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Showing papers in "Journal of Counseling Psychology in 1990"



Journal ArticleDOI
TL;DR: The relation of the working alliance, as assessed by the Working Alliance Inventory (WAI), was examined with respect to a set of client variables (hostility, quality of past and current relationships, level of adjustment, and type of presenting concern) and (b) premature termination status.
Abstract: The relation of the working alliance, as assessed by the Working Alliance Inventory (WAI), was examined with respect to (a) a set of client variables (hostility, quality of past and current relationships, level of adjustment, and type of presenting concern) and (b) premature termination status

306 citations


Journal ArticleDOI
TL;DR: The Career Factors Inventory (CFI) as discussed by the authors is a multidimensional measure of career indecision containing two information factors (Need for Career Information andNeed for Self-Knowledge) and two personal-emotional factors (Career Choice Anxiety and Gen-eralized Indecisiveness).
Abstract: Department of Educational PsychologyUniversity of UtahThe Career Factors Inventory (CFI) was developed in this article. This is a multidimensionalmeasure of career indecision containing 2 information factors (Need for Career Information andNeed for Self-Knowledge) and 2 personal-emotional factors (Career Choice Anxiety and Gen-eralized Indecisiveness). A rationale and corresponding descriptions for each scale were developedand the structure of the CFI across 2 samples was tested with confirmatory factor analyses.Reliability and concurrent validity analyses were conducted, and the CFI was empiricallycompared with career decision and other related scales. Suggestions for Attribution x Treatmentinteraction research were presented, along with possible counseling applications.The effectiveness of career counseling interventions hasbeen established (Oliver & Spokane, 1988; Spokane & Oliver,1983), but the processes that lead to effective change and thedifferential effectiveness of interventions for different clientsubgroups is not fully understood. In order to gain a clearerunderstanding of career process issues and to improve theefficacy of career intervention outcomes, investigators willneed to explicate interactions between attributes and treat-ments (Fretz, 1981; Oliver & Spokane, 1988). In a discussionof treatment parameters, Fretz (1981) concluded that there isa "need to consider the distinctive effects of content domainssuch as occupational information, self-information, and in-formation and decision-making processes" (pp. 83-84). Heidentified content domain as one of the more promisingparameters on which treatments can be expected to havedistinctive and additive effects. Similarly, several authors(Campbell & Cellini, 1981; Rounds & Tinsley, 1984) havepointed to the need for diagnostic classification of careerclients as a basis for identifying different client subtypes andevaluating the differential effectiveness of particular interven-tions.Career indecision is a client problem that is applicable to adifferential diagnostic approach. Career indecision is a mul-tidimensional problem (Hartman, Fuqua, & Jenkins, 1986),and individuals who are undecided about career plans repre-sent a number of different subtypes (Crites, 1981; Gordon,1984; Holland & Holland, 1977; Jones & Chenery, 1980;Larson, Heppner, Ham, & Dugan, 1988; Osipow, 1983). Twointervention outcome studies that have examined the inter-We thank John White for his contribution to the development ofthe original instrument, Constance Google for her assistance withdata analysis, Jeff Chartrand for his assistance with figure graphics,and the reviewers for their helpful comments.Correspondence concerning this article and requests for permissionto use the Career Factors Inventory should be addressed to Judy M.Chartrand, Department of Psychology, Box 2018, 810 West FranklinStreet, Virginia Commonwealth University, Richmond, Virginia23284.action between subtypes and treatments reported differentialoutcome gains based on indecision subtype (Barak & Freidkes,1981; Jones & Chenery, 1980). More studies of this type areneeded for progress to continue in the development of careerindecision interventions (Larson et al., 1988; Slaney, 1988a).An important step in extending this line of research is thedevelopment of multidimensional career indecision assess-ment tools. Efforts to construct such instruments have re-sulted in the development of two multifactorial career deci-sion scales (Jones & Chenery, 1980; Osipow, Carney, Winer,Yanico, & Koschier, 1976) and several scales measuring re-lated constructs, including vocational identity (Holland,Daiger, & Power, 1980), self-concept crystallization (Barrett& Tinsley, 1977a), decision-making self-esteem (Barrett &Tinsley, 1977b), decision-making self-efficacy (Taylor & Betz,1983), and decision-making style (Harren, 1979). Only theCareer Decision Scale (CDS) and the Vocational DecisionScale (VDS) are reviewed in this article, as these instrumentswere designed to measure multiple dimensions of career in-decision.Jones and Chenery (1980) constructed the VDS using arational-empirical approach. They posited a three-dimen-sional model of vocational decision status consisting of levelof career decidedness, comfort with career decidedness, andreasons for indecision. The 38-item VDS was then constructedwith single items for the comfort and decidedness dimensionsand 36 items for the reasons dimension. An orthogonal ex-ploratory factor analysis of the reasons dimension yieldedthree significant factors totaling 23 items and accounting for65% of the variance. These factors were labeled Self-Uncer-tainty, Choice/Work Salience, and Transitional Self.Recently, Jones (1989) developed the Career Decision Pro-file, a revised version of the VDS. In this instrument one itemwas added to both the comfort and decidedness dimensions,and the reasons dimension was restructured to include fourfactors: Lack of Self-Clarity, Lack of Occupational-Educa-tional Information, Indecisiveness, and Choice-Work Sali-ence. The reasons factors were extracted from a principalcomponent analysis designed to locate up to seven factors491

