A Decision‐Making Model for Addressing Problematic Behaviors in Counseling Students

Gatekeeping is the subject of continued discourse in the counseling profession. With revisions to the ACA Code of Ethics (American Counseling Association, 2014 ), recent litigation (Keeton v. Anderson‐Wiley, 2010 ; Ward v. Wilbanks, 2009 ), and focused attention on value conflicts in counseling (Francis & Dugger, 2014 ), counselor educators' role as gatekeepers is expanding. In addition to this expanding role, counselor educators are responsible for being culturally and developmentally sensitive in interpreting, applying, and enforcing the codes and standards with counseling students. This article proposes a decision‐making model that integrates feminist, multicultural, systems theory, and social‐constructivist ethical decision‐making principles to address problematic behaviors in counseling students.     

Career development and counselling needs of LGBTQ high school students

There is a dearth of research concerning the career development and counselling issues that are relevant for high school students who identify as lesbian, gay, bisexual, transgender and queer (LGBTQ). As such, little is known to understand LGBTQ students when it comes to their career-related struggles and needs. This article attempts to examine the career development needs of LGBTQ high school students, addressing and analysing career problems from the unique circumstances of this student population. To do so, it provides an overview of the various career-related issues afflicting LGBTQ high school students. It then proposes a series of career guidance and counselling intervention considerations that are tailored to address the specific career needs and challenges of the LGBTQ high school students.     

A Phenomenological Inquiry of Clients’ Meaningful Experiences in Counseling With Counselors‐in‐Training

This study is a follow‐up to Sackett, Lawson, and Burge's ( 2012 ) study that explored the meaningful experiences of clients and counselors‐in‐training (CITs). Using the previous study's themes of clients’ experiences in counseling with CITs as a launching pad, the authors examined in greater depth the meaningful experiences of clients who are in counseling with CITs through qualitative phenomenological interviews. Findings, as well as implications for counselor education, supervision, and counseling, are discussed.     

A Qualitative Analysis of Home‐Based Counselors' Experiences in a Rural Setting

This qualitative study sought to understand the experiences of home‐based counselors working in a rural setting. In‐depth interviews were conducted with 12 counselors who were asked to describe their experiences in the areas of preparedness, professional development, challenges, and gender‐specific experiences. Fourteen coding categories emerged from the interviews, which led to the findings of 3 overarching themes: shared isolation, ethical ambiguity, and the high‐intensity nature of the job. Recommendations for home‐based counselors, agencies, and professional counseling associations are discussed.     

Career Decision‐Making Self‐Efficacy Change in Italian High School Students

The authors explored the effects of a structured‐group career intervention among 280 Italian high school students. Hierarchical linear models indicated the intervention's effectiveness in increasing career decision‐making self‐efficacy and, consequently, career exploration, but not in decreasing career choice anxiety. In addition, partial confirmation was found for the moderating effects of participants' expectations and motivation to change on the relationship between career decision‐making self‐efficacy and career choice anxiety. The findings support the development of a systematic vocational guidance program in Italian schools.     

Offender and Offence Characteristics of School Shooting Incidents

School shootings are a concern due to their impact in the local community. This paper aimed to (a) establish frequent characteristics of the offender and offence, (b) explore the differences between offenders who are over the age of 18 years and those who are younger, and (c) consider the underlying themes of the offence characteristics. Data were collected on 28 cases through accessing resources such as West Law and case studies. The majority of the offenders were Caucasian and US citizens and suffered from depression. Their offences were primarily well planned, involved more than three deaths, and resulted in the offender committing suicide. Pearson's chi‐square test and Fisher's exact test identified significant differences between the two age groups. Offenders who were 18 years of age or under were more likely to experience depression, be US citizens and be linked to the school. Additionally, offenders who were 18 years of age or under were more likely to have stolen their weapons and made threats prior to the incident. Smallest space analysis revealed four thematic regions in relation to the offence characteristics: making an impact, delivering a message, doing unrestrained activity, and targeting specific individuals. These findings have implications for risk assessment and furthering understanding. Copyright © 2015 John Wiley & Sons, Ltd.     

关于假设检验的争议:问题的澄清与解决

对传统的假设检验作为心理学实验的数据分析工具的评价涉及两个标准:首先是它是否合法,其次是它是否有用。置于频率学派统计学框架中的传统假设检验在逻辑上实际上是合法的;但它在效用性方面则有着备择假设不可证伪以及只能提供定性结论这两方面的缺陷。置信区间能够集中地改进和弥补这些缺陷。对传统假设检验使用中错误的澄清也使得研究者们开始重视PSI问题,这使得心理学实验的设计和数据分析从关注总体转向关注个体。     

汉代象数学家的人文情怀

汉代象数学家历来被认为是只参天象不释人事,本文以孟京学派和《易纬》为例,通过对其象数学的深层分析,认为孟京讲卦气、讲天象,目的正是为了察人事、定人伦以明王道;《易纬》更显示了教化人民的道德意识和治国安邦的政治理念。前者以经学形式、后者以神学形式表达了各自强烈的人文情怀。     

中学欺侮行为现状研究

对湖南两所中学的３９９名中学生学校欺侮行为进行了研究,结果发现,经常受欺侮者为２７％,欺侮者为１４％。欺侮行为发生的地点是学校,发生的时间一般是课间。对于受欺侮者而言,没有性别差异,但是欺侮者以男生为主。受欺侮行为随年龄的增长在下降,而欺侮行为为则在上升。     

初中生函数概念发展的特点

本研究通过测验法对北京市六所中学的８０２名初一至初三的学生进行考察,研究了初中生函数要领的发展水平及其特点,结果表明,初中三个年级学生函数要领的发展,从总体上看,随着看级的增高呈上升的发展趋势,但年级结学生函数概念发展的影响不显著,制约 初中学生函数的概念发展水平的关键是,学生所受教育的质量,学生主要以接受教育的方式来获得函数概念。