As the teacher’s role in preventing problems related to alcohol abuse became more important, it is incumbent upon educators and alcohologists to explore the opinions and views which teachers bring with them into the class on alcohol education. Specifically, what views and opinions do high school teachers have toward alcohol education and how do these views relate to their drinking practices and their socio-demographic variables?

PROBLEM: There is a need to explore new learning techniques which help high school students experience new levels of career maturity. The primary objective of this study was to investigate the effect on career maturity of including a gaming/simulation technique, the Life Career Game, developed by Sarane S. Boocock, in a high school career education course as compared with a more conventional didactic/audio-visual treatment.

The purpose of this study was to investigate the effects of varying degrees of involvement in the therapeutic process. The sample of this field study was comprised of those clients involved in a county mental health linked program administered by a private agency. The target population was kindergarten, first and second grade students in selected county schools. Having been referred by their teachers, each child was then treated by a counselor who provided individual therapy, group therapy, family therapy, and/or consultation. If it seemed appropriate, in-class tutoring or compensatory classes were offered for the child. The two experimental groups were a) the full-time clients and b) those whose situations limited them to part-time involvement with the therapeutic situation. Each experimental group was compared to a control group of referred individuals that was never seen by a counselor due to the limitations of the staff. The instrument for the recording of any changes between the onset of counseling and the conclusion was the agency established Behavior Rating Form consisting of 13 observable behaviors. Academic performance and school attendance were also monitored. Analyses of variance were performed to test the hypotheses pertaining to the eight testable variables as well as the sum of all behaviors. The Scheffe Test for all pairwise comparisons and a Pearson Correlation were performed also. The results revealed that there was a significant difference between the full-time clients and the control group with regard to seven of the 16 variables. The full-time group significantly changed in the area of school related behaviors including academic performance. The part time group was shown to be significantly different in 4 of the studied variables, again school related. The Pearson Correlation showed these same school related variables, in general, to be significantly high in correlation with the length of the treatment situation. It would appear from the statistical findings that duration of involvement with the therapeutic situation was a significant factor with regard to changes in school related behaviors and academic performance.

This study investigated the effects of videotape modeling of self-disclosing behavior on counselor trainees. More specifically, the study was designed to determine whether an increased willingness to disclose one's attitudes and opinions in appropriate situations could be taught to counselor trainees as part of their training. The subjects were two groups of counselor trainees selected, not on a random basis, but on the basis of their availability from two different sections in the Counseling Practicum at Fresno State University. One group (the Experimental group, with l2 counselors) was provided self-disclosing training, and the other was not provided self-disclosing training and was labeled the Control group (with 14 counselors). At the beginning, and at the end of the study the Self-Disclosure Situational Survey (SDSS) was administered to each of the subjects. Both groups were assigned clients and audiotapes of their sessions were recorded. All subjects were rated in terms of self-disclosure, using Carkhuff Scales by two judges after a three-week period. They also were rated by their clients on Relationship Inventory (RI). The analysis of covariance was used to analyze the relationship between the pre-test and the post-test on the counselor trainees' SDSS score. Three 2 x 2 ANOVA's were used to study the interaction and interrelationship of the independent variables, sex and treatment, on the remaining dependent variables. These dependent variables were: (1) student trainees' self-disclosure on SDSS, (2) students' clients' self-disclosure on SDSS, (3) the rating of the judges on the Carkhuff's Scale, and (4) the rating of clients on the RI. This study found that counselor trainees using videotape modeling of self-disclosing behavior demonstrated an increase in self-disclosing behavior. There appeared to be a significant positive relationship between the counselors' self-disclosure and the outcome of the counseling. Clients of the counselors in this study who took the training did not show more self-disclosing behavior than did clients of counselors who did not receive the training. In addition, the sex of the subjects did not appear to be an important factor in self-disclosure in an adult sample.

Problem children present a major concern in the field of education. Because they are not adjusting to the socially-acceptable behavior norms of their environment, they disrupt their own progress and the learning efforts of their classmates. PURPOSE: The purpose of this study was to determine the effectiveness of school counselors involving problem children in a middle school with their teacher and parent(s) in a contractual agreement. This contractual agreement was based upon Glasser's Reality Therapy and tailored to the individual problem child's own needs, in order to help him to improve his behavior and achievement. PROCEDURE: The treatment group was composed of middle school problem children, so designated and rated by the classroom teacher on the Devereux Elementary School Behavior Rating Scale. The non-treatment group consisted of three intact homerooms, one at each grade level, most closely approximating that mean grade level in terms of Stanford Achievement Test scores. The pretest for both groups in the Paragraph Meaning and Arithmetic Computation subtests of the Stanford Achievement Test was a part of the school testing program. As soon as the problem child was designated, he was involved in a contractual agreement with his counselor, teacher, and parent(s). At the end of the school year, posttesting in the two subtests was administered to the treatment and to the non-treatment groups. The treatment group was again rated by the classroom teacher on the behavior rating scale. Five dependent variables were investigated for the treatment group: gradepoint average, paragraph meaning, arithmetic computation, grade in the subject of the designating teacher, and behavior. Three dependent variables were investigated for the non-treatment group: grade-point average, paragraph meaning, and arithmetic computation. FINDINGS: The data for the experimental group was analyzed by employing the Student t-test for correlated samples to test for a significant mean gain for the dependent variables of this group. The non-experimental group was used as a secondary comparison. The .05 level of statistical significance was used for testing the null hypotheses. Problem children, as well as non-problem children, made significant gains in grade-point average, paragraph meaning, and arithmetic computation. The gain of the Problem children was not significantly higher than that of the non-problem children. The problem children received significantly fewer deviations from the mean on the behavior rating scale at the end of the year, but did not make a significant gain in the subject of the designating teacher. CONCLUSION: From the significant gains of the treatment group and from subjective impressions, the researcher concluded that the contractual agreement and Reality Therapy may well be utilized for helping the problem child in the middle school improve his behavioral and achievement.