192 citations


Journal ArticleDOI
TL;DR: The authors studied des relations entre separation-individuation de l'adolescent, the cohesion familiale et l'adaptation scolaire, dans une perspective theorique derivee des modeles psychodynamique et systemique de la separation individuation.
Abstract: Examen des relations entre la separation-individuation de l'adolescent, la cohesion familiale et l'adaptation scolaire, dans une perspective theorique derivee des modeles psychodynamique et systemique de la separation individuation

179 citations


Journal ArticleDOI
TL;DR: The authors found that Asian Americans are more likely to avoid mental health services because to seek outside help will bring shame upon their families and that they are socialized to internalize stress and repress feelings.
Abstract: Asian Americans at a major West Coast university were surveyed to determine how severe each of 24 problems was for them and to assess their willingness to see a counselor for each problem. Factor analysis reduced the 24 problems to 8 areas of concern. A repeated measures analysis of variance revealed that severity ratings for the 8 concerns were related to acculturation and ethnicity. With severity ratings as covariates, a repeated measures analysis of covariance was computed for willingness to see a counselor ratings. Willingness to see a counselor was found to be related to both acculturation and gender across all 8 concerns. Women expressed greater willingness to see the counselor than did men and low-medium acculturated students expressed greater willingness to see a counselor than did high-acculturated students. In an extensive review of research on counseling and psychotherapy with Asian Americans, Leong (1986) concluded that Asian Americans' underutilization of mental health services is well documented, despite some evidence of higher than normal need for services. A number of hypotheses, most of which assume a conflict between the psychotherapy process and the values of traditional A*sian-American culture, have been offered to explain this pattern of underutilization. For example, it has been hypothesized that Asian Americans avoid mental health services because to seek outside help will bring shame upon their families (Root, 1985; Webster & Fretz, 1978). It also has been hypothesized that Asian Americans underutilize mental health services because they are socialized to internalize stress and repress feelings (Sue & Kitano, 1973; Sue & Morishima, 1982). Furthermore, they may be socialized to believe that psychological problems are the result of bad thoughts and a lack of willpower and that they must resolve problems of this type on their own (Root, 1985). Moreover, when Asian-American students do seek help, their presenting concerns are often different from Caucasian students. Sue and Kirk's (1975) study of students at the University of California, Berkeley, revealed that Asian-American students overutilized the campus counseling center but underutilized the psychiatric clinic when compared to general student use patterns. Sue and Kirk suggested that this was due to the less stigmatized services provided by the counseling center (e.g., academic and career counseling) than the services provided at the psychiatric clinic (e.g., mental health counseling); Asian Americans may be more reluctant than other groups to seek help for stigmatized mental health concerns. Tracey, Leong, and Glidden (1986) found additional support for this hypothesis. They reported that Asian-American clients were more likely to cite educational or vocational concerns

173 citations



Journal ArticleDOI
TL;DR: In this article, the differences in adaptation psychologique entre etudiants blancs americains d'origine asiatique and ceux natifs du pays were investigated.
Abstract: L'objet de cette recherche est d'etudier les differences d'adaptation psychologique entre etudiants blancs americains d'origine asiatique et ceux natifs du pays. Le probleme de controle de certains variables demographiques, de personnalite ou de type de reponse deja confondus avec certaines variables ethniques dans des etudes anterieures est apprecie. Les resultats des observations realisees aupres de 136 etudiants revelent des differences liees a l'appartenance ethnique covariant avec la generation etudiee. Il est egalement precise que ces differences ne sont pas seulement liees aux variations culturelles. Les implications en matiere de conseil sont discutees

