ketone at a concentration 10 times the absolute detection threshold (I_{t o}) was intensively studied in two human Ss. A combined psychophysical procedure was used that allowed comparisons of changes in threshold (I_t) with changes in the subjective intensity of suprathreshold stimuli. Information was also obtained on the effect of the adapting stimulus on the psychophysical power function for this odorant. A threshold detection procedure was used to estimate changes in I_t; an unstructured magnitude-estimation procedure was used to monitor changes in the subjective intensity of suprathreshold stimuli and the psychophysical power function. The data provided additional information on the behavioral course of olfactory adaptation and recovery and suggested that this combined method can be used profitably for further investigations of this kind. Complementary to the work of Cain and Engen (1969), the results suggested an increase in the exponent of the power function with increasing adaptation.     

The Levenson Self-Report Psychopathy scale: an examination of the personality traits and disorders associated with the LSRP factors

There are several self-report measures of psychopathy, most of which use a two-factor structure. There is debate regarding the convergence of these factors, particularly with regard to Factor 1 (F1), which is related to the interpersonal and affective aspects of psychopathy; Factor 2 (F2) is related to the social deviance associated with psychopathy. This study examines the relations between the Levenson Self-Report Psychopathy (LSRP) factors and personality traits and disorders (PDs) in an undergraduate sample (n = 271). LSRP Factor 1 is related to an antagonistic interpersonal style (i.e., low Agreeableness; high Narcissistic PD and ratings of prototypical psychopathy), whereas Factor 2 is more strongly related to negative emotionality (i.e., Neuroticism), disinhibition (i.e., low Conscientiousness) and a broad array of PD symptoms. The authors interpret these findings in the context of alternative measures of psychopathy and suggest that the LSRP is a reasonable, albeit imperfect, measure of psychopathy.     

How Theory Matters: Formative Assessment Theory and Practices and Their Different Relations to Education

The positioning of theory in relation to educational practice has provoked much recent debate, with some arguing that educational theory constrains thinking in education, while others dismiss ??theory?? out of hand as belonging to the world of the ??academic??, abstracted from the ??realities?? of the classroom. This paper views theory as necessarily implicated in all practices, but argues that depending on the theories embraced, and the understanding of theory itself, education can be understood in very different ways. Resisting the separation of theory from practice, the paper takes up the call to consider the entanglement of theory with practice, or how theory matters. It takes formative assessment as a particularly fertile case for this discussion. Formative assessment has been considerably developed in schooling across different national education systems. Its aspiration is for assessment to support learning, rather than only to credentialise learning. Having first emerged as a concept when behaviourism held sway, it has been considered through different theoretical lenses. Drawing upon empirical studies of classroom assessment practices, the paper draws out the different ??mattering?? implicated in the different languages of assessment used by practitioners, raising questions about the practices this produced. The paper concludes by asking if formative assessment could become ??educational?? in a more radical sense, if opportunities to focus on the contingencies and politics of our meaning-making were sometimes taken up more openly and dialogically with students, as opposed to formative assessment sitting in a instrumental relationship to a given curriculum.     

Peer Bystanders to Bullying: Who Wants to Play with the Victim?

Given widespread concern associated with school-based bullying, researchers have looked beyond a dyadic perspective (i.e., bullies and victims only), and now consider the broader social ecology of the peer group. In this research, we examined how the behaviors of peer bystanders influence subsequent reactions to bullies and their victims. Two hundred and six 10- to 15-year-old boys (Mage?=?12.46) were invited to play a computer game with three other boys allegedly located at another school. Before the start of the game, participants “met the other players” apparently sitting in a waiting room. These child actors depicted an escalating bullying episode in which the behavior of the bystander was manipulated: aide to the bully, defender of the victim, or passive outsider. Immediately after exposure to the bullying, each participant played a ball toss game (Cyberball) with the three other boys in the video. Individual differences among participants were examined as moderators of the effect of bystander behavior on participants’ willingness to include the “victim” in the game. Results indicated that, when exposed to a passive bystander, boys’ normative beliefs about aggression, as well as their tendency to morally disengage from observed egregious acts, decreased their willingness to include the victim in the game.     

Children's judgments of event upsettingness and personal experiencing of stressful events

Five-hundred and three urban and suburban 4th- to 6th-grade schoolchildren judged event upsettingness and reported the occurrence of 22 life events. Judgments of event upsettingness ranged considerably, some corresponding to, others differing from, adult judgments. Children reported experiencing an average of seven events during their lifetimes. Girls judged events to be more upsetting than boys, and fourth and fifth graders judged events to be more upsetting than sixth graders. Urban children reported having experienced more stressful events than suburban children, and sixth graders experienced more events than fourth graders.     

An evaluation of a careers programme for Australian Country High School Students

Country high school students in Australia have very limited opportunities to understand the world of work. The Career Exploration and Recreation Programme aims to broaden such students' appreciation of occupations and to assist them in career choice. The programme is outlined. An evaluation revealed that participants considered favourably most aspects of the programme. Some suggested improvements are however outlined which may be of relevance to the initiation or development of other careers programmes.     

Olfactory adaptation and recovery in man as measured by two psychophysical techniques

Olfactory adaptation and recovery was investigated in man, using two psychophysical procedures: modified category scaling and threshold detection. Both procedures yielded similar qualitative information regarding loss and recovery of olfactory sensitivity as a function of time and concentration of adapting stimuli. However, quantitative differences were observed that could be partially attributed to artifacts inherent in each procedure. Often more than 50% adaptation (and recovery) occurred within the first 2 min with either test procedure. In all experiments the rate of adaptation and recovery was greater at the higher of two adapting concentrations (10 × and 20 × the detection threshold I_t). Recovery occurred more rapidly than adaptation. The usefulness of both techniques is discussed in terms of the overall problem of characterizing the olfactory adaptation and recovery process in man.