Showing papers in "Journal of Counseling Psychology in 1969"

Student Political Activism and Ideology: Comparative Characteristics of Activists and Nonactivists.

Abstract: A more careful delineation of the characteristics associated with activism from the characteristics associated with ideology was attempted. 73 undergraduate Sa, belonging to the 6 groups that result from the combination of activism and nonactivism with left, right, and middle ideologies, were given a series of personality and intellectual questionnaires. Activists were found to be significantly (p < .05) more intelligent than nonactivists. There were no differences in ego-defensive ness among any of the groups. Left-oriented Sa were, to a significant degree, less concerned with social acceptance than right- or middle-orient ed Ss. The results indicate the necessity of separating ideology from activism in investigation s of student political activists.

A Leadership Index on the California Psychological Inventory

Abstract: Identification of variables related to leadership in general may be distinguished from predicting leadership in defined situations. Variables of general relevance may be only modestly valid in specific contexts. An attempt was made to develop a generally valid leadership index on the California Psychological Inventory. 179 nominated high school leaders were contrasted with 2,411 other students; the resulting index included dominance, self-acceptance, well-being, and achievement via independence weighted positively and good impression weighted negatively. A correlation ratio of +34 was obtained in cross-validat ion on 164 college students, and norms were presented for 1,371 high school students. Conceptual analysis showed the index to be diagnostic of dominance, self-confidence, and aggressiveness at one pole, and of caution, patience, and submissiveness at the other. A perusal of entries in the Psychological Abstracts over the years will quickly confirm one's expectations that psychologists have long been interested in the topic of leadership. Although much of what has been written on leadership has been speculative, a substantial body of empirical and theoretical literature is beginning to emerge. In recent years books by Bass (1960), Bellows (1959), and Fiedler (1967) and a volume of analyses edited by Petrullo and Bass (1961) have made significant contributions. A recurrent theme in the study of lead

Cognitive Styles and Educational-Vocational Preferences and Selection.

Abstract: This study was designed to test the general hypothesis that individuals selecting vocationally distinctive educational pathways exhibit different cognitive styles, and that cognitive styles are related to the ease and nature of vocational decision making. Three hundred twenty-eight female students representing the fields of nursing, special education, home economics, and dental hygiene, as well as an undecided group, and 37 males in pharmacy and fisheries technology were given the Vocational Preference Inventory (VPI) and several measures of cognitive style. Several differences in cognitive style were observed; these differences were to some degree associated with other personality differences. No differences were observed regarding cognitive style variations and VPI high-point codes or ease of vocational selection. The effects of personality organization and style on vocational preference, selection, attainment, and behavior have been studied extensively. The results of these studies suggest that personality plays an important role in career development but the nature of that role and the particular personal attributes that are important to observe for the understanding of career development remain uncertain (Osipow, 1968). Notable among the attempts to relate personality to occupational preference and selection is Holland's (1966) theory. Holland has proposed six occupational environments differentially attractive to individuals varying in personality attributes. In the course of his studies Holland has reported data which indicate the preliminary validity of his general hypothesis, but which do not clearly identify the forces involved in the particular development of

Systematic desensitization and relaxation of high-test-anxious secondary school students.

Abstract: This study was designed to 6nswer two questions: I) Is the systematic desensitization of test anxiety effective with secondary school students; 2) Is relaxation per se as useful a technique as systematic desensitization. High test anxious secondary school students were assigned to one of two experimental conditions, desensitization or relaxation, and met for 20 minutes daily for a period of 6 weeks. Their results were compared to those of a no treatment control group. It appeared that the experimental Ss underwent a significant reduction in anxiety, however, only among grade 13 Ss was there a trend toward improved academic performance. The relaxation t-NJ CJ per se treatment was more effective in reducing general anxiety than (1) systematic desensitization. C:11 The results and their implications for future research were discussed. U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. R. M. Laxer, J. Quarter, A. Kooman and K. WE,Iker THE ONTARIO INSTITUTE FOR STUDIES IN EDUCATION University of Toronto Over the past decade evidence has accumulated lo show that the-e is a negative correlation between scores on +est anxiety scales and academic performance (I.G. Sarason, 1961; Mandler & Sarason, 1952; Alpert & Haber, 1960). It has been suggested that, in situations involving implied personal threat or fear of failure, high test anxious Ss evoke task irrelevant and defensive responses such as blocking or tremering that impair performance. (Mandler & Sarason, 1952; Child, 1954). There is evidence, too, that the retarded performance of high test anxious students in threatening situations does not necessarily indicate inferior intelligence because high anxious Ss perform comparably with low anxious Ss in non-threatening situations (Mandler & Sarason, 1952; Sarason, 1956; Sarason, 1961; Sarason, 1963). From these findings, it has been postulated that in a threatening situation, lowering the arousal level of high test anxious ..S..s should reduce the number of task irrelevant responses, increase the proportion of task relevant responses and consequently cause a concomitant increment in performance.* * In iheir study of test anxiety, Alpert & Haber (1960) proposed a bimensional theory consisting of the debilitaiing factor (task-irrelevant responses) suggested by Mandier & Sarason (1952) and a facilitating factor (task-relevant responses). These two anxiety dimensions have a low negative correlation (about .35) and are therefore relatively independent of each other. Persons displayirg a large number of task irrelevant responses do not-necessarily have very many task relevant responses and vice versa.

An investigation of Holland's theory of vocational choice.

Abstract: Students who had been administered the College Student Questionnaires, Part I were categorized into the six personality types proposed by Holland. Following this procedure, the personality types' mean scores on the seven scales of the College Student Questionnaires were compared in an effort to determine whether or not significant differences existed among the types on the dtQ scales. The results indicated that significant differences did exist among the twes on all but the Family Social Status scale. Furthermore, with the exception of the Enterprising type, students within each personality category scored in ways which were consistent with Holland's descriptions of those types. These findings, though not conclusive, do indicate that Holland's descriptionsof the six personality types are generally consistent with the ways in which students classified within the types describe themselves

Attraction, Discrepancy, and responses to psychological treatment.

Abstract: Counseling and psychotherapy can be construed and analyzed as a social influence process. To test predictions derived from balance theory, the effects of positive vs. negative interpersonal attraction and of communication similarity vs. discrepancy upon an S's responses to a counselor and to psychological treatment were investigated. Three male counselor-accomplices interviewed 72 male Ss. In a laboratory situation made manifestly similar to that of psychological treatment, a client's responses to a counselor who attempts to modify his behavior are seen to be contingent both upon how personally attracted the client is to his counselor, and on how congruent their discussion is with the client's prior expectations.