150 citations


Journal ArticleDOI
TL;DR: Examen des predicteurs de "coping styles", depression and symptomes somatiques chez des etudiants d'universite as discussed by the authors showed that les attentes liees a la regulation de l'humeur seraient un determinant important des dysphasies observees chez ces etudiantes.
Abstract: Examen des predicteurs de «coping styles», depression et de symptomes somatiques chez des etudiants d'universite. Les attentes liees a la regulation de l'humeur seraient un determinant important des dysphasies observees chez ces etudiants

115 citations


Journal ArticleDOI
TL;DR: Partant du fait que la congruence entre les travailleurs, leurs resultats, leur satisfaction, and leurs satisfaction, is un aspect important de la theorie vocationnelle, cette etude tente de tester une hypothese, qui tend a mettre en relation l'interet pour la concurrence (l'harmonie) dans le travisail and la satisfaction, en fonction du degre de precision avec lequel il definit cet interet as discussed by the authors.
Abstract: Partant du fait que la congruence entre les travailleurs, leurs resultats au travail et leur satisfaction au travail sur un aspect important de la theorie vocationnelle, cette etude tente de tester une hypothese qui tend a mettre en relation l'interet pour la congruence (l'harmonie) dans le travail et la satisfaction au travail en fonction du degre de precision avec lequel il definit cet interet. D'autres hypotheses concernant les consequences sur le travail dans les cas d'incongruence sont egalement testees (comportement contre productif, faible investissement au travail, et turnover)

114 citations


Journal ArticleDOI
TL;DR: Test de l'hypothese selon laquelle les variations interindividuelles dans les prises de decision d'orientation professionnelle sont reliees conceptuellement au processus de formation de l'sidentite de la fin de l-adolescence.
Abstract: Test de l'hypothese selon laquelle les variations interindividuelles dans les prises de decision d'orientation professionnelle sont reliees conceptuellement au processus de formation de l'identite de la fin de l'adolescence. Etude des relations entre statut identitaire et style de prise de decision

107 citations


Journal ArticleDOI
TL;DR: In this article, the authors examined whether the CDS total score and the 4 subscales were related to the students' career decision status, grade level, and gender, and found that the overall score was positively associated with grade level and gender.
Abstract: Recent studies have clarified the factor structure of the Career Decision Scale (CDS; Osipow, 1980), thereby permitting the construction of 4 linearly independent scales to measure dimensions of career indecision. The CDS was administered to 465 junior and senior high school students. The study examined whether the CDS total score and the 4 subscales were related to the students' career decision status, grade level, and gender

