College freshmen view their parents

Interview data were collected from a random sample of 55 Macalester College freshmen in the fall of 1968 and the spring of 1969 in an attempt to explore the students' relationships with their parents. In general, students described their parents favorably and with enthusiasm. About half the students reported that they usually discussed important matters with their parents. The major areas of conflict between students and their parents were religion, politics, and sex. Most students felt that they were different from their parents in beliefs, values, goals, or life styles. They frequently claimed to be more liberal and less materialistic and to have a more casual way of living.     

Comprehensive School Counseling Programs: A Review for Policymakers and Practitioners

This article describes components of effective school counseling programs that have emerged from 30 years of empirical research and professional standards. Results are summarized in seven sections: core principles of school counseling programs, program resources, program interventions, program evaluation, program renewal, written policies, and program climate.     

Individuality and community: The contrasting role of the state in family life in the United States and Sweden1

Underlying moral values of individuality versus community and assumptions about what is a “just society” make public policies toward children vastly different in Sweden and the United States. This article explores the origins, cost, and benefits of welfare policies that permit child poverty in the U. S. as a cost of the high value of autonomy/individuality, and policies that prevent child poverty in Sweden, at the cost of economic competitiveness and individual initiative. I conclude that both extremes of moral values have more social costs than benefits but that children should be protected in any nation as the future of the society.     

DIFFERENTIAL EFFECTS OF LEARNER EFFORT AND GOAL ORIENTATION ON TWO LEARNING OUTCOMES

Training research is beginning to examine the trainee as an active participant in the learning process. One component of this process involves the choices learners make about the effort they will apply to the learning task. Learner effort was examined in two ways: amount of effort and type of effort. Both amount and type of effort were measured in multiple ways. The results indicated that mastery orientation and time on task were the strongest predictors of performance on the knowledge learning outcome, while perceived mental workload and the use of an example during learning predicted performance on the application learning outcome. Implications for training practice and research are discussed.     

An Index for Measuring Agency Involvement in Family Therapy

The Progress Index for Family Therapy Programs, an instrument for measuring the relative level of involvement in family therapy by treatment programs, is presented. It was developed as part of a national survey on the use of family therapy for treating drug abuse and includes data from 500 agencies, 76 of which were Community Mental Health Centers. The Index may be useful for assessing extent of family therapy involvement for differing agencies treating different populations.     

Interpersonal Forgiveness Within the Helping Professions: An Attempt to Resolve Differences of Opinion

Lakatos's (1978) philosophy of science is used as a guide for resolving published authors' differences of opinion about interpersonal forgiveness. We first review the ancient writings and current philosophical works regarding interpersonal forgiveness. With these ideas as a foundation we then critique six published papers on forgiveness, all of which have counseling implications. It is suggested that the works are not yet grounded in the foundational writings on forgiveness. The works, thus, may need some refinement in the area of definition, or proposed consequences for a forgiver, or in the processes used to bring about forgiveness in clients. A process model of interpersonal forgiveness then is described. Implications for the use of interpersonal forgiveness within counseling are drawn.     

RETEST EFFECTS ON IDENTICAL AND PARALLEL FORMS IN CERTIFICATION AND LICENSURE TESTING

Examinees who take credentialing tests and other types of high-stakes assessments are usually provided an opportunity to repeat the test if they are unsuccessful on initial attempts. To prevent examinees from obtaining unfair score increases by memorizing the content of specific test items, testing agencies usually assign an alternate form to repeat examinees. Given that the use of multiple forms presents both practical and psychometric challenges, it is important to determine if unwarranted score gains occur. Most research indicates that repeat examinees realize score gains when taking the same form twice; however, the research is far from conclusive, particularly within the context of credentialing. For the present investigations, two samples of repeat examinees were randomly assigned to receive either the same test form or a different, but parallel, form on the second occasion. Study 1 found score gains of about 0.79 SD units for 71 examinees who repeated a certification examination in computed tomography. Study 2 found gains of 0.48 SD units for 765 examinees who repeated a radiography certification examination. In both studies score gains for examinees receiving the parallel test were nearly indistinguishable from score gains for those who received the same test. Factors are identified that may influence the generalizability of these findings to other assessment contexts.