Where is the Prophet

Integrating spirituality and religion into counseling

Characteristics of Teachers, Their Description, Comparison, and Appraisat by David G. Ryans. Washington, D. C.: American Council on Education, 1960. Pp. 416. $7.50 The Teacher Characteristics Study was one of the most extensive, comprehensive, major programs of long term, coordinated research effort undertaken in the field of education in recent years. It was sponsored by the American Council on Education and was supported financially by The Grant Foundation. The Study was initiated in 1948 and only recently was concluded with the publication of the official report of the research under the authorship of its director and coordinator. I n a foreword, Arthur S. Adams, President of the Council, states that this is a research study in every sense of the phrase, that neither time nor expense had been spared to make it as valid in method as such a study can be, and that the conclusions were stated with careful accuracy. Dr. Adams feels as a consequence that the volume will be disappointing to those who seek a quick, superficial answer to one of the most difficult and complicated questions in education: What makes a good teacher? He comments that that disappointment merely emphasizes the rigorous scholarship of Dr. Ryans and his associates. More than six thousand teachers, in 1700 schools and approximately 450 school systems in the United States, cooperated in the Teacher Characteristics Study (hereafter referred to as the TCS) . The interest and attent,ion of the study were aimed a t the observing and anaIyzing of overt behaviors, or acts of teachers in their classrooms, and at the determination of family groupings or clusters into which these behaviors seemed to fall. The investigations were completed on the basis of complete anonymity of participants, including the school systems and their administrators, the schools and their principals, and the teachers who cooperated in the various phases of the study. Ninety-eight research projects were completed during the years 1948-55; many of these individual projects consisted of multiple research studies. In delimiting the area to be investigated by the TCS, it was in-

Book Review: Characteristics of Teachers, Their Description, Comparison, and Appraisal

This article summarizes findings from a national survey undertaken to determine the extent and nature of graduate courses in classroom communication theory and skills currently available to practicing elementary and secondary teachers. “Classroom Communication” was broadly defined as “the verbal and nonverbal interaction between teacher and students, and between or among students.” The findings indicate that such courses are relatively new, economically feasible, and growing despite current retrenchments in education. The majority of reported courses are being taught by education faculty with little or no formal background in speech communication.

In-Service Teacher Education in Classroom Communication.

Staying in School: Peer Support Group Intervention with High Risk Community College Students (September 1981) Robert Gary Ross, B. A., University of Massachusetts M.Ed., University of Massachusetts, Ed.D. University of Massachusetts Directed by: Dr. John W. Wideman This research project endeavored to assess the effectiveness of a new model of group intervention in initiating a peer self-help support group among high risk community college students. It additionally investigated the correlation between participation in the support group and academic performance (as demonstrated both by course completion rate and quality point average), retention, (as indicated by continuation at the college) , self concept (as measured on the Tennessee Self Concept Scale) , and focus of support seeking behavior (school or non-school focused) . High risk students were identified on the basis of non-satisfactory academic performance during the Spring Semester 1980. Participants in the research were actively recruited during the following summer months. Through a convoluted process dependent upon volunteers a final N of 28 was achieved. Difficulties in scheduling group members brought about a loss in randomnization and subsequent expansion of the project to be both quantitative and qualitative (inclusive of a group case study chap-

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Staying in school : peer support group intervention with high risk community college students.

Teacher Sensitivity: Affective Impact on Students:

Counseling Association by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is to provide a means of capturing the ideas, information and experiences generated by the annual ACA Conference and selected ACA Division Conferences. Papers on a program or practice that has been validated through research or experience may also be submitted. This digital collection of peer-reviewed articles is authored by counselors, for counselors. VISTAS Online contains the full text of over 500 proprietary counseling articles published from 2004 to present.

https://www.counseling.org/Resources/Library/VISTAS/vistas06_online-only/Webb.pdf

The Soul Of Counseling

Dugald S. Arbuckle, an advocate of human rights in counseling and writer on the implications of existential humanistic thought in psychotherapy and education, reflects on the roots of his humanistic thinking from his boyhood days in the mining country of the Western Canadian Rockies through more than 30 years of teaching and private practice. A major contributor to the literature that has shaped counseling and psychotherapy, Arbuckle is the founder of the graduate Program in Humanistic Counseling at Boston University and served as president of the American Personnel and Guidance Association (1959–60). In this dialogue he discusses a wide and provocative range of ideas with a former student, Gerald J. Pine, currently Professor of Counselor Education at the University of New Hampshire.

Dugald Arbuckle—Dialogue With Jerry Pine

Paraprofessionals as counselor-tutors: a new model for counseling in the junior high school

Ninth grade boys from a California junior high school who were participants in interscholastic athletics were compared with non-participants with respect to academic achievement. The athletic group tested higher on academic ability on the School and College Ability Test and earned a higher academic grade-point average. When athletes and non-athletes were matched on SCAT test scores, the athletic group showed higher academic achievement. The majority of boys who participated in sports for only one semester did as well as or better academically during their semester of participation than they did the other ninth grade semester. An incidental finding of the study showed that boys in general showed improved grade-point averages in the ninth grade when compared with their eighth grade records.

Dwight Webb

Papers

Teacher Sensitivity: Affective Impact on Students:

The Soul Of Counseling

Dugald Arbuckle—Dialogue With Jerry Pine

Paraprofessionals as counselor-tutors: a new model for counseling in the junior high school

Junior High School Athletes Excel in Scholarship