Journal ArticleDOI
TL;DR: Hains and Szyjakowski as mentioned in this paper examined the effectiveness of a program of cognitive intervention to help train adolescents to cope with feelings of stress and other negative emotional arousal states, and concluded that a cognitive stress reduction intervention program would be a viable method for adolescent intervention.
Abstract: VioLit summary: OBJECTIVE: The purpose of this study by Hains and Szyjakowski was to examine the effectiveness of a program of cognitive intervention to help train adolescents to cope with feelings of stress and other negative emotional arousal states. METHODOLOGY: The study used an experimental cross-sectional design, with a non-probability sample of 21 adolescent males, 16 to 17 years, attending a college preparatory high school in a midwestern city. Participation was voluntary, with consent of parents. Subjects were randomly assigned to either the experimental group which was to receive the training (n=9), or to a waiting list control group (n=12). All subjects were assessed before and after the experimental period in one-hour group sessions, with a follow-up assessment of the treatment group being conducted ten weeks later. Data collection revolved around measures of anxiety, anger, self-esteem, depression and self-reports of cognitions in an imaginary stressful situation. Anxiety was measured via use of the 40-item State-Trait Anxiety Inventory, which had high internal consistency, and which measured current as well as general long-term anxiety. The 90-item Anger Inventory measured the amount of anger a person would feel if a certain event occurred, and had high split-half reliability. Self-esteem was measured with the 25-item Coopersmith Self-Esteem Inventory, using approval or disapproval of items relating to the individual's self-perception as competent, successful or worthwhile. The instrument has been found to have good reliability and validity. A 20-item modified version of the Beck Depression Inventory was employed, which was found to have high reliability and validity coefficients. Self-reports of cognitions were measured with a thought-listing task, whereby subjects reported their thought patterns after two specific tasks had been completed. The first involved imagining waiting for a difficult exam to begin, and the other required subjects to imagine calling a girl to ask her out on a date. Responses were scored according to three dimensions - positive thoughts that would enhance behavior, negative thoughts that would interfere with behavior and neutral thoughts that were unclassifiable. Treatment procedures involved three stages - the conceptualization phase, the skill acquisition and rehearsal phase and the application phase. The first stage of the training centered upon the ability to identify and monitor self-defeating thoughts, with subjects completing a record sheet that described various events and emotions they had experienced, as well as any self-defeating cognitions that they might have felt. The second part of the training showed the subjects how to challenge, evaluate the evidence for, and restructure their negative cognitions, by teaching them rational responses or self-instructions to substitute in place of the cognitions. The application phase of the treatment involved further practice of skills in preparation for stressful events. Analyses in the study included MANCOVA and ANCOVA. FINDINGS/DISCUSSION: The authors found significant group differences on trait anxiety, anger and self-esteem, with the subjects in the experimental group reporting lower anxiety and anger and higher self-esteem than did those subjects in the control group after the training. No significant differences between the two groups were found on state-anxiety or depression, which might be due, in part, to the low initial scores on depression. The treatment group also exhibited more positive cognitions after training, with no difference in negative thoughts. Assessment of the treatment group's post-training and follow-up scores showed no significant within-group differences on anger, self-esteem, depression and self-reported cognitions, although significant decreases were found for the two anxiety measures, suggesting that the subjects felt less anxious at follow-up and maintained treatment gains in the other measures. The researchers concluded that a cognitive stress reduction intervention program would be a viable method for adolescent intervention. AUTHORS' RECOMMENDATIONS: The authors recommended that further research be conducted to assess the effectiveness of cognitive stress reduction intervention with other populations of adolescents, such as clinical samples or those subjects exhibiting specific forms of problem behavior related to stress. EVALUATION: The authors present a well-written and concise study of the effectiveness of a cognitive stress reduction intervention program. The small sample size, and restriction to 16 and 17 year old males in a competitive college-oriented school, however, preclude good generalizability of results. Other factors and their role in the stress process would have been interesting to examine, as would have a follow-up of the control group. A more thorough discussion of the findings, and of their implications for policy and treatment, would also have been valuable. Despite these limitations, the study employs well-established measures of its dependent variables, as well as a well-defined treatment program, and uses sophisticated and appropriate analyses, to provide an excellent basis for further research into the area of stress reduction for adolescents. (CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado) KW - Juvenile Male KW - Training Program KW - Cognitive Behavioral KW - Intervention Program KW - Stress Management KW - Juvenile Stress KW - Juvenile Anger KW - Anger Management KW - Juvenile Self-Esteem KW - Program Evaluation KW - Prosocial Attitudes and Behavior KW - Social Skills KW - Anger Treatment KW - Treatment Program

Journal ArticleDOI
TL;DR: In this article, the authors examined the relation between problem-solving appraisal, self-reported study habits, and academic performance for 63 college students enrolled in a developmental course for academically unprepared students.
Abstract: We examined the relations among problem-solving appraisal, self-reported study habits, and academic performance for 63 college students enrolled in a developmental course for academically unprepared students. The participants completed measures of self-appraise d problem-solving ability and study habits. Indexes of academic ability and performance were also collected. Regression analyses revealed that problem-solving appraisal was significantly predictive of study habits and semester grade-point average. The results indicate that problem-solving appraisal is related to study habits and academic performance among academically at-risk students, and they suggest that problem-solving appraisal encompasses more than social skill. The study of personal problem-solving ability and adjustment has accelerated considerably since Heppner's (1978) seminal review. Before that article the study of problemsolving skills was largely removed from real-life applications in general and counseling in particular. With the development of a valid and reliable measure of self-appraise d problemsolving ability, the Problem Solving Inventory (PSI; Heppner & Peterson, 1982; Heppner, 1988), an impressive literature has examined the relation between personal problem solving and adaptive behavior. This work has been guided by a theoretical conception of problem solving as a metacognitive variable (Butler & Meichenbaum, 1981) that serves a crucial function in the way a person perceives and experiences different aspects of the problem-solving process. Self-appraised problem solving, then, does not connote actual problemsolving skills but rather the individual perception of personal problem-solving ability, approach-avoidance style when one anticipates a problematic situation, and perceived control over personal abilities and subjective experience (Heppner, 1978, 1988). Research with the PSI has been predominately descriptive. Studies have found that research participants who appraise their problem-solving ability to be effective are less depressed and distressed than ineffective problem-solvers under general conditions (Heppner & Anderson, 1985; Heppner, Baumgardner, & Jackson, 1985; Heppner, Hibel, Neal, Weinstein, & Rabinowitz, 1982; Heppner, Kampa, & Brunning, 1987; Nezu, 1985, 1986a) or under stressful ones (Nezu, 1986b; Nezu, Nezu, Saraydarian, Kalmar, & Ronan, 1986). Other Appreciation is extended to Al Farrell for his consultation with regard to the statistical procedures used in this study. Correspondence concerning this article should be addressed to

