students aware of the heterogeneous nature of the institution and the variety of problems to which it must respond.One final dimension of the program must be described, as it defines the student's training in academic as well as practical terms. Students are required to read several books and journal articles on behavior modification, client centered therapy, sensitivity training, and perspectives on abnormal behavior during the course of the semester. In addition they must keep daily logs of their activities at the Center. At a weekly three hour seminar their logs and readings are discussed and criticized to combine theory with practice. These sessions are at times resented by students because they are tired of academic approaches and want only to work with their patients. It is difficultto make some students recognize the need for combining these two approaches, but for those who see the necessity, training on the wards seems to proceed with greater ease; they seem more capable of responding with a variety of approaches to problems rather than being bound by the singular approach taught on a particular unit.In retrospect, it seems that an academic institution, working with a psychiatric center, can provide a meaningful academic and pre-vocational experience for students. In fact, if either the practical or academic features of the practicum were eliminated, students could become too immersed in the concreteness of a daily work world or the theoretical abstractions of an academic orientation. The combination of the two institutions is ideal and should be considered by college faculty for inclusion in their curriculum.As a member of a college faculty, I would add, on a personal note, that it is a very pleasant opportunity to work both at the college and the psychiatric center. The change of pace from one setting to another adds perspective to my teaching psychology in classes and gives me an entirely different professional community to experience and communicate with.
The stages of adult development set forth by Gail Sheehy are used as a model for analyzing the careers of counseling psychologists. This article traces the careers of counseling center personnel from graduate school days to the period Sheehy refers to as resignation or renewal and points toward several conclusions: (a) The counseling center career ladder is short, forcing many psychologists in their early thirties into other job avenues; (b) the flexibility provided by counseling center positions is a two-edged sword, producing disadvantages in later career stages; (c) reward systems should be developed to keep competent therapists in the counseling center; (d) administrative training should be provided during graduate school for future counseling psychologists; and (e) renewal alternatives need to be developed for burned-out counselors and counseling center directors in the mid-life transition.Growth and change in adulthood can be conceived as occurring in predictable stages (Erikson, 1963;Levinson, 1974). These stages evolve as a function of an intrapersonal life structure (ideal self-concept/life style) adapting itself to a given environment (Levinson, Darrow, Klein, Levinson, & McKee, 1976;Neugarten, 1976). The occupational setting is just such an environment. Given information about the environmental press of a certain occupational setting and given knowledge of the background and types of personalities entering that setting, it is possible to make some fairly specific predictions as to the stages or, as Gail Sheehy (1976) calls them, "passages," that will occur in that career and the options open to the individual in the midst of these passages. This article examines the counseling psychologist who chooses the college counseling center as the first rung on his or her career ladder, projects their careers over several years, and attempts to outline, within the context of an adult development model, the ups and downs and twists and turns of those careers.In preparing this study, the authors have relied upon several sources of information, including data from counseling psychologists' manpower reports (Giddan, Price, & Healy, 1976; Krauskopf, Thoreson, & McAleer, 1973;Nugent & Pareis, 1968; Simono, Note 1) and have studied the output from the annual Counseling Center Data Bank surveys (Magoon, Note 2). We have also introspected our own careers and plumbed our memories for images and details of the hours spent in intrastaff tete a tetes (sometimes called "bitch sessions") at the various counseling centers that have employed us over the years. 1 We will use the headings chosen by Sheehy to delineate the various stages of adult development.
This investigation was designed to study personality differences among prison inmates that could be attributed to the number of felony offenses and the length of incarceration. MMPI profiles of 93 inmates of a medium security prison were obtained and analyzed. Special attention was directed to the five MMPI variables K, D, PD, SC, and MA. These five variables taken collectively successfully differentiated first offenders from repeaters and short-term from long-term inmates. The results support the hypothesis that increased incarceration has a harmful effect upon personality.
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