The relationship between the quality of cooperative learning, students' goal preferences, and perceptions of contextual factors in the classroom

This study examined relationships between the quality of cooperative learning (CL) and students' goal preferences and perceptions of contextual factors in the classroom. Subjects were 1,920 students in secondary vocational schools. The study focused on four different types of goals: social support, belongingness, mastery, and superiority goals. It was found that social support goals had the strongest relation with the quality of CL. Further we found that the quality of CL was best predicted by a combination of social support goals, evaluations of the extent that students were taught cooperation skills, perception of teacher monitoring behavior, and the availability of academic and emotional peer support. Female students' preferences for mastery and social goals were stronger than those of male students, whereas male students had a stronger preference for superiority goals. Program type functioned as a moderator variable within the relation of students' superiority/ individuality goals and the quality of CL.     

The Meaning, Development, and Career Outcomes of Breadth of Vocational Interests

Breadth of vocational interests (BVI) denotes the diversity of an individual's vocational interests. Not much is known about the meaning and development of BVI or its career outcomes. The authors' framework for conceptualizing the development of BVI includes three individual difference domains (i.e., life experiences, cognitive ability, and personality) related to the development of BVI and three possible outcomes (i.e., career commitment, job involvement, and stability of occupational classification). The framework is tested longitudinally. It appears that life experiences are more instrumental in the development of women's BVI, whereas academic achievement is more important for men. These findings have practical implications for counselors, career clients, and researchers alike. In light of the suggested changes in career management and the dynamic work environment, understanding BVI should prove insightful to all. BVI may be associated with adaptability to a changing economy and shifting job demands.     

An Overview of Charles Alexander's Contribution to Psychology: Developing Higher States of Consciousness in the Individual and the Society

This paper reviews over 100 publications of Charles N. (Skip) Alexander. Skip theoretically showed that the four higher states of consciousness described by Maharishi's Vedic psychology logically extend the developmental sequence delineated by 20th century psychology. His empirical research found that the Transcendental Meditation^® technique provides the direct experience of transcendental consciousness (the first higher state, which is the silent basis of the mind) and that this practice accelerates development in children, unfreezes development in prison inmates, advances ego development in adults, increases productivity in businesses, decreases blood pressure, increases longevity, effectively treats substance abuse, and reduces prison recidivism. Skip and colleagues were the first to discover the EEG signature of cosmic consciousness (the second higher state), and he showed that developmental advances in individuals impact the larger society via a common field of collective consciousness, including decreasing armed conflicts and improving the quality of life.     

The resurrection of vocational interests in human resources research and practice: Evidence,challenges, and a working model

A large number of studies conducted over the past two decades reconsidered and supported the validity of vocational interests for predicting a range of important work outcomes. Yet to date, interests remain relatively underused in professional settings, in part because discussions of why, how, and where to use interest assessment tools in an evidence-based manner are lacking and often incomplete. In this article, we briefly review and summarize the available evidence to then further discuss ways in which interest assessment can support various stages of the human resources (HR) cycle, including recruiting, selecting, retaining, and developing employees. From this overview, a number of challenges and apparent paradoxes are derived when working with interests, which may hinder the effective application of these assessments. Therefore, we propose a new working model that treats interest assessments both as “select-out” and “select-in” tools, to identify personal attributes that can either be “must-haves” for an organization in the short term, but at the same time can represent “unique potential” for that organization in the long term. Throughout the text, we also discuss where additional research is needed to further substantiate the use of interests in the HR cycle.     

Proposal of a common terminology for the neuropsychological rehabilitation

The literature on neuropsychological intervention (NI) uses a variety of terms to refer to equivalent constructs, making it difficult to compare intervention programmes and their outcomes. The purpose of this work is to propose a unified terminological framework for describing NI programmes. The terminological framework was developed based on a previous proposal for common terminology by Johnstone and Stonnington (Rehabilitation of neuropsychological disorders: A practical guide for rehabilitation professionals. Psychology Press, 2011) and driven by Cognitive Psychology concepts. The terminological framework was organized into two sections: (a) NI, which includes types of NI, methods and approaches, instructional methods, and strategies; and (b) neurocognitive functions, which include temporal and spatial orientation, sensation, perception, visuo-constructional abilities, attention, memory, language, reasoning of several sorts (e.g., abstract reasoning, and numerical reasoning), and executive functions. Most NI tasks target a main neurocognitive function, but there are underlying neurocognitive functions that may impair performance in the former. Since it is difficult to create a task that is solely focused on one neurocognitive function, the proposed terminology should not be viewed as a taxonomy, but rather as dimensional, with the same task allowing to work different functions, in varying grades. Adopting this terminological framework will allow to define the targeted neurocognitive functions more accurately and simplify the comparison between NI programmes and their outcomes. Future research should focus on describing the main techniques/strategies for each neurocognitive function and non-cognitive interventions.     