Journal ArticleDOI
TL;DR: In this paper, the therapists responded verbally as if they were conducting a counseling session with a client, and their reponses were recorded during specified pauses in the videotape, and the therapists' responses were recorded by the therapist during the session.
Abstract: Practicing counselors and therapists (N=47) were randomly assigned to view one of two versions of a videotaped simulation of a depressed White male client, portrayed by a professional actor. The tapes were identical except for the client's occupational and family roles, which were portrayed as either gender-traditional or nontraditional. During specified pauses in the videotape, the therapists responded verbally as if they were conducting a counseling session with a client, and their reponses were recorded

Journal ArticleDOI
TL;DR: This paper found evidence that personal assertiveness significantly augments specific types of social relationships to predict psychological symptoms under stressful conditions, such as depression, anxiety, and depression in college students under duress.
Abstract: Although research has established that socially supportive relationships are important factors in psychological adjustment under stress, social support research has not examined the interaction between interpersonal variables and social support. Personal assertiveness in particular is one interpersonal variable that theoretically could enhance the beneficial aspects of social support. Data collected from two independent samples of college students in an urban setting provide evidence that personal assertiveness significantly augments specific types of social relationships to predict psychological symptoms under stressful conditions. It has been repeatedly demonstrated that social support moderates the deleterious effects of stressful encounters for many people. Although this research has been plagued with measurement problems and an inadequate theory-base (Cobb & Jones, 1984; Heitzmann & Kaplan, 1988; Thoits, 1982), a large literature attests that persons who report lower levels or lower quality of existing socially supportive systems have more difficulties with depression and anxiety under stress (Cohen, 1988; Cohen & Wills, 1985). However, several studies have found unexpected negative results of social support among people under duress. These results have been difficult to interpret and integrate, primarily because of the general disregard of personal and interpersonal factors that potentially moderate social support processes. The lack of understanding regarding the role of interpersonal and personal factors in the social support process poses unique problems for counseling interventions. It is generally acknowledged that many group and individual therapies either directly or indirectly have an impact on clients' interpersonal behaviors (Strupp & Binder, 1984; Yalom, 1985), and several researchers have recognized the potential of these treatment modalities to help clients acquire interpersonal skills to access and use naturally existing social support resources (Mallinckrodt, 1989; Rook, 1984a). Recent preliminary work suggests that individual interventions can be enhanced considerably by examining and addressing client perceptions of social support resources (Brown, Brady, Lent, Wolfert, & Hall, 1987), and client progress in group therapy may be marked by improvements in certain types of socially supportive relationships (Mallinckrodt, 1989). Research that clarifies the relationship between interpersonal behavior, social support, and psychological adjustment would have implications for counseling interventions. Traditionally, the social support construct has been used in research methodologies as an independent variable either moderating the effects of stress or related to well-being of subjects under more general conditions. Theoretical debate

Journal ArticleDOI
TL;DR: Test d'une hypothese de la self-efficacy theory, selon laquelle la performance a des tâches verbales et mathematiques serait en rapport avec la confiance en sa reussite professionnelle et ses interets professionnels as mentioned in this paper.
Abstract: Test d'une hypothese de la «self-efficacy theory», selon laquelle la performance a des tâches verbales et mathematiques serait en rapport avec la confiance en sa reussite professionnelle et ses interets professionnels

