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The purposes of this research project were to develop a Dietitian Selection Scale (DSS) and to compare the personality profiles of female therapeutic and administrative dietitians. Both purposes were investigated using the California Psychological Inventory (CPI), and the second purpose, the comparison, was also, investigated using the Vocational Preference Inventory (VPI). Holland's (1973) theory of career selection served as the theoretical base for this study.;Subjects for this study were 250 female registered dietitians. The control group consisted of 145 female registered dietitians attending a state meeting in Virginia, while 105 were respondents from a randomized mailing to female registered dietitians across the nation.;The hypothesis that there would be a significant difference in the response pattern of female registered dietitians and women in general as measured by the empirically developed DSS was accepted. The hypothesis that female therapeutic dietitians would exhibit a significant difference in response pattern from female administrative dietitians as measured by a scale analysis of the VPI was rejected, but one scale on the CPI did differentiate the two groups significantly.;The results indicated that female dietitians can be differentiated from women in general by response pattern to specific items on the CPI and that therapeutic dietitians can be differentiated from administrative dietitians on the scale of Dominance on the CPI.

The purpose of this study was to investigate the effectiveness of written paradoxical directives on problem resolution and level of intimacy in selected married couples.;The population selected was married couples participating in selected churches in the geographical region of Williamsburg, Virginia. Volunteer couples completed a survey questionaire stating one problem in their relationship they would like to see changed. The sample consisted of 32 married couples with 11 couples randomly assigned to paradoxical directive and attention-placebo treatment groups and 10 couples to a no-treatment control group.;Couples in the paradoxical group were sent a four-paragraph paradoxical letter encouraging them to continue or exaggerate the stated problem. Couples in the attention-placebo group received structurally identical letters but without the paradoxical component. The control group received no letter.;It was hypothesized that couples in the paradoxical group would show greater (1) perceived problem relief, (2) perceived problem-solving ability, (3) level of perceived intimacy, (4) level of expected intimacy, (5) favorable perception of the mate, and (6) quality of the relationship than couples in the attention-placebo and control groups.;It was concluded that no statistical evidence existed to support the hypotheses.;Further study is needed to investigate the effectiveness of paradoxical directives on marital problem-solving and the several dimensions of intimacy.

The systematic skills-training programs which have been widely applied for the training of counselors have typically been designed with the assumption that all clients consuming the services of a counselor are voluntarily seeking help. In fact, many clients enter counseling reluctantly. Reluctance in this study is defined as a client who really doesn't want to be in counseling. This is very common among adolescent populations who frequently enter counseling because of the courts, schools, or their parents. They, therefore, comply with the authority of these institutions and are not self-motivated.;This study examined the nonverbal counselor techniques in a study which compared the nonverbal techniques traditionally endorsed by the counselor training literature to techniques which are detached or less involved. Actual clients were selected from a community counseling agency for adolescents with drug related problems. These clients were separated into voluntary clients (n=16) and reluctant clients (n=16). Clients were assigned to groups based on a brief questionaire and counselor interview. Voluntary clients were defined as presenting sincerity in wishing to receive help. Reluctant clients were defined as not really wanting to be in counseling.;Specific hypotheses for this study stated in the null were: (1) There will be no significant difference between ratings of trunk lean by reluctant adolescent clients and volunteer adolescent clients (accepted). (2) There will be no significant difference between the ratings of body orientation by reluctant adolescent clients and volunteer adolescent clients (rejected on two items PR > F = .041 and PR > F = .025). (3) There will be no significant difference between the ratings of body position by reluctant adolescent clients and volunteer adolescent clients (accepted). (5) There will be no significant difference between the ratings of head nods by reluctant adolescent clients and volunteer adolescent clients (rejected on one item PR > F = .015). (6) Reluctant adolescent clients will not choose the detached counselor style over the involved counselor style (accepted on four of the five tape series, p < .05). (7) Voluntary adolescent clients will not choose the involved counselor style over the detached counselor style (accepted on two of the five tape series, p < .05 and P < .01).;Subjects were asked to view ten brief videotape segments during their initial interview. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI.

The transition from high school to college can be a difficult and stressful experience for a student-athlete. University athletic departments across the country, in conjunction with the office of student life, implement transition programs in an attempt to assist freshmen with their new environment. The purpose of this study was to determine a head coach's role in the transition process between high school and college of a freshman student-athlete. Furthermore, the study sought to address to what extent a student-athlete could benefit from evaluating the effectiveness of the transition process. Fifteen participants from a large NCAA Division I swim program took part in this study in the fall of 2003. Each participant was officially recruited to attend the institution and was entering college for the first time. A two phase approach was utilized to obtain data on the swimmers' first three weeks in college and also their first semester in college. Each swimmer was interviewed after his or her first three weeks in school in a semi-structured environment. Each participant was asked the same series of questions. Each participant was also interviewed near the conclusion of his or her first semester and was asked a series of follow up questions. The data was analyzed utilizing qualitative methods. The results of the study indicated that a head coach has a critical role in assisting freshmen student-athletes in their program with the transition from high school to college. Student-athletes look to their head coach as a mentor who can affect the new environment, and thus the head coach is a significant factor in their transition experience. Further, a head coach should know the components of the transition programs offered by both the university and athletic department, and develop his or her own transition model to increase the chances of a well adjusted freshman student-athlete. The results of the study also indicated that a student-athlete can benefit from evaluating the effectiveness of a transition program annually. Universities, athletic departments, and coaches should make needed changes each year to address the specific needs of freshmen student-athletes entering college for the first time. / Ph. D.

In order to diagnose the problem, it will be necessary to determine to what extent active participation in extra-class activities has affected the academic standing of students, how the amount of time spent on such a program might offer a threat to their physical well being and how desirable physiological and sociological growth may be affected by the failure of the program to reach students because of monopolizing by a few.

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Yes / Included in methods commonly used for assessing vocational training are oral assessments (OAs) since, in addition to assessing knowledge to a depth rarely achieved in other forms of testing, they give unique insight into students’ personal attitudes, which are important factors in the workplace. However, OAs require considerable preparation by the assessors, they can be restricted by time and assessor allocation, it is difficult to fully cover the course fairly, and they can put undue stress on the examinees, hence hindering a true expression of their skills and knowledge. OAs can give insight into a student’s personal attitudes, and the purpose here is to find the relationship between OA observed attitudes and those deduced from the computer-aided assessment. For the computer-aided assessments a scheme based on comparing two statements, followed by fuzzy AHP analysis, was used to determine the student’s attitude on such topics as general safety, work area tidiness and cleanliness, care and good use of hand tools and accuracy and testing of equipment. The results from the computer-aided approach were then compared with attitudes on the same topics obtained by oral assessment. For this work the important result was that there were strong correlations between the OA observed attitudes and the computer-aided assessment derived attitudes of the students. It also became clear however that for safety, the attitude of students (and perhaps workers) is more complicated than just having a ‘good’ or ‘bad’ attitude. Social pressure and organisational influence do seem to play a part so influencing or masking the student’s true attitudes. Satisfactory correlations were found between results of students’ attitudes when tested using the OA and computer-aided methods. Further work would need to be done to confirm generalization of substituting OA methods with a computer-aided assessment method.