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21.
The goal of this study was empirically to investigate differences between distressed and nondistressed families in the strength, patterning, and cross-situational consistency of alliances. Audiotapes were made of 12 distressed and 12 nondistressed families in two observational situations. The resultant interaction was then coded for family alliances by trained observers. Distressed families were characterized by low overall levels of alliance behavior, weakness in the marital alliance relative to other family alliances, and discrepancies in parental alliances with the target child. There were generally no differences between groups in the cross-situational variability of alliance strength or patterning. The results are discussed in relation to the predictions of structural models of family process. 相似文献
22.
NEAL SCHMITT RICHARD Z. GOODING RAYMOND A. NOE MICHAEL KIRSCH 《Personnel Psychology》1984,37(3):407-422
Review and metaanalyses of published validation studies for the years 1964-1982 of Journal of Applied Psychology and Personnel Psychology were undertaken to examine the effect of (1) research design; (2) criterion used; (3) type of selection instrument used; (4) occupational group studies; and (5) predictor-criterion combination on the level of observed validity coefficients. Results indicate that concurrent validation designs produce validity coefficients roughly equivalent to those obtained in predictive validation designs and that both of these designs produce higher validity coefficients than does a predictive design which includes use of the selection instrument. Of the criteria examined, performance rating criteria generally produced lower validity coefficients than did the use of other more "objective" criteria. In comparing the validities of various types of predictors, it was found cognitive ability tests were not superior to other predictors such as assessment centers, work samples, and supervisory/peer evaluations as has been found in previous metaanalytic work. Personality measures were clearly less valid. Compared to previous validity generalization work, much unexplained variance in validity coefficients remained after corrections for differences in sample size. Finally, the studies reviewed were deficient for our purposes with respect to the data reported. Selection ratios, standard deviations, reliabilities, predictor and criterion intercorrelations were rarely and inconsistently reported. There are also many predictor-criterion relationships for which very few validation efforts have been undertaken. 相似文献
23.
RONALD H. FREDRICKSON RICHARD M. BINGMAN BARBARA BENSON 《Journal of counseling and development : JCD》1972,50(8):655-660
School counselors need to adopt some new supplementary roles in order to get more involved in the classroom learning situation. The Inquiry Role Approach (IRA) offers such a program for counselor involvement. The IRA establishes teams of students who work with the counselor and the teacher in the regular classroom. Individual referrals to the counselor are accepted as part of the classroom routine. Preliminary evaluation of the program suggests that certain attitudes and social skills are enhanced, and the counselors benefit by dealing directly with more students in a classroom situation. 相似文献
24.
RICHARD L. BEDNAR 《Journal of counseling and development : JCD》1970,48(8):647-652
Recent empirical and theoretical developments suggest that clients who genuinely believe in the effectiveness of counseling are likely to improve regardless of the validity of the counselor's approach. This improvement is based on a “psychological placebo effect” that arouses client expectations for improvement and provides clients with additional security and self-confidence to deal with life more effectively. These considerations are discussed in the context of placebo reactivity, client susceptibility to persuasion, and counselor expectations for client improvement. 相似文献
25.
The author has presented his experiences during a four-day home visit in Istanbul, where he was invited for the purpose of making a diagnosis and recommendations for the care of a 20-year-old English-speaking Turkish patient.
His preparations are described, as are the details of his conduct of the evaluation. His findings and recommendations have been presented. Emphasis is placed throughout on the importance of the examiner acquainting himself in detail with his patient's cultural, social, and ethnic milieu. The way in which such information contributed to a clearer understanding of the patient's psychological difficulties is demonstrated.
A Greek and a Turkish psychiatrists' comments on the article are published together with a final note by the author. 相似文献
His preparations are described, as are the details of his conduct of the evaluation. His findings and recommendations have been presented. Emphasis is placed throughout on the importance of the examiner acquainting himself in detail with his patient's cultural, social, and ethnic milieu. The way in which such information contributed to a clearer understanding of the patient's psychological difficulties is demonstrated.
A Greek and a Turkish psychiatrists' comments on the article are published together with a final note by the author. 相似文献
26.
ABSTRACT Creativity research has unsettled education by newly defining neglected abilities, and by proposing new methods like training in questioning abilities, but conventional methods do not encourage students to learn or think by asking good questions. We need to cultivate the full spectrum of talents by bridging the research—classroom practice gap. A proposed three-dimensional model for analyzing curricula, courses, and classes would show us where we are not doing a good job in teaching students to think while we are simultaneously teaching them subject-matter content. Content is best learned as a by-product of thinking or learning processes. The proposed model capitalizes on transfer effects of both processes and content, and may be of value in working, not only with those highest in a talent, but also with the educationally deprived. Every student should learn to use each of his abilities at some point in the educational process, but different teachers may specialize in various contents, processes, or methods. 相似文献
27.
RICHARD D. ARVEY WILLIAM STRICKLAND GAIL DRAUDEN CLESSEN MARTIN 《Personnel Psychology》1990,43(4):695-716
The first phase of this research effort describes an effort to directly measure the attitudes and opinions of employment test takers toward the tests they just took; the instrument is called the Test Attitude Survey (TAS). Nine factors were developed which reflect test takers' expressed effort and motivation on the test, the degree of concentration, perceived test ease, and the like. Several studies were conducted showing that TAS factors were significantly sensitive to differences in test types and administration permitting the inference that the TAS possessed construct validity. The second phase of this study tested several propositions and hypotheses. In one study, it is shown that the applicants report significantly higher effort and motivation on the employment tests compared to incumbents, even when ability is held constant. A second study showed that a small but significant relationship exists between TAS factor scores, test performances, and the person factors. Moreover, some of the racial differences on test performances can be accounted for via the TAS factor scores; it is observed that after holding these TAS factors constant, racial differences on the employment tests scores diminished. In a third study, very limited evidence was found for the incremental and moderating effects of these attitudes, but there were several limitations to the study associated with small sample sizes, unknown reliabilities in the criterion scales, and so forth. Discussion focussed on the potential practical applications of the TAS instrument and factor scores. It is suggested that further research could have some utility in this domain. 相似文献
28.
AN EXAMINATION OF THE EFFECTS OF USING BEHAVIOR CHECKLISTS ON THE CONSTRUCT VALIDITY OF ASSESSMENT CENTER DIMENSIONS 总被引:3,自引:0,他引:3
Although research has established the criterion-related validity of assessment centers for selection purposes, the construct validity of dimension ratings has not been demonstrated. A quasi-experimental design was used to investigate the influence of retranslated behavior checklists on the construct validity of dimension ratings for two assessment center exercises. Assessor use of behavior checklists increased the average convergent (i.e., same dimension across exercise) validity from .24 to .43 while decreasing the average discriminant (i.e., different dimension within exercise) validity (.47 to .41). Behavior checklist sums were moderately correlated with corresponding dimension ratings and demonstrated a comparable level of construct validity. It is suggested that using behavior checklists may improve dimension construct validity by reducing the cognitive demands placed on raters. 相似文献
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