AN EVALUATION OF LABELING-THEN-DOING WITH MODERATELY HANDICAPPED PERSONS: ACQUISITION AND GENERALIZATION WITH COMPLEX TASKS

We conducted two experiments in which moderately mentally retarded persons were trained first to label and then to enter characters into a computer, calculator, or checkbook (label-then-do) within a multiple baseline design. In Experiment 1, 5 young adults were trained to enter statistical programs into computers in an office setting. Following training, all subjects' use of verbal labels and key-entry skills generalized across tasks (programs) and settings (offices and computer terminals). In Experiment 2, 3 junior high school students were trained with self-labeling procedures to complete a key-entry task and to balance a checkbook. The performance of all students generalized across tasks and settings, and the use of labels generalized for 2 of the students. Results are discussed relative to mediated generalization and to establishing verbal control over behavior.     

Neuropsychological evaluation and rehabilitation in mental retardation

A discussion is provided of issues related to neuropsychological assessment of mentally retarded individuals. The first matters considered are test selection in relation to mental age and diagnostic issues. Various methods of evaluation are then considered, including assessment of orientation to sound and visual stimuli, language comprehension, right-left discrimination, and abstract and symbolic processes. Methods are also reviewed for detailed evaluation of language functions including testing for aphasia and for academic skills such as reading, writing, and calculation, as well as for spatial and constructional abilities. A section is devoted to use of neuropsychological assessment for rehabilitation of various disorders such as congenital aphasia, alexia, and spatial-constructional disorders.     

Self‐control as generalized operant behavior by adults with autism spectrum disorder

The present investigation attempted to teach self‐control to 3 adults who had been diagnosed with autism spectrum disorder. Using a self‐control training procedure that coupled a gradual fading of delay to access a large delayed reinforcer with a concurrent work requirement, each participant was exposed to conditions in which baseline levels of choices for large delayed reinforcers and task engagement increased 10‐fold. Furthermore, generalization effects were partially demonstrated in a novel context.     

Counsellors' focus on competitive employment for people with severe mental illness: an application of the theory of planned behaviour in vocational rehabilitation programmes

Although the evidence-based Individual Placement and Support programme highlights the importance of the vocational rehabilitation (VR) counsellors' focus on competitive employment during career counselling, studies have shown that counsellors do not always target such jobs. This study examines which determinants affect the counsellors' intentions using an extended version of the Theory of Planned Behaviour. Cross-sectional data of 263 VR counsellors of three public employment services were analysed using structural equation modelling. A path model comprising attitudes, prior behaviour, and subjective and moral norms explained 69% of the variance in intentions. The findings indicate that counsellors focus more on competitive employment when they (1) view the placement in a competitive job as positive, (2) experience support and (3) have prior relevant experiences.     

Psychology and Medical Rehabilitation: Moving Toward a Consumer-Driven Health Care System

Changes in health care will provide both opportunities and threats for rehabilitation psychologists. We must demonstrate the relevance of our clinical services to important outcomes or risk being excluded as treatment providers. With shifts to nonhospital settings, we can provide increasing clinical and administrative leadership. However, we must redefine models of treatment to include home care and telepsychology, practice guidelines and critical paths, involvement of paraprofessionals, case management, injury prevention, and health promotion. We should be involved when datasets are established to define disability-related health policies and reimbursement and be proactive in Medicare, Medicaid, and managed care reform to develop treatment packages to decrease long-term handicap. Collaboration with consumers is critical. We must frame research questions to address current policy issues. Our skills can help improve the effectiveness of human behavior, whether it be patients with illness, consumers with disability, health care providers, health systems managers, or legislators.