Journal ArticleDOI
TL;DR: In this article, a comparison of l'aptitude of trois modeles theoriques (le modele cognitif-attentionnel, la theorie de l'apprentissage social, le modele des habiletes cognitives) was made.
Abstract: Comparaison de l'aptitude de trois modeles theoriques (le modele cognitif-attentionnel, la theorie de l'apprentissage social, le modele des habiletes cognitives) a rendre compte des performances academiques et de l'anxiete liee aux examens

Journal ArticleDOI
TL;DR: In this article, a comparison entre managers hommes et femmes for coping strategies is made, and three predicteurs de la mesure du coping sont utilised: des traits de personnalite sexuellement types, l'environnement de travail, the importance of episodes stressants.
Abstract: Comparaison entre des managers hommes et femmes pour ce qui est de temps strategies de «coping». 3 predicteurs de la mesure du coping sont utilises: des traits de personnalite sexuellement types, l'environnement de travail, l'importance d'episodes stressants

Journal ArticleDOI
TL;DR: In this paper, aupres de 196 etudiants presentant des problemes de choix de carriere, les analyses multivariees portent sur 10 des variables issues des questionnaires de personnalites auxquels les sujets ont ete soumis (estime de soi, anxiete, travail, locus of control...).
Abstract: L'objet de cette etude est de montrer que l'on peut operer une meilleure conceptualisation du probleme d'indecision vocationnelle (choix de carriere professionnelle) lorsqu'on le considere comme un phenomene multivarie. Realisee aupres de 196 etudiants presentant des problemes de choix de carriere, les analyses multivariees portent sur 10 des variables issues des questionnaires de personnalites auxquels les sujets ont ete soumis (estime de soi, anxiete, travail, locus of control...). Les analyses en clusters permettent de degager certains subtypes

Journal ArticleDOI
TL;DR: In this article, the authors analyse l'influence du sexe on the discours de formateurs en matiere de supervision, i.e. the differences in attitude and interaction between different genders.
Abstract: L'objet de cette etude est d'analyser l'influence du sexe sur le discours de formateurs en matiere de supervision. La methode est celle de l'analyse de contenu des discours sur enregistrement video qui porte essentiellement sur les dimensions de pouvoir et de degre d'investissement qui sont categorisees. Les resultats montrent des differences d'attitudes et d'interaction selon le sexe des stagiaires en rapport avec ces dimensions

Journal ArticleDOI
TL;DR: In this article, the authors present an etude a pour objectif de tester la theorie de l'efficacite personnelle de Bandura which met en relation les considerations professionnelles and les performances scolaires.
Abstract: Cette etude a pour objectif de tester la theorie de l'«efficacite personnelle» de Bandura qui met en relation les considerations professionnelles et les performances scolaires. Les considerations de 35 etudiants œuvrant dans le cadre d'un travail fermier saisonnier sont examinees. Les analyses individuelles et de groupe apportent des resultats nuances dans les relations existant entre ces considerations professionnelles, l'efficacite personnelle, les interets, les stimulations, l'accomplissement et les aptitudes


Journal ArticleDOI
TL;DR: In this paper, the authors investigated the relation of client-counselor evaluation of initial interview to client return for another session and found that the initial session represents an engagement session when clients return for more sessions.
Abstract: Investigated the relation of client-counselor evaluation of initial interview to client return for another session. At the end of the initial session, 5 professionals, 5 practicum trainees, and their 290 college-student clients completed the depth and smoothness indexes of the Session Evaluation Questionnaire (Stiles, 1980). Clients also completed the Client Satisfaction Questionnaire (Larsen, Attkisson, Hargreaves, & Nguyen, 1979), and counselors completed items from the Pre-Counseling Assessment Blank (Gelso & Johnson, 1983). The duration of the intake interview was recorded. Client return was positively related to: longer interviews; deeper interviews, as rated by both client and counselor; and greater client satisfaction, disturbance, and motivation. The results are discussed in relation to the concept that the initial session represents an engagement session when clients return for more sessions. During the summer of 1984, while evaluating the experience of practicum trainees during the previous academic year, I formulated a concept that was later termed engagement. Examining numbers of clients and sessions for each practicum student, I discovered that practicum students with more positive supervisory evaluations saw their clients for more sessions than did trainees with less positive evaluations. After further numerical calculation, I found that these trainees could be differentiated by the percentage of clients returning to counseling for a second session. At the center where these calculations were made, there is no screening procedure for clients, who are assigned to counselors (both professionals and trainees) on the basis of mutual free time. The counselor who conducts the initial interview handles all subsequent counseling for the client. Sometimes the center's professionals have clients referred specifically to them. These clients are not included when the center staff examines the percentages of clients who return for a second interview. Professionals generally have a higher client-return rate than do trainees.

