Critical Appreciation: An Essential Element in Educating for Competence.

Counselor intervention strategies for computer-assisted career guidance: An information-processing approach

This study examined the impact of two career interventions on the dysfunctional career thoughts (DCTs) and vocational identity (VI) of 55 high school seniors. Research has shown an inverse relationship between levels of DCTs and VI. One intervention was based on the Cognitive Information Processing approach (Peterson, Sampson, & Reardon, 1991; Peterson, Sampson, Lenz, & Reardon, 2002; Peterson, Sampson, Reardon, & Lenz, 1996; Sampson, Reardon, Peterson, & Lenz, 2004) and incorporated Improving Your Career Thoughts: A Workbook for the Career Thoughts Inventory (CTI workbook; Sampson, Peterson, Lenz, Reardon, & Saunders, 1996c) and the Self-Directed Search (SDS; Holland, 1994). The second intervention employed only the SDS. A control group used neither activity. Levels of DCTs and VI were assessed pre-intervention and postintervention using the Career Thoughts Inventory (Sampson, Peterson, Lenz, Reardon, & Saunders, 1996a) and the Vocational Identity scale of My Vocational Situation (Holland, Daiger, & Power, 1980a). Earlier studies indicated improvements in levels of dysfunctional career thinking after CIP-based interventions (e.g., Kilk, 1998; Morano, 2005; Reed, 2006), but no previous studies employed the complete CTI workbook. Additional studies (e.g., Loughead & Black, 1990; Mau,1999; Wiggins, 1987) indicated that levels of vocational identity could be increased by using the SDS as an intervention. The combined use of the CTI workbook and SDS produced significant improvements in all five measures of DCTs and VI. It was also shown that use of the SDS as a stand-alone intervention did improve levels of VI, but not to the extent of the improvements shown by combined use of the SDS and CTI workbook. Use of the SDS as a stand-alone intervention did not produce improvements in levels of DCTs. The control group, which employed neither the CTI workbook nor the SDS, unexpectedly showed significant improvements in scores for two CTI scales which may have been due to the influence of confounding variables. THE IMPACT OF A COGNITIVE INFORMATION PROCESSING INTERVENTION ON DYSFUNCTIONAL CAREER THOUGHTS AND VOCATIONAL IDENTITY IN HIGH SCHOOL STUDENTS

background

The impact of a cognitive information processing intervention on dysfunctional career thoughts and vocational identity in high school students

(1994). The International Baccalaureate Model of Content-Based Art Education. Art Education: Vol. 47, Assessment, pp. 19-24.

The International Baccalaureate Model of Content-Based Art Education.

/pdf/the-qualities-of-primary-art-teachers-5di7rp5w9m.pdf

The qualities of primary art teachers

In this theoretical inquiry, it is argued that developing general critical appreciation is among the highest goals of general education and that one of the strongest justifications for art's equal inclusion in the curriculum lies in its ability to foster such appreciation. Art education's potential contribution to critical appreciation is examined in light of art's unique content and approaches to knowledge. Finally, a structure is suggested for integrating art production, art criticism, art history, and aesthetics in a model fostering general critical appreciation.

Critical Appreciation: An Essential Element in Educating for Competence.

Citations

Counselor intervention strategies for computer-assisted career guidance: An information-processing approach

The impact of a cognitive information processing intervention on dysfunctional career thoughts and vocational identity in high school students

The International Baccalaureate Model of Content-Based Art Education.

The qualities of primary art teachers

Attaining Critical Appreciation through Art

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