Traditionally, the “self” has been viewed as a unitary construct that is relatively consistent across time. More recently, however, Markus and Nurius (1986) have characterized the self as being a multifaceted, dynamic construct that includes representations of past selves, current selves, and the possible selves we hope to become or are afraid of becoming. These possible selves are important because they have motivational and cognitive components that serve as guides for present and future behavior. This study examined the relationship between the “possible selves” of high school students and the problem of truancy. Data were collected from 117 female and 52 male 9–12th graders enrolled in the Stockton Unified School District. The participants were given The Possible Selves Measure, The Self-Esteem Scale, and The Life Orientation Test-Revised. Measuring self-efficacy of possible selves could assist schools in “screening” students for potential attendance problems. In this way, schools could prevent students from reaching the point of non-attendance by identifying at-risk students early. (Abstract shortened by UMI.)

The purpose of this exploratory study were to determine whether there were differences between poorly adjusted and better adjusted children: (1) in their attentiveness to certain nonverbal cues; (2) in their perception of their own and of significant adults’ nonverbal behavior; (3) in their choices of significant adults; and (4) to determine what, if any, relationships existed among the data.

The purpose of this study was to examine counselors' expectations as they pertain to sex-role stereotyping of both males and females. This study represents an attempt to partially replicate the research of Braverman et al. (1970). The subjects were 120 high school and community college counselors randomly selected from California public schools and 60 counselors-in-training randomly selected from five California public and private universities. Data were gathered with the Stereotype Questionnaire. It is composed of 38 bipolar items each describing a characteristic attribute of an individual. Each counselor and counselor-in-training completed one of three forms--adult, male, or female. Data were analyzed with a CRF- 332 ANOVA. Dunn's multiple comparison procedure and Tukey's a posteriori test statistic were used to test differences between means. In line with previous research it was expected that counselors would judge the male and the adult ideal standard as highly similar and the female as different. It was expected that counselors-in-training would judge men, women, and adults as similar. These expectations were not supported. Rather, the data indicated that the female and the adult standard are viewed as not different. The adult, female and male are .all described in terms of characteristics located on the same side of each bipolar item. However, it was found that the male is expected to possess some of these characteristics of the adult standard to a significantly higher degree. Further, it was found that counselors and counselors-in-training do not differ in their expectations concerning the characteristics of a healthy, mature, socially competent individual. It was concluded that counselors at all levels have been flexible in changing their traditionally stereotypic attitudes toward females: therefore, the prospects for changing any stereotypic attitudes counselors may have concerning males is considered favorable.

The problem of this investigation was to study the major factors contributing to the imbalance between the needs for and the available supply of occupationally prepared Seventh-day Adventist service personnel in selected SDA institutions in California.

The purpose of the study was to examine the career paths of upwardly mobile Hispanic educators to isolate those factors which were important in the mobility process. The goal of this study was to discover what factors account for mobility and what kinds of experiences hinder upward movement of minority individuals. Twelve Hispanic educators from central and northern California were interviewed using an open-ended, retrospective interview format. The data were analyzed to determine the common patterns in social mobility among the 12 participants from impoverished, minority backgrounds. The study identified ways in which social class impacted negotiating strategies, including situational survival, retaining a present time orientation, keeping the dream focus flexible, and settling on a community of symbolic membership. The data also identified ways in which culture impacted career through the importance of retaining symbolic membership as part of the dream, including career choice, and to provide cultural mentoring once well established in career. Mentoring became the most important feature of mobility both in early and professional career. In early career mentoring was often momentary and came from a variety of sources, including parents and teachers, among others. To be effective, mentoring had to structure advice about the future as a set of options wich could be compared within a present-time orientation. In professional career, mentoring was longer-term (or traditional mentoring). School counselors, educators, and therapeutic counselors need to be aware of the importance that momentary mentoring can have on minority youth; be there to suggest the next possible step for these youth to consider; and actively seek out and offer support in the form of pointing out options which make sense to students in terms of the present. Future research should examine other minority professional populations to test the hypothesis that successful mentoring for mobile minorities involves the conditions identified in this study. Several other hypotheses were also developed.