Journal ArticleDOI
TL;DR: This article used Expectancy and Valence with respect to 6 male-dominated and 6 female-dominated careers to measure the likelihood of choosing each of the 12 occupations as an indicator of force of behavior in Vroom's (1964) expectancy model.
Abstract: Introductory psychology students responded to measures of Expectancy and Valence with respect to 6 male-dominated and 6 female-dominated careers. Likelihood of choosing each of the 12 occupations was used as an indicator of force of behavior in Vroom's (1964) expectancy model

Journal ArticleDOI
TL;DR: In this article, the frequency of reports of psychometric properties for scales described in the 1967, 1977, and 1987 volumes of the Journal of Counseling Psychology was examined, and it was shown that reports of reliability and validity estimates are necessary to determine the adequacy of scales' psychometric property properties.
Abstract: Reports of reliability and validity estimates are necessary to determine the adequacy of scales' psychometric properties In this study we examined the frequency of reports of psychometric properties for scales described in the 1967, 1977, and 1987 volumes of the Journal of Counseling Psychology

Journal ArticleDOI
TL;DR: Etude des differences sexuelles et d'acculturation dans les valeurs professionnelles parmi un groupe d'enfants sino-americains as discussed by the authors.
Abstract: Etude des differences sexuelles et d'acculturation dans les valeurs professionnelles parmi un groupe d'enfants sino-americains. Implications pour les professionnels du conseil psychologique et pour la recherche

Journal ArticleDOI
TL;DR: In this article, the issue of confirmatory bias in counselors' clinical hypothesis testing was explored, and the authors concluded that counselors need to be aware of these biases and counselor education should explicitly train counselors to avoid them.
Abstract: The issue of confirmatory bias in counselors' clinical hypothesis testing was explored. Previous research has suggested that counselors are unbiased when constructing questioning strategies to test a client hypothesis. This study proceeded on the assumption that questioning is only the beginning of the hypothesis-testing process. In 2 experiments the way counselors remembered information about a client was examined, and information from a client narrative was selected. In Experiment 1 experienced counselors remembered more confirmatory than disconfirmatory information, even when the report they reviewed contained more disconfirmatory information. In Experiment 2 counselors in training selected more confirmatory than disconfirmatory information, even when the report they reviewed contained more disconfirmatory information. Conclusions of the study were the following: Counselors need to be aware of these biases and counselor education should explicitly train counselors to avoid them.

Journal ArticleDOI
TL;DR: Etude des anticipations par des chretiens sur des conseillers, en reponse a des descriptions de consellers, relations entre la religiosite, le type de script, etude de leurs interactions.
Abstract: Etude des anticipations par des chretiens sur des conseillers, en reponse a des descriptions de conseillers. Relations entre la religiosite, le type de script, etude de leurs interactions

Journal ArticleDOI
TL;DR: In this article, a traitement des donnees sur l'analyse de regression multiple permet de degager 2 variables principales intervenant dans ce processus d'evaluation de capacites de resolution de problemes.
Abstract: Cette etude vise a mettre en evidence les variables les plus predictives intervenant dans l'evaluation des resolutions de probleme. Elle est realisee aupres de 206 etudiants enquetes sur certaines dimensions de leur personnalite. Le traitement des donnees sur l'analyse de regression multiple permet de degager 2 variables principales intervenant dans ce processus d'evaluation de capacites de resolution de problemes

Journal ArticleDOI
TL;DR: In this paper, the relation between counselor intention use and client-rated working alliance was examined for four counseling sessions with 42 volunteer clients paired with 42 counselor trainees for 4 counseling sessions.
Abstract: I examined the relation between counselor intention use and client-rated working alliance. Subjects were 42 volunteer clients paired with 42 counselor trainees for 4 counseling sessions. Ratings were obtained for client interpersonal attitudes, client-rated working alliance, and counselor intention use